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Lecturer(s)
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Mašát Milan, Mgr. Ph.D.,MBA,Ed.D.
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Course content
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The course is delivered as a five-day intensive block based on simulation-based learning. Simulation-based learning and a safe learning environment: principles and phases of simulation-based learning, rules for collaboration and confidentiality, teacher and observer roles, distinguishing observation from interpretation, listening and managing one's own responses. Communication with pupils: empathy, active listening, clarifying needs and setting boundaries; simulations of conflict conversations and exploration of alternative ways of managing them. Communication with parents: dealing with disagreement, criticism and differing expectations; building trust and finding a shared way forward through simulation and debriefing. Communication with colleagues and school leaders: professional disagreement, assertiveness and constructive feedback; reflection on different professional roles, perspectives and cultural contexts. Integrating experiences and transferring learning to practice: integrated simulations, comparison of communication approaches, peer feedback and formulation of personal development goals for teaching practice. Learning resources include simulation scenarios, observation and reflection sheets, instructional videos and materials provided through the Moodle LMS.
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Learning activities and teaching methods
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Dialogic Lecture (Discussion, Dialog, Brainstorming), Demonstration, Activating (Simulations, Games, Dramatization), Group work
- Attendace
- 20 hours per semester
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Learning outcomes
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Course Objective: To develop the basic social-emotional and communication skills of future teachers in challenging interactions with students, parents, and colleagues. The course is based on the HaLev model: situation preparation, simulation experience, facilitated debriefing, feedback, and reflection on alternative courses of action. Day 1: Simulation-Based Learning and a Safe Environment (4 class periods): rules of collaboration, confidentiality, the roles of the teacher and the observer; distinguishing between observation and interpretation, active listening, and managing one?s own reactions. Day 2: Communicating with Students (4 class periods): empathy, active listening, clarifying needs, and setting boundaries; simulating conflict-filled conversations and exploring alternative outcomes. Day 3: Communicating with Parents (4 class periods): Disagreements, criticism, and differing expectations; building trust and finding common ground through simulation and analysis. Day 4: Communicating with Colleagues and Management (4 class periods): Professional disagreements, assertiveness, and constructive feedback; reflecting on different roles, perspectives, and cultural contexts. Day 5: Integrating Experiences and Applying Them in Practice (4 class periods): integrated simulations, comparison of communication strategies, and peer feedback; setting personal goals for teaching practice.
After completing the course, students will be able to: explain the purpose and basic phases of simulation-based learning and the importance of a safe environment for learning and professional reflection; use active listening, an empathetic response and appropriate assertive communication in a simulated interaction with a pupil, parent or colleague, taking account of the participants' needs and the purpose of the conversation; analyse a simulated conflict conversation, distinguish observed behaviour from interpretation, identify different perspectives, and assess how the chosen approach to communication affects mutual trust and opportunities for collaboration; provide specific and respectful feedback grounded in a description of observed behaviour and use received feedback to propose a change in their own approach; justify alternative responses to a selected professional situation and, drawing on reflection on their own experience, formulate a feasible plan for transferring their learning into teaching practice.
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Prerequisites
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The course has no formal prerequisites, co-requisites or course equivalences. It is intended for students in education-related study programmes, including international students. As the course is taught in English, students are expected to have sufficient command of English to participate actively in discussions, simulations and reflection; B2 level is recommended.
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Assessment methods and criteria
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Student performance
To receive course credit, students must attend at least 80% of the course, i.e. a minimum of 16 out of 20 teaching periods. Students are expected to participate actively in simulations, structured observation, debriefing and the provision of feedback. Ongoing practical tasks account for 100% of the course assessment. Assessment is primarily formative and also includes self-assessment and reflection on students' own experience.
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Recommended literature
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