Instructive Practices. Irena Loudová Carmen Simonová Libuše Třískalová

Transkript

1 Instructive Practices Irena Loudová Carmen Simonová Libuše Třískalová

2 Authors: Mgr. Irena Loudová, Ph.D., PhDr. Carmen Simonová, Mgr. Libuše Třískalová The text was created in the cooperation with: Ludmila Pocová Title: Instructive Practices Year and place of publication: 2014, Hradec Králové Publication: first Reviewed by: Mgr. Daniela Vrabcová, Ph.D. This publication is not for sale. Tento materiál byl vytvořen v rámci projektu Inovace studijních oborů na PdF UHK reg.č. CZ.1.07/2.2.00/ Foreword

3 Practical experience constitutes an integral part in the building of a student s professional identity in the pre-gradual higher-education preparation for all professions. It also plays an important motivational role in the overall process of professionalization of the existing students. Practical experience should be perceived as a point of intersection at which theory and practice meet and at which theoretical knowledge acquired during the studies is verified and applied in real environment and time. This study text pursues neither the objective of submitting a deep analysis of the share of practical experience in pre-gradual preparation nor of bringing new revolutionary examples of implementation; instead it intends to focus on looking for the answer of what role should practical experience fulfil in the process of professionalization. This manual was created based on the assessment of evaluation questionnaires of students undergoing the so-called clinical week, which showed that students did not have problems with theoretical preparation, but due to the fact that they come from various environments of secondary schools, they lack a comprehensibly written text that would make their direct work in the school environment easier. One of the objectives of the submitted text is to successfully master the start of one s pedagogical career and to learn the school s genius loci which cannot be provided to the student by any, no-matter-how-good seminar or lecture. In addition, by visiting schools, supervision, excursions and later during one s own instructive practice, students can find a place where they can fulfil themselves after their graduation. The aim of instructive practice is to evoke professional identification in the students. The authors

4 Subject Objectives The object of the practical part of instruction (practical experience) is to provide students with direct and partially mediated experience with contemporary methods of work and to stimulate reflection of thus acquired experience to verify it in practice. At the same time, students will try out methods and forms of instruction they have learned at school directly in the field. The objective of practical experience is also to develop practical professional competences in the teaching profession. Last but not least, practical experience should support the students professional identification. Outline of the Subject Instructive practice is designed in six parts that follow each other. In the common core of two-subject studies, the following subjects are included: Instructive practice 1 (continuous) focuses on the evaluation of upbringing and education and supervision activities (14 hours per term, recommended in the 3 rd term). Instructive practice 2 (continuous) focuses on the development of student competences towards direct pedagogical activity (14 hours per term, recommended in the 4 th term). Instructive practice 3 (continuous) focuses on the connection of supervision activities and instructive practice during micro-outputs at schools and school facilities (14 hours per term, recommended in the 5 th term). This practical experience is organised by subject departments. Instructive practice 4 (continuous) focuses on working with administrative programs and on using modern didactic means in instruction and in the area of processing pedagogical documentation in electronic form (25 hours per term enbloc one-week instruction, recommended in the 6 th term). Internship 1 focuses on the introduction to the school environment with an emphasis on the organisation of school activities and its evaluation. The objective of the continuous one-week practical experience is to lead students to observe and analyse the course of the educational process in the classroom and in the school environment in general. The basic forms of student s work include supervision, observation, analysis of teacher s activities, analysis of basic school documents, etc. (25 hours per term, recommended in 6 th term). Internship 2 follows Internship 1, and the student, under the leadership of faculty teachers, is introduced to the operation of the school and to the duties of teachers with an emphasis on the work of a class teacher. This stage focuses on the activity of the teacher with pupils and on educational and upbringing activities of olderschool-age pupils in a pedagogical interaction with the teacher (25 hours per term, recommended in the 7 th term). Meaning of icons used in the text

5 Objectives A list of objectives is provided at the beginning of each chapter. Terms to Remember (Key Words) A list of important terms and main points the student should not omit when studying the topic. Practical Application of the Subject Tasks, Activities Verifying the student s practical skills. Review Questions Verifying to what extent the student has understood the text and the issue and remembers fundamental and important information. Summary A summary of the topic. Literature Used in the text and to complement and further one s knowledge.

6 Chapter 1: Instructive Practice as Part of the Pregradual Preparation of Teachers Objectives The student: will be introduced to the main points of the system of instructive practice at the PdF UHK 1 ; will be able to capture the meaning of professional pedagogical competences; will distinguish the functions of instructive practice. Terms to Remember (Key Words) goals of instructive practice socio-professional preparation of a teacher functions of instructive practice competences of a student teacher features of instructive practice Instructive practice is an important and integral component of the pre-gradual preparation of teachers of all faculties of education focused on the preparation of future teachers. Instructive practice serves especially to apply knowledge and skills acquired during the studies in the everyday reality of the school environment. The student has the possibility to be introduced to teacher s duties and administrative tasks, the pupils, educational programmes and other elements that constitute a comprehensive educational process. The issue of the pedagogical preparation of future teachers has been the subject of many professional discussions in the recent decades. Without a doubt, pre-gradual teaching studies belong to the first important stage of teachers preparation for their profession. The issues of instructive practice cannot be solved as standalone; they always have to be understood as interconnected issues of theory and practice in the 1 PdF UHK Faculty of Education of the University of Hradec Králové 6

7 education of a future teacher. Instructive practice has to serve as a connecting link between the students theoretical education and their future independent creative work at school. It has to be the implementation of the students preparation for their direct teaching activities at school and in the process of upbringing and education. The system of instructive practice should equip future teachers with a certain set of competences for the creative implementation of all tasks in their future teaching work. The process of forming basic professional skills, habits and competences is underway during the instructive practice (for an overview of competences see section 1.5). This study text is designed especially for students of the Specialization in Pedagogy bachelor s programme, current and potential teachers of the second stage of basic education, and secondary-school teachers. It provides a basic orientation in the pregradual teacher preparation. The study text is composed of topics whose processing, to the extend appropriate for the target group and the subject of study, we considered important with regard to the current educational trends. The text is written as one of the key study supports for pre-gradual teacher preparation. 1.1 Objectives of Instructive Practice One of the main objectives of instructive practice is to show the students that teaching is a meaningful profession which provides lots of opportunities for one s self-realisation but which is, at the same time, very demanding. During their stay at school within the framework of instructive practice, students fulfil tasks directed at the gradual formation of basic professional competences. The selection of activities that strive to cover the defined areas of the teaching profession corresponds to it. The pedagogical diary and the portfolio are documents to the implementation of required activities and at the same time are some of the documents on which the assessment of the practical experience is based. Hlásna, Miklášová and Tóthová (2005) provide the following two objectives of instructive practice: 1. To change the attitude of a student teacher to the attitude of a future teacher. 2. To observe the work of as many teachers as possible in various subjects of instruction at various schools. According to Štáva (2003, p. 87), the objectives of instructive practice are to obtain experience during work with children, to gradually learn the skills, and to acquire competences applied in various situations of and conditions for the performance of the teaching profession. 7

8 The Dictionary of Pedagogy (Pedagogický slovník) by Průcha, Walterová and Mareš (2003, p. 92) mentions three objectives of instructive practice: 1. To connect the theory and practice of all components of higher-education preparation. 2. To introduce the student (future teacher) to the conditions of a real school environment. 3. To train the student (future teacher) in the activities of the teaching profession. The objective of instructive practice is to develop the so-called practical professional competences in the teaching profession. Each professional activity is based on specific requirements and norms and is organised in a certain manner. With regard to the objective and content of the activity, each profession requires specific knowledge, skills and habits and places demands on mental processes, attention, will and overcoming of problems. The development of a teacher s personality is not an easy task and, like all formative processes, is a complicated and long-term process. The socio-professional preparation of a teacher is based on three dimensions: theoretical (knowledge), practical (skills) and personality (value, axiology). The contemporary concept of the school, teacher and his/her activity is one of the basic global discussions about the changes of education. The teacher should fulfil the educational ideas of pupils, parents and the state; to be able to form critical and creative thinking in his/her pupils, he/she has to understand their psyche and the rules of life in a family and a group of pupils. He/she has to know what he/she teaches and why. Today more than ever, the teacher becomes an organiser, director and creator of activities. The readiness of the teacher is not only in the technology of instruction and education; one also has to pay attention to his/her personality growth and the feedback about the quality of his/her effect on the pupils. A person becomes a teacher not only by acquiring knowledge and skills, but also by accepting the role of teacher and everything related with it. For his/her pupils, he/she should become a guide in the cognition of the world. For this, he/she should be served by the development of professional competences: professional, (psycho)didactic, general educational, diagnostic and interventional, socially communicative, managerial and legislative, and professional self-reflection (for more on professional competences see section 1.5). Within the framework of the preparatory education of future teachers, instructive practice relies the most on observation at school (supervision, lesson observation) and on students pedagogical outputs or micro-outputs through which the students try to instruct pupils in real conditions of school classrooms. Students can work with pupils outside of the actual instruction (supervision during breaks, accompaniment to various events related to school, etc.) or can participate as observers in parent- 8

