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Lecturer(s)
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Šmelová Eva, prof. PhDr. Ph.D.
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Jůvová Alena, PaedDr. Ph.D.
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Vyhnálková Pavla, Mgr. Ph.D.
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Course content
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Communication in the life of a person. Types of non-verbal communication. Perception. Verbal communication amd the art of speaking. Active listenings. Paralinguistic utterances and deciphering them. Communication in human relations. Effective and ineffective communication. Communication barriers. Fighting off stage fright. Selected verbal communication types. Speech development in terms of ontogenetic and phylogenetic, biological bases of speech, vocal apparatus, care of the voice. Theory of communication, social communication, information transfer, the meme as a unit of cultural information, rituals and gestures in communication. Rhetoric, verbal and nonverbal communication, the art of self-presentation, voice and writing. Communication in the group, activation methods (brainstorming, workshop of the future, conceptual maps, ITV, EUR). Constructivism in pedagogical communication. Learning theory, psychoneuroimmunology, neurodidaktika. Emotional intelligence, empathy, self-reflection. Communicative competence in the curricula of the Czech Republic Specific features and principles of educational communication, communication skills, interaction style of the teacher. Monologue and dialogue in the classroom, and extralingvistické paralinguistic means of communication. Conflict and its possible solutions. Pathological ways of communication, communication ability, marginal and critical situation in educational communication. Communication within a multicultural society, gender-correct way of speaking in educational communication. Media Jeko pedagogical means of communication (textbooks, audio and video, multimedia, ICT). IVR interactions.
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Observation, Activating (Simulations, Games, Dramatization)
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Learning outcomes
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As part of their training, students will learn the essential rules of verbal communication by means of resolving specific situations. At the same time they will be guided in suitable non-verbal behaviours, and they will learn to synthesize effective means of body language based on examples. Exercises will be directed toward training active listening, assertiveness, and developing empathy in their means of communication. Students who pass this subject will be able to identify substandard communicative situations (e.g. manipulation, illegitimate criticism, discord) and handle these situations within the parameters of professional conduct.
Students should be able to practically apply knowledge of social communication, education theory, pedagogy, developmental, educational, and social psychology in solving model situations. The practical tasks should develop students' skills in communication, empathy, cooperation and assertiveness.
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Prerequisites
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Basic skills for university study in the field of helping professions. Interest in the field, a willingness to work independently and in a team.
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Assessment methods and criteria
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Student performance, Analysis of linguistic, Didactic Test, Seminar Work
Active participation in tutorials. Fulfillment of individual theoretical and practical tasks. Individual performances (students hand in written preparation? Etude, dramatization, Socratic dialogue, lead panel discussions) during instruction. Self-study literature. Compliance with final test.
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Recommended literature
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BEDNAŘÍK, A. (2008). Facilitace . Kladno: Aisis.
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BEDNAŘÍKOVÁ, I. (2006). Sociální komunikace . Olomouc: Univerzita Palackého v Olomouci.
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BEDNAŘÍKOVÁ, I. (2006). Sociální komunikace. Olomouc.
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DEVITO, J. A. (2008). Základy mezilidské komunikace. Praha: Grada Publishing.
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EYROVI, L. R. (2000). Jak naučit děti hodnotám.. Praha.
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GAVORA, P. . (2005). Učitel a žáci v komunikaci. Brno: Paido.
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GAVORA, P. (2005). Učitel a žáci v komunikaci. Brno: Paido.
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HERMOCHOVÁ, S. (2004). Hry pro dospělé: komunikace a vytváření skupin, poznávání, vcítění a sebeprosazování, hry pro rozvoj skupiny, téma jako základ interakce. Praha: Grada Publishing .
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KOMÁRKOVÁ, R., SLAMĚNÍK, I., VÝROST, J. (2001). Aplikovaná sociální psychologie III. Sociálněpsychologický výcvik. Praha: Grada Publishing.
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KŘIVOHLAVÝ, J. (2008). Konflikty mezi lidmi. Praha.
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KŘIVOHLAVÝ, J. (1995). Tajemství úspěšného jednání. Praha.
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KŘÍŽ, P. (2005). Kdo jsem, jaký jsem. Kladno.
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KYRIACOU, Ch. (2004). Klíčové dovednosti učitele: cesty k lepšímu vyučování. Praha: Portál.
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LEWIS, D. (2004). Tajná řeč těla. Praha: Hodego: East West Publishing Copany.
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MAREŠ, J., KŘIVOHLAVÝ, J. (1995). Komunikace ve škole. Brno.
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MAREŠ, J., KŘIVOHLAVÝ, J. (1990). Sociální a pedagogická komunikace ve škole. Praha: SPN.
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MĚCHUROVÁ, A. (1992). Jak dobře mluvit a úspěšně jednat. Praha.
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MUSILOVÁ, M. (2002). Interakce učitele a žáka: cvičebnice.. Olomouc: UP.
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VALENTA, J. (2005). Učíme (se) komunikovat. Kladno.
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VALENTA, J. (2004). Manuál k tréninku řeči lidského těla (didaktika neverbální komunikace). Kladno.
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VALIŠOVÁ, A. (2002). Asertivita v prostředí rodiny a školy.. Praha.
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