9 teacher meetings, methodological association meetings, educational board meetings, etc. This approach is based on the assumption that student teachers without their own teaching experience have the possibility to see or hear something at school from experienced teachers or to be inspired by them for their own future pedagogical activity. The subsequent instruction outputs of their own will allow them to better recognise and understand the ins and outs of the teaching profession. The meaning of the instructive practice is derived from the fact that the practical execution of human activity leads to the acquisition of experience, and thus to the improvement of such activity. Currently, in connection with the education of teachers, one emphasises reflection or a reflective and self-reflective competence. Reflection is considered a key element of instructive practice and preparatory education of teachers (for more details see Marková, 2003). The students will be able to use all this acquired experience for work in seminars, colloquiums as well as in their bachelor s or master s thesis. They can use their portfolio and pedagogical diary during the state final examinations in pedagogy and psychology. 1.2 The Functions of Instructive Practice Some authors talk explicitly about functions (roles) of instructive practice. For instance, Danek (2005) believes that instructive practice should fulfil the following three functions: 1. To get to know the school. 2. To rid the students of worries and stage fright related to communication with pupils. 3. To compare knowledge acquired during one s studies with the reality of school life. During their stay at school, students get to know the organisational structure of the school, its focus, the work of the school management and the method of management, social relationships within the teaching staff, internal norms and other factors that affect the form and quality of educational work and its results. This is a very vast set of interconnected factors, and the goal of the students is to get at least partial information about some of them. Their practical experience is also an opportunity for the students to become aware of their approach to instruction and to compare it with the approach to instruction at the school in question. Ivanovičová (2004) lists tasks on which instructive practice focuses in the process of preparing students for the teaching profession. For instance, these include the practical experience functioning as an activating and motivational element during one s studies; the task of mastering more deeply the educational theory supporting 9

10 pedagogical thinking of student teachers; and the task of developing ethical attitudes to pupils, colleagues and parents. Based on our study of specialist literature, here is a categorisation of the functions of instructive practice: motivation, transformation (to transform the attitude of a student into an attitude of a teacher), reflectional (to lead students to self-reflection and self-valuation), synthetic (the practical experience enables one to synthesise knowledge acquired in other subjects of study), orientation (to orient oneself in the school life, in educational situations, in the running of a school, in legislation, and educational programmes), integration (integrating the theory and practice of the components of highereducation preparation), application (practice as an application of theory; the student has the possibility to verify theoretical knowledge), diagnostics (the student diagnoses him/herself, his/her strengths and weaknesses), recognition (recognising age-related peculiarities of pupils, revealing problems that affect pupils, etc.). The concept of instructive practice is based on a managed and stage-like activity of a future teacher and is directed at the development of his/her pedagogical competences. 1.3 Individual Practice Characteristics Instructive Practice 1 (3 rd term) is focused on the teacher s personality and the future teacher s overall view of his/her profession. Students get to know the school environment in which they should be active. They observe the activity of a teacher in the educational process and analyse basic didactic categories. The basic form of student work is primarily supervision. Used methods include observation, analysis of a teacher s activity, analysis of basic school documents, etc. Before the student starts Instructive Practice 1, he/she acquires theoretical knowledge primarily in these subjects of study: Pedagogical Propaedeutic, Effective Communication at School, Fundamental and Development Psychology, Pedagogical Practice, and Social and Personality Psychology. Instructive Practice 2 (4 th term) is focused on the activity of the teacher with pupils and on educational activities of pupils in a pedagogical interaction with the teacher. 10

11 Students get to know out-of-school and leisure-time activities of pupils, courses, continuous stays (excursions, trips, ski courses, adaptation stays, schools in nature, interest groups, etc.). The basic forms of student work include supervision and micro-outputs, followed by educational activities within the framework of leisure-time and out-of-school activities, and providing assistance during continuous stays. The main methods in this part of practical experience include observation, dialogue, analysis of the results of a pupil s activity, etc. During Instructive Practice 2, the student is theoretically education in the subject of study General Didactics. Instructive Practice 3 (5 th term) is focused exclusively on teachers work with subject matter. Based on theoretical knowledge and practical experience obtained in their common core, students make instruction attempts in their qualification subjects. The basic form of student work is supervision with subsequent instruction outputs. Students use all educational methods, forms and processes. Instructive Practice 3 is under the auspices of subject departments, and the student fulfils Instructive Practice 3 within the framework of his/her qualification subjects under the leadership of subject pedagogues/practice guarantors. Each student fulfils requirements from both subjects of his/her qualification. At this stage, the student acquires theoretical knowledge primarily from these subjects of study: Theory of Education and Educational Diagnostics and Self- Diagnostics. Instructive Practice 4 and Internship 1 (6 th term) are focused on working with administrative programs (Bakalář) and on processing pedagogical documentation in electronic form. In addition, the student will get an insight into the school environment, organisation of school activities and their evaluation. At this stage, the student gets theoretical knowledge primarily from these subjects of study: Introduction to Sociology and Practical Methodology for Teachers 1. Internship 2 (7 th term) is focused on the activity of a teacher with pupils and on educational activities of pupils in a pedagogical interaction with an instructor. At this stage, the student gets theoretical knowledge primarily from the subject of study Educational Psychology. Continuous practical experience that follow Internship 2 are carried out by the student under the leadership of methodologists and subject pedagogues of his/her subjects of qualification. 11

12 1.4 Instructive Practice Schedule in Connection with Theoretical Instruction The comprehensive system of instructive practice at the Faculty of Education of the University of Hradec Králové (PdF UHK) is the backbone of interconnected components of pedagogical and psychological disciplines and specialist subjects (see Table 1). Table 1 Instructive Practice Schedule Subject of Study Extent Completio n 1st term Pedagogical Propaedeutic Introduction to the Study and Methodology of Social Sciences 2nd term Fundamental and Developmental Psychology Effective Communication at School 1p + 2s credit, exam Type of Subject mandatory Recommend ed Year m 1 1s credit m 1 1p + 2s credit, exam m 1 2s credit m 1 Pedagogical Practice 1s credit m 1 3rd term Social and Personality Psychology 1p + 2s credit, exam m 2 Instructive Practice 1 14 h/sem. credit m 2 4th term General Didactics 1p + 2s credit, exam m 2 Instructive Practice 2 14 h/sem. credit m 2 5th term Theory of Education Pedagogical Diagnostics and Self-diagnostics 1p + 2s credit, exam m 3 1s credit m 3 Instructive Practice 3 14 h/sem. credit m 3 6th term Internship 1 25 h/sem. credit m 3 12

13 Introduction to Sociology 1p + 1s credit m 3 Practical Methodology for Teachers 1 1p + 1s credit m 3 Instructive Practice 4 25 h/sem. credit m 3 7th term Internship 2 25 h/sem. credit m 4 Educational Psychology 8th term Current Issues in School and Comparative Pedagogy Psychopathology 9th term Basics of Special Education Practical Methodology for Teachers 2 1p + 2s credit, exam m 4 1p + 2s credit m 4 1p + 1s 1p + 1s 1p + 1s credit, exam credit, exam credit m 4 m 5 m 5 Thesis 1 1 h/sem. credit m 5 10th term Thesis 2 1 h/sem. credit m 5 Elective subjects elective History of Pedagogy 1p + 1s credit e 1/1 Effective Studying Strategies Education toward Partnership, Marriage and Parenthood Moral Development and Education Activation Methods in Instruction Social Climate at School and in Class Basics of Etopaedia 2s 1p + 1s 1p + 1s 1p + 1s 1p + 1s 1p + 1s credit credit credit credit credit credit e 1/2 e 2/4 e 3/5 e 3/5 e 4/7 e 4/7 Reading Literacy 1p + 1s credit e 4/8 1.5 Competences of Student/Graduate Teachers 13

14 The fulfilment of tasks for practical activities in the instructive-practice system is focused on the development of pedagogical professional competences (or key professional competences, respectively). At the end of their studies, student teachers should be equipped with the following seven competences: 1. Specialist Competence (according to areas of instruction) The graduate: - has acquired multidisciplinary knowledge in areas of instruction; - is capable of transforming instructional content didactically; - has user skills regarding information and communication technologies; - is capable of integrating inter-subject knowledge and of creating inter-subject links. 2. Didactic and Psychodidactic Competence The graduate: - is able to use basic methodological repertoire in the instruction of a given subject and is able to adapt it to the individual needs of pupils and requirements of a given school; - has mastered strategies of instruction and learning at the second and third stages of education and connects them with thorough knowledge of psychological, social and causal aspects; - has knowledge of theories of assessment and their psychological aspects and is able to use instruments of assessment with regard to the developmental and individual peculiarities of pupils and to the requirements of a given school; - is able to work with the framework educational programme and to use it for the creation of a school educational programme; - has an overview of educational programmes within the framework of the stage of education in question and is able to work with them in the creation of his/her own instruction projects. The student develops didactic competences by observing a course of instruction and other pedagogical-psychological situations and by recording them and analysing them. 3. General Pedagogical Competence The graduate: - has knowledge of children s rights and respects them in his/her pedagogical work; - is capable of supporting the development of individual qualities of pupils in an area of interest; 14

15 - has mastered processes and conditions of instruction at a relevant stage of education; - is able to orientate in the context of upbringing and education based on his/her knowledge of educational systems and trends of their development; - is oriented in educational policy and is capable of its reflection in his/her pedagogical work. 4. Diagnostic and Interventional Competence The graduate: - has mastered means of ensuring discipline in class and is able to resolve school and upbringing situations and problems; - is able to recognise the symptoms of sociopathological manifestations in pupils, bullying and abuse, and knows the possibilities for their prevention and remedy that he/she will mediate; - is able to identify specific needs in education in each pupil and, in co-operation with experts, is capable of adapting the selection of the subject matter and methods of instruction to the possibilities of individual pupils; - is capable of using means of pedagogical diagnostics in instruction on the basis of knowing the individual prerequisites of pupils and their development peculiarities and is capable of recognising problematic social relations in the class; - is able to identify strengths in each pupil and to find areas on which his/her self-respect can be built and to support them; - is able to advise (provide assistance) to teachers and to co-operate with them in the diagnostic area. 5. Social Communication Competence The graduate: - has mastered means of pedagogical communication in class/at school; - has mastered means of creating a positive working/learning climate in class/at school on the basis of pupils social relations; - has mastered means of pupils socialisation and is capable of practically using them; - is capable of orienting oneself in difficult social situations at school and out of school and is able to mediate their resolution; - is capable of applying effective methods of communication and co-operation with parents and school s social partners and is oriented in the issue of family upbringing; 15

16 - knows the possibilities and limits of the influence of out-of-school environment, peers and the media on pupils, is capable of analysing causes of pupils negative attitudes and behaviour and of applying remedial measures. 6. Management and Legislation Competence The graduate: - has mastered basic administrative tasks associated with registering pupils and their educational results and knows how to keep records and make reports; - has basic knowledge of laws and other legal norms and knows pedagogical documents related to the performance of his/her profession and his/her work environment; - has some knowledge of the conditions and processes of a school s functioning; - has organisational skills; - is capable of creating projects at the level of institutional co-operation, including abroad. 7. Professional Self-reflection Competence The graduate: - is able to act as a representative of his/her profession based on the acquired principles of a teacher s professional ethics and is capable of arguing in defence of his/her pedagogical processes; - is capable of further self-education and is able to use available resources; - is able to reflect educational needs and interests of pupils and changes to educational conditions in his/her pedagogical work; - has a general overview in the areas of philosophy, culture, history, politics, law, economy and healthy lifestyle and can use them to influence the formation of attitudes and value orientation of pupils; - has personality prerequisites for co-operating with colleagues on the teaching staff and for partner-like co-operation with parents; - is capable of self-reflection based on self-valuation and evaluation by various entities. 1.6 Instructive-Practice Required Features Urbánek (2005) states four basic requirements for an instructive-practice model: 1. Gradation students get to know the school gradually and systematically, starting with wider and more general views towards concrete and special activities and vice versa. 2. Integration temporal and content connection and sequence or connection of theoretical disciplines with practical subjects; often, this is an organisational problem to co-ordinate personal, temporal and schedule conditions. 16

17 3. Complexity practical experience at schools is not focused only on one aspect of the profession, but tries to encompass the basic aspects of the teaching profession, i.e. not only didactic aspects, but also social, ethical, communication and organisational aspects. 4. Dynamics the dynamic aspect of practical activities from the arrival at the faculty to the departure from the faculty gradually forms a teacher. Practical Application of the Subject Tasks, Activities 1. Describe the system of instructive-practice functions. 2. Characterise the competences of a graduate in teaching. 3. Study the instructive-practice schedule. Review Questions What are the objectives of instructive practice? What do we understand under real professional environment? What model of instructive practice contains didactic, social, ethical, communication and organisational aspects? Summary For the execution of any profession it is important for the pre-gradual preparation to include practical experience in a real professional environment, apart from theoretical knowledge. In the preparation of teachers, this means presence at schools at various stages of education and their participation in the education process. Instructive practice at the Faculty of Education of the University of Hradec Králové (PdF UHK) is therefore designed as a system consisting of instructive practices 1 4 and internships 1 2 in the extent of 117 hours (for more see the schedule in Table 1). Student teachers are motivated to reflect their own pedagogical experience as well as of their more experienced colleagues by observation, supervision and group reflections. Within the instructive-practice system that also closely follows theoretical disciplines, student teachers are supported in the development of their own professional competences. The chapter provides main points to the students on the instructivepractice system at the PdF UHK. The success rate (not only) of instructive practice as a component of pre-gradual preparation of future teachers depends on many factors. 17

18 A fundamental role is also played by the ability and willingness of each student to think, even continuously, about what the instructive practice brings to him/her, whether he/she can contribute to the fulfilment of the practice s requirements, and what objectives the instructive practice allows him/her to achieve. Tasks for application and other activities are based on this premise. Literature DANEK, J. Pedagogická prax neoddelitelná súčasť prípravy budúcich učitelov. In: JANÍK, T. and J. HAVEL (eds.) Pedagogická praxe a profesní rozvoj studentů. Sborník z mezinárodního pracovního semináře konaného dne 9. prosince 2005 na Pedagogické fakultě MU v Brně. Brno: MU, pp ISBN HLÁSNA, S., M. MIKLÁŠOVÁ and R. TÓTHOVÁ. Priebežná a súvislá pedagogická prax v procese prípravy budúcich pedagogóv v kreditním systéme studia. In: JANÍK, T. and J. HAVEL (eds.) Pedagogická praxe a profesní rozvoj studentů. Sborník z mezinárodního pracovního semináře konaného dne 9. prosince 2005 na Pedagogické fakultě MU v Brně. Brno: MU, pp ISBN IVANOVIČOVÁ, J. Systém pedagogickej praxe učitelstva pre 1. stupeň ZŠ na PF UHK Nitra. In: HAVEL, J. and T. JANÍK. (eds.) Pedagogická praxe v negraduální přípravě učitelů. Sborník z mezinárodního konference konané dne 24. února 2004 na Pedagogické fakultě MU v Brně. Brno: MU, pp ISBN MARKOVÁ, K. Pedagogická praxe. Sborník příspěvků z III. celostátní konference, Praha Praha: Univerzita Karlova v Praze Pedagogická fakulta, ISBN PRŮCHA, J., E. WALTEROVÁ, and J. MAREŠ. Pedagogický slovník. Praha: Portál, ISBN ŠŤÁVA, J. Pedagogická praxe v přípravě studentů učitelství. In: MARKOVÁ, K. (ed.) Pedagogická praxe. Sborník příspěvků z III. celostátní konference, Praha 22. ledna Praha: Univerzita Karlova v Praze Pedagogická fakulta, pp ISBN URBÁNEK, P. Vybrané problémy učitelské profese. Aktuální analýza. Liberec: TU, ISBN

19 Chapter 2: Instructive Practice 1 Objectives The student: will be able to grasp the significance of instructive practice; will have an overview of basic instruments to acquire practical skills; will be able to distinguish types of instructive practice. Terms to Remember (Key Words) instructive practice supervision observation record sheets organisational structure of the school pedagogical documentation 2.1 Regarding the Course and Objectives of Instructive Practice 1 Starting Instructive Practice 1 is a motivational stage in the educational process of student teachers. This subject is focused on the future teacher s overall view of his profession. Instructive Practice 1 is organised in the form of group supervision under the leadership of a PdF UHK pedagogue. Through it, students get to know the school environment, observe the activity of teachers in the educational process, and analyse basic didactic categories. The practice takes place in fully organised primary schools in Hradec Králové. The practice includes a joint visit to the school and a discussion with the management of the chosen primary (secondary) school on the issue of upbringing and educating school-age children. During the joint visit to the school with a pedagogue of the Faculty of Education of the UHK at a selected faculty school, the student will have the opportunity to acquire and process information related to its organisation and structure. The information will be acquired by the student partially on his/her own from the selected school s website and partially from the principal (deputy principal) of the selected school. It will primarily be related to: a) the facility s founder/statutory representative and legal form; 19

20 b) the personnel (emphasising the job description of a pedagogical staff member) within the framework of the organisational structure of the school; c) the finances (sources of funding); d) the relevant legislation and links to other co-operating organisations; e) the description of a partial interesting project/programme/activity that the facility implements and that interests the students and the reasons for this interest; f) the equipment of the school (teacher rooms, library, didactic technology); g) the form of co-operation with parents; h) the fulfilment and provision of out-of-school activities. Ad d) and e): The basic legal norm that is binding for the work of teachers is the School Act (No. 561/2004 Coll., as amended) (for more detail see the chapter on Instructive Practice 4). We divide pedagogical documents to theoretical (the school s concept, standards, educational programmes, curriculum, syllabus, temporal thematic plans, textbooks, teacher guides, etc.) and practical (the school s inner code, class registers, class statements, catalogue sheets, pupil s record books, etc.). Within the framework of this practice, the basic form of student work is supervision. Used methods include observation, analysis of the teacher s activity and analysis of basic school documents. Before the student starts Instructive Practice 1, he/she acquires theoretical knowledge primarily in these subjects of study: Pedagogical Propaedeutic, Effective Communication at School, Fundamental and Development Psychology, Pedagogical Practice, and Social and Personality Psychology. At the beginning of instructive practices, it is necessary for the student to get to know all regulations issued by the higher-education institute that are directly related to the practice (e.g. directives, guidelines, requirements in the practice syllabus, conditions for earning credits, etc.). The student will independently study the current regulation and the decision of the dean of the Faculty of Education on practices that can be found on the website of the Faculty of Education of UHK. Instructive Practice 1 is a practical discipline which is focused on the basic understanding of educational reality. After theoretical preparation, students will undergo supervision at the chosen school facility, will analyse pedagogical activities in instruction and out of instruction, and will start a pedagogical diary. This diary is part of the student portfolio. Keeping a pedagogical diary leads to the creation of self-reflection skills in future teachers. It enables them to start the process of selfreflection and to arouse their interest in getting to know some aspects of their 20

21 pedagogical activity. It is about one s own pedagogical activity and its transcription into the pedagogical diary. The diary encompasses the gathering and organisation of self-reflection about details of reflected pedagogical activity, the execution of an analysis and assessment of one s own pedagogical activity or observed activity, the proposal of change to one s own pedagogical activity or observed activity, and the naming of what is necessary to improve one s own pedagogical activity. The pedagogical diary (a bound exercise book) will include chronologically sorted data on activities and on the planning (projections), course and results (assessment, self-reflection) of a pedagogical activity. The pedagogical diary will be divided into individual hours (lessons, instruction units, daily programme, etc.). The pedagogical diary will also contain an overall assessment of completed practice (e.g. a short essay). A portfolio is a reservoir and a set of results of activities (products) the student has acquired and processed during his/her studies. Prior to visiting the school in question, we consider it useful to point out the following necessities. We recommend you to take the following steps: 1) Before visiting the school, gather as much information about it as possible and find out its accessibility by public transportation. One possible source for this is the school s website. Browsing it provides one with a basic (virtual) introduction to the members of the management which can significantly help during the actual introduction, upon possible meeting on the corridors of the school etc. (Even such details as academic titles can play their role in creating a suitable climate.) At the same time, it is good to meet the school counsellor, deputy principal, class teacher and primary-prevention methodology officer. One can also get an overview about the pupils of a particular class, their activities, successes, etc. With regard to the specialist practice, getting to know the school educational programme (SEP) undoubtedly plays its role, too (note: it is usually provided on the school s website and the school management has to provide it for viewing). Last but not least, it is suitable to write down the contact information ( , phone number) of some of the school staff, should there be some problems (e.g. the student gets ill). With regard to the concrete mapping of transportation accessibility, it would be very unwise to come late for the first meeting. Regardless of the fact that one will use a car to visit the school, it is good to do a test drive and find out where one can park. If one is going to use public transportation, it is necessary to find out how long it will take, but also alternative routes, etc. 21

22 2) Remember that you will become a public person after entering the school. As soon as the student enters the school, he/she will become a public person that is viewed as a future educator. He/she will be viewed similarly by pupils during the very first day. 3) Maintain pedagogical confidentiality. Each pedagogue and student teacher is obliged to maintain confidentiality during an instructive practice. This is a professional approach, because the student teacher will undoubtedly get to confidential data about various pupils. This information serves for his/her individual approach to individual pupils and for a better understanding of educational situations. These findings can in no case leave the school (for concrete legislation see the chapter on Instructive Practice 4). 4) Obey safety regulations. After entering the school and during one s work with pupils, one has to obey all safety regulations that are valid generally and at the particular school (for concrete legislation see the chapter on Instructive Practice 4). Supervision on corridors (in the locker room or school canteen) is prescribed by the work code and part of a teacher s job. A supervising teacher supervises the transfer of pupils to other classrooms and its calm course not only on corridors, but also in classrooms, especially in terms of safety, but also ventilation, etc. Supervision in class is an important component of Instructive Practice 1. Even though you already know supervision from some previous subjects, some important features of supervision will be refreshed now in section How to Do Supervision in Instructive Practice? From a methodological point of view, supervision in the educational process is primarily a form of observation. We define observation as a planned, systematic and organised perception of pedagogical phenomena that should uncover pedagogical ins and outs. Supervision during the practice can fulfil several functions: motivation (this function creates a positive relationship with the chosen profession through an internal experience that supports further professional interest e.g. in the studies); application (this function enables one to compare knowledge acquired from theoretical studies with knowledge from a real environment); acceleration (by analysing one s own portfolio e.g. supervision records, protocols from managed interviews, etc. another development of one s own professional skills occurs); and evaluation and verification (supervision can be used as a means of verification in 22

23 the system of the organisation). For more on supervision see Malá didaktika (Svatoš, 2006) Regarding the Course of Supervision The student should register the observed situation systematically, thoroughly and exactly. It is a given that he/she should be introduced to this situation in advance (to be arranged by the instruction of the subject Instructive Practice 1); he/she should also have framework knowledge about the thematic structure of the happening in a given situation and about the components during the happening. He/she should be oriented in the situation and in the field and should understand what is going on. It is important for the observer (student) to be clear about the following points before he/she commences his/her observation: a) What will be the factual content of the observation and what aspects and characteristics of the observed situation, phenomena and processes going on in a given situation will he/she deal with? During instruction, one can notice: the application of activating methods, what aids the teacher uses, what is the share of pupils independent work of the total instruction, with whom the teacher communicates most frequently, what methods and what organisational forms of instruction were used in the lesson, what means aiding demonstration the teacher users, the teacher s territory. (For more details see observation sheets an appendix to the study text.) b) To what extent and depth (intensity) the subject of observation will be observed? c) With what means will the observed environment and happening in it be registered and recorded and what observation units will be chosen in determined time sequences and extent? (to be determined by the instructor of the subject Instructive Practice 1). The psychological awareness of the participants that this is an observational situation and that it is the observer s task to observe and record the happening is also important. One can provide just general information to the observed in the case of a presence of an observer/supervisor (student teacher during his/her practice), the observed are teachers and pupils in a lesson, during a break, at arrival to or at departure from school, etc. In this case, we call the observational situation induced observation with a required specification detail as to whether the observed has been informed. 23

24 The essence of supervision consists of a certain unity of sensual cognition (especially observation) and rational cognition (i.e. assessment of observed phenomena). These are the methods through which we get direct information from a real environment. Each supervision is more or less disruptive for the pupils and it often unsettles a teacher (even an experienced one). One has to be bear in mind that it is always an unnatural climate which can be negative reflected in the planned (expected) outcomes of upbringing and education. The disruptive influence of the supervisors can also be minimised by, for instance, where they sit and from what position in the classroom they observe. Where to sit in the classroom during supervision? There are essentially three possibilities: a) Behind the teacher s desk (i.e. in the front) The advantages include a view of the entire class (a view from the other side). The student teacher will one time perform from such a position. For the first time, he/she will see what he/she thought would forever remain hidden to a pedagogue. On the other hand, another instructor (student) in the class can have an untraditional disruptive effect. b) Among the pupils (i.e. behind a desk) A certain downside can be a disruptive influence on the pupil next to whom you will be sitting or on other pupils who can turn around, act unnaturally, etc. c) In the back behind a desk This is the most natural position of a supervisor in the classroom. The initial ado gradually dies down and the supervisor can observe the activity of the instructor without interruption Supervisor s Aids: Observation Sheets and Observation Record Focus is a characteristic feature of observation, and therefore there has to be a clearly defined goal during supervision in the class. The supervisor can focus on the observation of one element or can make a complex observation of several phenomena. For a beginning student teacher, it is always easier to focus on only one selected phenomenon. The categories of the actual observation should be unambiguous and the observer has to be introduced to them in advance (to be arranged by the instructor of the subject Instructive Practice 1). It is desirable for the student teacher to be equipped with necessary aids with which he/she registers the observed happening during his/her practice. These include in particular: record (observation) sheets with lists of observed phenomena. These 24

25 sheets can contain an assessment scale, free space for notes, etc. In general, these are forms prepared in advance. In an appendix to the study text, we provide various forms of supervision/observation sheets that always capture one goal of observation. An overview of observation sheets for instructive practices of the KPP PdF UHK 2 (see Appendices 1 12): 1. Goals of the lesson and their fulfilment. 2. Methods and forms of work. 3. Presenting new subject matter. 4. Verification and assessment of pupils. 5. Working with textbook. 6. Working with teaching aids and didactic technique. 7. Personality characteristics of the teacher. 8. The teacher s performance in class and his/her communication with pupils. 9. Professional skilfulness of the teacher. 10. Social relationships of pupils in class. 11. Activity of the pupils. 12. Atmosphere in the class. Sheets 1 6 are suitable for didactically focused supervisions and count on their use especially in instructive practices that will follow the subject General Didactics. In the instructive practice, you will use primarily sheets Count on working with the outcomes from selected supervisions (supervision records) and with selected records from your pedagogical diaries and portfolios also in the framework of some pedagogically and psychologically focused subjects of study. As an inspiration, here we provide an overview of other observed aspects during supervisions: Instruction planning and preparing - the compliance of the time allowance for the subject of FEP with the curriculum and syllabus; - the goal corresponding to the current state of the class and its appropriateness; - the awareness of the teacher of pupils with learning difficulties; - the continuity of the new subject matter on the previous one; - the preparation of the pedagogue. Instruction material conditions 2 KPP PdF UHK Department of Pedagogy and Psychology, Faculty of Education, University of Hradec Králové 25

26 - used aids, textbooks, didactic technique, purposefulness; - the classroom, its equipment and provision of stimuli for instruction; - aesthetic level, cleanness. Instruction mental-hygiene conditions - lighting, suitable furniture, heat, possibility of hygiene; - division of the lesson, relaxation, pace of instruction, sitting and movements of the pupils; - the atmosphere in instruction. Instruction organisation, forms and methods - purposeful management of instruction (division, guidelines, rules); - variability of instruction methods, the ability of the teacher to example the subject matter; - individual approach to pupils including pupils with specific needs; - factual and specialist correctness of instruction; - purposeful use of other sources of information; - possibility of alternative approaches to problem solving; - demonstration; - enough time to grasp and practice the subject matter, sufficient revision; - Do pupils understand the subject matter or do they parrot it? Are they led to understand the subject matter? - space of the pupils own opinions; - activation of pupils during the lesson; - inter-subject relations; - moving from the simple to the difficult and from the abstract to the concrete. Motivation and assessment - use of initial and continuous motivation (examples from practice, life experience); - verification of the understanding of the subject matter; - use of feedback, error analysis and working with the error; - support of self-reflection and self-valuation of the pupils own performance; - respect of the individual abilities of pupils in assessment, objectivity, substantiation of the grade; - final evaluation of the lesson, sufficient appreciation of pupils; - the lesson is fun for the pupils, the teacher made an impression, they work with interest. Interaction and communication - acceptance of agreed rules, communication or shouting; - room for the development of communication skills; 26

27 - creating room for the expression of one s own opinion; - respect of the personality of the pupil; - the level of the teacher s verbal and nonverbal communication; - the authority of the teacher. Practical Application of the Subject - Tasks, Activities 1. Describe the organisational structure of the visited school. 2. Create an overview of variables that can be observed during supervision. Review Questions What is the significance of Instructive Practice 1? What do we understand under pedagogical documents? What instruments can be used to getting to know practice? What do we have to do before visiting a school? What is the goal of supervision? Summary Instructive Practice 1 is organised in the form of group supervision under the leadership of a KPP PdF UHK instructor. It takes place in fully organised schools in Hradec Králové. Instructive Practice 1 also includes a discussion with the school management about the issue of upbringing and education in primary school. Here, the student develops communication competences in dialogues with the school s pedagogical staff and pupils. He/she obtains a realistic idea about a host of difficult tasks of the roles, for instance, of a class teacher, a school counsellor, a school prevention methodology officer, and other employees. Practical instruction (practice) is focused so that students: reflect their own experience from practice on the background of knowledge from theoretical instruction, integrate acquired experience from practice with knowledge obtained from theoretical instruction and work in seminars, gradually take over concrete practical tasks with a concrete intention (with the student independently performing under the leadership of an expert and participating in the solution of not only educational, but also upbringing situations). Outcomes: 27

28 o to verify theoretical knowledge about the field in practice, o to enhance the relationship with the future profession, o to verify teacher s work in the field, o to find out various conditions and specifics of various types of schools and regions, o to verify the level of communication skills in one s work with pupils and future colleagues, o to learn to observe and systematically assess the work of a teacher and to record it in the pedagogical diary. We start with the assumption that instructive practice can significantly influence the quality of professional preparation of future teachers only if it is not an isolated concept within the framework of the pedagogical preparation of future teachers, but if it becomes a functioning component of the overall concept of pedagogical and psychological preparation. It will be a logical result of the adopted concept of the profile of the graduate which is based on the integration of pedagogical and psychological disciplines, subject didactics, and pedagogical-psychological and subject-didactic practice. Literature BENDL, S. et al. Klinická škola: místo pro výzkum a praktickou přípravu budoucích učitelů. Praha: UK, ISBN FULKOVÁ, E. and M. GNOTH. Pedagogická praxe. Nitra: Slovenská poĺnohospodárska univerzita v Nitre, ISBN HLÁSNA, S., M. MIKLÁŠOVÁ, and R. TÓTHOVÁ. Priebežná a súvislá pedagogická prax v procese prípravy budúcich pedagogóv v kreditním systéme studia. In: JANÍK, T. and J. HAVEL (eds.) Pedagogická praxe a profesní rozvoj studentů. Sborník z mezinárodního pracovního semináře konaného dne 9. prosince 2005 na Pedagogické fakultě MU v Brně. Brno: MU, pp ISBN NOVÝ AKADEMICKÝ SLOVNÍK CIZÍCH SLOV. Praha: ACADEMIA, ISBN PÍŠOVÁ, M. (ed.) Portfolio v profesní přípravě učitele. Pardubice: Univerzita Pardubice, ISBN PRÁŠILOVÁ, M. Vybrané kapitoly ze školského managementu pro učitele. Olomouc: Univerzita Palackého, ISBN

29 SVATOŠ, T. Malá didaktika: v teorii a praxi pro seminární výuku obecné didaktiky. Hradec Králové: Gaudeamus, ISBN URBÁNEK, P. Vybrané problémy učitelské profese. Aktuální analýza. Liberec: TU, ISBN

30 Chapter 3: Instructive Practice 2 Objectives The student: will develop his/her competence towards a direct pedagogical activity; will continuously and systematically self-reflect his/her performance in the role of teacher; will get to know new approaches in training pedagogical skills; will verify his/her elementary pedagogical and communication skills in his/her micro-output practical experience at a particular primary/secondary school; will enrich his/her student s portfolio with additional documentation. Terms to Remember (Key Words) micro-output didactic aid individual work with pupils self-reflection 3.1 Regarding the Course and Goals of Instructive Practice 2 The goal of the practice is to lead the students to observation and analysis of the course of the educational process. The practice can be performed at schools chosen by the student and approved by the practice guarantor and is usually realised at the student s place of residence. Student teachers choose the school for this type of practice on their own. During this type of practice, the student gains an initial empirical orientation in working with pupils, which leads to the understanding and solidifying of his/her professional orientation and motivation for upbringing and education and to the creation of a comprehensive (rational, skill-related) idea of the teaching profession. The practice is implemented: 1. in the form of supervision in subjects of instruction (3 instruction units); 2. in the form of analysing experience from the practice; 3. through an interview with a pedagogue (writing a characteristic of a teacher an essay); 4. through a recording and brief analysis of an interview with a pupil; 6. in the form of micro-outputs; in the form of educational work with children (a continuous week of practice at a ski course, school in nature, adaptation stay, etc. or leading an interest group, club, leisure-time activities the practice is implemented 30

31 as assistant work and contains at least 20 hours of active upbringing work); 7. through the creation of a didactic aid. The student will keep a pedagogical diary for all activities, chronologically entering data about his/her own activities with pupils and their assessment. When determining a schedule of students basic tasks and activities and based on analysing approaches to teacher s key competences, the student will be primarily developing the following competences: Communication competence to be able to communicate with the class and individually with each pupil, to be able to react to the individual peculiarities of children, to lead various types of dialogues with pupils, to be able to create and implement a positive climate in the classroom, etc. Organisation and management competence (classroom management) to implement instruction units of various types, to activate all pupils in instruction, to react to the individual needs of pupils, to ensure discipline in the classroom, and to keep school documentation. Diagnostic competence continuous diagnosis of the course of instruction, differentiation and integration, individual needs of pupils, talented and slower pupils, the skill of various types and methods of marking, diagnostics of pupils written assignments, etc. Reflection competence the skill of managed observation, determination of the classroom climate, creation of a sociogram, the skill of analysing an instruction unit and its recording, the skill of reflection and self-reflection, and self-valuation of one s own activity. With regard to the fact that during this instructive practice the student is working under the supervision of an experienced (faculty/master) teacher, we also provide the possibilities of concrete interventions of the teacher in the development of the student s professional skills: Stimulating intervention: helping and encouraging one s successful performance. Inhibiting intervention: suppression and removal of undesired outputs. Directive intervention: demands, orders, advice, recommendation, evaluation. Intervention for the preparation of instruction implementation. Intervention for instruction assessment. Note: The student bears in mind that he/she is a representative of the Faculty of Education and the university. 31

32 Practical Application of the Subject Tasks, Activities 1. Supervision activities Task/activity: supervision. Activity description: three supervision observations of activities implemented in instruction according to the assignment and observed goals (following Instructive Practice 1, to be determined by the instructor of Instructive Practice 2): supervision according to the student s qualification, supervision in subjects that are not within the student s qualification, supervision of another type of instruction than a classic lesson (laboratory exercise, TV, project activities), out-of-school activities or leisure-time activities (excursion, trip, interest group, etc.). Activity output: supervision record sheet and analysis of supervision. Topics of observation and focus according to assignment: phases of the instruction process, forms and methods in instruction, use of activation methods, teacher-pupils communication, use of didactic means, observation of the teacher s work with the subject matter. Task: Create a list of ten facts that can be observed in instruction. 2. Analysis of the practical experience Task/activity: analysis of one s practical experience with a teacher at the selected (primary/secondary) school. Activity description: carrying out an interview with the pedagogue based on predetermined questions (according to the observed goal), its subsequent transcription and analysis with a conclusion. Activity output: analysis of the interview and its evaluation in writing to be included in one s portfolio (length one A4 page). Offer of topics for the interview: teaching as a profession, teaching as a mission, contemporary school, contemporary pupil, pupil s assessment, pupils behaviour, 32

33 social climate in the classroom, social climate in the school, pedagogue as a colleague at work, methods and possibilities of instruction, concrete positive experience from instruction methods, forms how to motivate a pupil, how to motivate a teacher. 3. Teacher s characteristic and ideal teacher Task/activity: a characteristic of a teacher. Activity description: description of the properties and characteristics of a particular teacher, assessment of one s own character properties as a future teacher, formulation of characteristics of an ideal teacher (one needs to be aware of the fact that the ideal can never be achieved). Activity output: a written contemplation (length one A4 page). 4. Analysis of school experience with a pupil Task/activity: analysis of school experience with a pupil. Activity description: doing an interview with a pupil based on pre-determined questions or implemented supervision, etc., its subsequent analysis and a conclusion. Activity output: analysis of the interview and its assessment in writing to be included in one s portfolio (length one A4 page). Interview topic: derives from the implemented supervision, observing the viewpoint of a pupil; possible topics: what I like/dislike and why, possibilities of motivating a pupil, the pupil s attitude towards the school and teachers, positive and negative experience, the influence of friendship, etc. 5. Actual instruction Task/activity: teaching three instructional units on one s own (either in the form of micro-outputs or entire lessons) under the leadership of an experienced teacher. Activity description: teaching three instructional units under the supervision of a pedagogue from the primary/secondary school on the basis of one s own written preparation. The student consults his/her preparation for instruction with master/faculty teacher and the instruction is implemented in co-operation with a pedagogue (e.g. implementation of a motivational experiment at the beginning of the lesson, practicing the subject matter using a prepared activity ). 33

34 After the instruction, the student will carry out reflection (self-reflection contemplation or a standardised questionnaire). Activity output: written preparation for the instruction of micro-output, self-reflection. Task: Prepare a chart of expected pupil outputs and after the lesson record retrospectively whether your expectations were fulfilled. Tasks for self-reflection: Before you start writing your reflection diary, create a mind map in whose centre will be YOU as a teacher your strengths and weaknesses, expectations and worries. Create a reflection record whose content will be your own position in the system of relationships. Describe your feelings and attitudes towards important situations that occurred during the practice. Was it possible to do something differently? And if so, how? Describe your reaction in a crisis situation when you did not know what to do, if such a situation occurred. 6. Upbringing work with children Task/activity: upbringing work with children A choice between: a) a continuous week of practice at a ski course, school in nature, adaptation stay, etc. or: b) leading an interest group, club, leisure-time activities the practice is implemented as assistant work and contains at least 20 hours of active upbringing work. Activity output: To set up an activity plan with pupils, to realise what needs to be achieved. To observe manifestations of lack of attention or discipline and to observe especially conspicuous phenomena. 7. Creation of a didactic teaching aid Task/activity: creation of a didactic teaching aid on the basis of a recommendation of the master/faculty teacher and its presentation in front of pupils. 34

35 Activity description: preparation of an aid for instruction, use of the aid in real instruction, assessment of its usability in writing, making photographic documentation. A choice between: a) one PowerPoint presentation according to didactic principles, b) (at least) one teaching aid of a different type. Activity output: one s own didactic teaching aid, photographic documentation. Additional tasks for Instructive Practice 2: 8. Helping teachers Task/activity: active assistance within the framework of the educational process correcting exercise books, bulletin boards, creating work aids, etc. 9. Involvement in individual work with a pupil in instruction Task/activity: individual help to pupils in instruction (performing the so-called assistant work writing notes, practicing with a pupil). Activity description: co-operation with a pupil in instruction and afterwards, help with doing their homework, practicing; the student is present during the pupil s instruction. Activity output: evaluation of the contribution of the assistance for a particular pupil, description of his/her improvement/worsening, evaluation of the importance of a personal assistant, photographic documentation. Review Questions What was your expectation before the practice and how did it fulfil? (Focus on the actual pedagogical (instructional) activity and other complementing pedagogical activities of the teacher). What do you consider as your successes, benefits and positives (i.e. acquisition of good experience that you will apply in the future)? What do you consider as your failures, disappointments you want to forget as soon as possible or what will you certainly not use in your future work as a teacher? Which upbringing problems do you consider to be the most significant? How does your experience differ from the time when you were a pupil yourself? 35

36 What was the biggest difference between the knowledge lectured by instructors at the university and the reality? How can one improve the school environment (a specialised classroom, a classroom, etc.)? Characterise the school climate and the teaching staff. (Would you like to work with this teaching staff?) To what extent did your expectation fulfil, how did you apply the knowledge acquired at the university in practice, how did you manage to start communication with pupils, with the teacher and other pedagogues, what could have been done differently, etc.? Summary Instructive Practice 2 is a discipline that contributes to the professionalization of a student by creating conditions for his/her initial pedagogical performance in elementary pedagogical situations. Student supervisions and micro-outputs are selfreflected and are a component of pedagogical documentation and student s portfolio. Literature ČAPEK, R. Pedagogická praxe pro studenty. Hradec Králové: Gaudeamus, ISBN X. PÍŠOVÁ, M. Portfolio v profesní přípravě učitele. Pardubice: Univerzita Pardubice, ISBN PÍŠOVÁ, M. and M. ČERNÁ. Vedení pedagogické praxe. Pardubice: Univerzita Pardubice, ISBN PODLAHOVÁ, L. Ze studenta učitelem. Olomouc: Univerzita Palackého, ISBN ŠVEC, V. et al. Praktikum didaktických dovedností. Brno: Masarykova univerzita, ISBN JANÍK, T. and J. HAVEL (eds.) Pedagogická praxe a profesní rozvoj studentů. Brno: Masarykova univerzita, ISBN PRŮCHA, J., E. WALTEROVÁ, and J. MAREŠ. Pedagogický slovník. Praha: Portál, ISBN PRŮCHA, J. Pedagogická evaluace: hodnocení vzdělávacích programů, procesů a výsledků. Brno: MU, ISBN

37 ŠVEC, V. (ed.) Monitorování a rozvoj pedagogických dovedností. Brno: Paido, ISBN

38 Chapter 4: Instructive Practice 3 Objectives The student: is supported in his/her professionalization efforts up to the level of relatively independent pedagogical attempts under the conditions of normal school practice; develops pedagogical and social-communication skills in role activities; develops evaluation skills based on his/her introduction to available methodology; gets to know the climate and operation of school facilities more thoroughly. Terms to Remember (Key Words) master teacher training school field didactics subject didactics 4.1 Regarding the Course and Goals of Instructive Practice 3 Students perform their practical experience within the framework of their qualification subjects under the leadership of field pedagogues/methodologists and practice guarantors. Each student fulfils requirements from both subjects of his/her qualification. After approval by practice guarantors (field pedagogues) for each subject (signing a form, which constitute Appendix no. 13), the credit is entered at the Department of Pedagogy and Psychology of the PdF UHK by the guarantor of Instructive Practice 3. Instructive Practice 3 is performed at training schools determined by the field pedagogue of the practice and the field practice guarantor. In this type of practice, the student meets a master teacher and acquires empirical orientation in working with pupils, which leads to an understanding and strengthening of his/her professional field orientation and motivation for education. 4.2 Field Didactics 38

39 With regard to field didactics, one can say that this is a dynamically developing scientific discipline whose significance has been growing. Janík (2009, p. 656) says that the interpretations of the term field didactics range from quite a narrowly perceived methodology (recipes for correct instruction in a certain field ) to a comprehensive concept of field didactics as an applied science based on basic research of the processes of enculturation, socialisation, teaching and learning in a specific field. The comprehensive concept of field didactics is characteristic for the contemporary development. Currently, the understanding of field didactics as disciplines bound mostly to school education still prevails. The subjects of such conceived field and subject didactics are the processes of school instruction and learning with regard to their field relevance and specificity. These disciplines belong between a certain scientific, artistic, technical or other field and sciences about upbringing and education. As needed, the generic term field/subject didactics is replaced by a specifying term which expresses what field/subject the didactics applies to (e.g. mathematics didactics, English didactics, physical-education didactics). Field didactics can be perceived as sciences mediating their field to various addressees. However, it needs to be pointed out that not all field content is mediated; only such content that is deemed useful in terms of teaching and learning, i.e. content that contributes to the development of knowledge, skills, competences, attitudes and other dispositions of pupils at a certain stage and type of school, is selected and processed. For this purpose, knowledge from other disciplines, e.g. pedagogy and general didactics, educational and development psychology, etc., is used systematically. In this sense, field didactics are of interdisciplinary character. Subject didactics tackle issues of instruction in concrete instruction subjects and are usually perceived as their methodologies. Subject didactics are created in relation to the relevant instruction subjects and under conditions stipulated in the curriculum of school education. Contrary to that, field didactics are profiled today as relatively autonomous scientific disciplines whose subject is the entire communication process in the relevant field and the corresponding component of education (Brockmeyerová-Fenclová, Čapek and Kotásek, 2000, p. 30). Field didactics constitute a point of intersection between a certain area of human cognition and conduct (scientific, artistic, technical and other fields) and the corresponding component of education, defined usually as an instruction subject or a wider unit an instruction field or an instruction area. 4.3 Master Teacher 39

40 This is a teacher who leads the practice of students at a selected primary or secondary school. The master teacher adheres to the conditions of the contract between the faculty and the school; instructs students at the beginning of the practice on its course and conditions of earning credits; manages the work of students during the term; maintains relevant administration; if needed, provides feedback to the pedagogue; and analyses lessons with students. Duties of the master teacher: The master teacher independent leads the student during his/her instructive practice in terms of specialisation and methodology. This includes in particular: checking the student s preparation (assignment of the topic of the lesson, determination of the goal, and assistance with the instruction s material needs); observing the student s work with pupils; and assessing each student s output in detail. The master teacher keeps his/her records on these issues as proof for his/her recommendation on the award of credits to the pedagogue. The master teacher co-operates with a relevant pedagogue and together they determine the student s success criteria and conditions for credits to be awarded. This co-operation takes place with consent of the school s headmaster. The master teacher announces in writing to the student and the pedagogue in a timely fashion that the student did not fulfil the conditions for credits to be awarded. The master teacher participates in meetings organised by the department of instructive practice or field pedagogues. Rights of the master teacher The master teacher is remunerated for the management of the instructive practice based on an agreement on work activity (agreement on work performance) which is signed with him/her according to valid regulation by the Faculty of Education. The master teacher usually does not allow a student to start an output, if he/she finds the student s preparation insufficient. He/she can order the student to repeat his/her output. The master teacher can use the university s information resources, e.g. the library, study room, etc. Practical Application of the Subject Tasks, Activities 40

41 1. Study the current wording of a Pdf UHK s Dean s Decision related to instructive practice. 2. Study the syllabi of field subjects and follow the guidelines of field pedagogues and methodologists. Review Questions What are the current concepts of field didactics? What rights and duties does a master teacher have? Summary Instructive Practice 3 is a discipline that completes students opportunities for a practical pedagogical activity in the conditions of a primary or secondary school and leisure-time activities. It is a combination of supervision and instruction attempts at a selected type of school (primary/secondary). Each activity is reflected by the student. After the completion of Instructive Practice 3 and self-reflection of all activities, the final components of the student portfolio include fulfilment of all assignments; personal participation in agreed activities; submission of a pedagogical diary (in expected quality and entireness); analysis of gathered pedagogical documentation; and capture of one s own professional development. Literature See syllabi for field didactics of respective fields of study at UHK s Faculty of Education UHK. BROCKMEYEROVÁ-FENCLOVÁ, J., V. ČAPEK and J. KOTÁSEK. Oborové didaktiky jako samostatné vědecké disciplíny. Pedagogika, 2000, vol. 50, no. 1, pp ČAPEK, R. Pedagogická praxe pro studenty. Hradec Králové: Gaudeamus, ISBN X. PÍŠOVÁ, M. Portfolio v profesní přípravě učitele. Pardubice: Univerzita Pardubice, ISBN PÍŠOVÁ, M. and M. ČERNÁ. Vedení pedagogické praxe. Pardubice: Univerzita Pardubice, ISBN

42 PODLAHOVÁ, L. Ze studenta učitelem. Olomouc: Univerzita Palackého, ISBN ŠVEC, V. et al. Praktikum didaktických dovedností. Brno: Masarykova univerzita, ISBN JANÍK, T. and J. HAVEL (eds.). Pedagogická praxe a profesní rozvoj studentů. Brno: Masarykova univerzita, ISBN JANÍK, T. Oborové a předmětové didaktiky. In: PRŮCHA, J. (ed.). Pedagogická encyklopedie. Praha: Portál, pp PRŮCHA, J., E. WALTEROVÁ and J. MAREŠ. Pedagogický slovník. Praha: Portál, ISBN PRŮCHA, J. Pedagogická evaluace: hodnocení vzdělávacích programů, procesů a výsledků. Brno: Masarykova Univerzita, ISBN ŠVEC, V. (ed.) Monitorování a rozvoj pedagogických dovedností. Brno: Paido, ISBN

43 Chapter 5: Instructive Practice 4 Objectives The student: will have an overview of basic terminology in labour-law relationships; will be able to orient him/herself in the documents associated with being hired, work safety, etc.; will have an overview of the mandatory school documentation and the use of software (Bakalář) for an electronic register. Terms to Remember (Key Words) Act no. 262/2006 Coll., the Labour Code (hereinafter the LC ) Entering into a labour-law relationship Types of teacher labour-law relationships Teacher s job description Pay grades Mandatory documentation Work contract DPČ DPP Catalogue sheet Bakalář software School register 5.1 An Overview and a Brief Characteristic of Legislation Pertaining to the Performance of the Teaching Profession The knowledge of relevant laws and sections and work-safety regulations is necessary for a practicing student as well as for a teacher. From the labour-law and professional viewpoint, the following legislation, decrees and other documents (as amended) are in particular significant and fundamental for the performance of the teaching profession: Act no. 262/2006 Coll., the Labour Code (hereinafter the LC ); Decree no. 263/2007, Work Code for Employees of Schools and School Facilities; Act no. 563/2004 Coll., on pedagogical staff; Act no. 561/2004 Coll., the Education Act; Decrees no. 48/2005 and 256/2012; 43

44 Act no. 101/2000 Coll.; Government decree no. 75/2005 Coll.; Decrees no. 317/2005 and 412/2006; Decree no. 106/2001; Methodological guideline to ensure safety and health protection no /2005. With regard to the trends of the development of the contemporary society and the current state of discipline at school, there is no reason to believe that schools will be an oasis of safety and peace in the nearest future, without the need to resolve unexpected situations at school include such that are dangerous and health threatening (cf. Podlahová, 2002, p. 53). The school management usually processes these laws and decrees into internal regulations. It is necessary to get to know these regulations in detail for the beginning teachers. For example: Government decree no. 75/2005 Coll., on the determination of the extent of direct instructional, direct upbringing, direct special-education and direct pedagogical-psychological activities of the pedagogical staff. Only school counsellors and ICT co-ordinators are relieved from direct pedagogical activity. 5.2 Types of Teacher Labour-Law Relationships and Types of Work Contracts A teacher, as any employee (and the headmaster as the employer), has to respect the Act no. 262/2006 Coll., the Labour Code (hereinafter the LC ). According to this act, the employer will close a work contract with the employee. Types of work contracts: a) work contract for a fixed term, permanent; b) agreement on work activity (DPČ); c) agreement on work performance (DPP). Employers are obliged to ensure the running of their organisations primarily by employees with a work contract. For completeness, we need to point out a smaller discrepancy in legislation. According to the LC, closing agreements on work performance or agreements on work activity should be exceptional and these agreements should be closed for work whose regular performance cannot be ensured by the employer within the framework of pre-arranged working hours so that its management, supervision of its performance and verification of adherence to 44

45 the working hours are efficient and economical (schools in nature, ski courses, shortterm substitutions, etc.) and for work whose performance based on a work contract would not be economical for other reasons. However, this stipulation in the LC is in contradiction with the Charter of Fundamental Rights and Basic Freedoms (Article 26), according to which an employee is entitled to a free choice of profession and the right to acquire the means of one s livelihood by work it restricts the contractual freedom of the employee and the employer regarding the selection of the type of labour-law relationship. In practice, this discrepancy is not criticised; it is fully up to the agreement between the employer and the employee as to what type of labour-law relationship will be chosen. One just needs to know the differences with agreements, employees are not entitled to paid leave or salary, but just to remuneration. There is a certain freedom in the determination of the remuneration, but the employer cannot abuse the performance of rights and duties at the expense of another party in the labourlaw relationship. This means that if too high or tool remuneration was agreed for work that would result in court proceedings, the court would base its decision on the level of remuneration that is common; however, only in the case of a dispute. As of January 1, 2007, the level of remuneration has to correspond at least to the level of the minimum wage. An employer s internal regulation can stipulate the method of determining the level of remuneration the level of remuneration for external employees, e.g. depending on the type of performed work (educator, teacher). If agreements with employees employed on a work contract are closed, one can use their pay grade as a starting point for the remuneration Closing a Work Contract As of January 1, 2007, a work contract is exclusively closed in writing. Conditions for closing a work contract individual steps that necessarily precede the signature of the work contract are as follows: 1. Before closing a work contract, the employer is obliged to inform the employee about the rights and duties that will stem from the work contract and about work and salary conditions under which the work should be undertaken. 2. The future employee will submit: a job application; a confirmation from a medical check-up by a physician that provides company medical care to the employer; an excerpt from the criminal record; Details of Employee Leaving Work (P45) form from a previous job; 45

46 documents about the course of all previous jobs (contracts, pay statements) to determine the length of practice. If an employee cannot submit them, his/her Affidavit about the course of previous jobs can exceptionally be sufficient; documents about achieved education. 3. The employer may require a work statement from a previous job. 4. The employee fills in a Personal Questionnaire and necessary forms for tax purposes. 5. The employer determines the work load and the schedule of working hours. 6. For salary purposes, the employee states whether it is his/her primary or secondary employment. 7. After the fulfilment of the aforementioned, one can close a work contract in which one needs to agree the type of work for which the employee is hired; the place(s) of work performance; the day of starting in the job; other conditions in which the parties are interested can be agreed, e.g. fixed term employment, permanent employment, probationary period, etc. 8. The employee will receive a printed copy of his/her work contract and job description at the latest on the day he/she starts to work. 9. If the employee fulfils the duty to submit documents about his/her education and practice, the employer issues a pay statement; it needs to be issued on the day the employee starts to work. 10. The employer is entitled to close an agreement on responsibility for entrusted property (only for some employees bursars). 11. The employer is obliged to: register the employee with his/her health insurance company and with the Czech Social Security Administration; start paying advanced payments for income tax, social and health insurance; arrange for salary withholdings and for their transfer. 12. The employee has to be properly introduced to the work code valid at the employer, to labour-law and other regulations to ensure work safety, health protection and fire safety that he/she has to obey, to the collective agreement and to internal regulations. 13. If a trade union is active at the workplace, the employee is introduced to the collective agreement. After January 1, 2007, an agreement on work performance (hereinafter DPP ) can be closed in writing only. Its written form is also required by the social-security inspection bodies. In practice, it can happen that the agreement is entered into orally and its written form is created subsequently however, in this case it is not a written agreement, but a written record of an oral agreement. The 46

47 agreement is drafted for a volume of work that will not exceed 150 hours. If an employee closes several agreements with the same employer, the total sum of hours in one calendar year cannot exceed 300 hours. For a DPP the employer is not obliged to schedule the working hours for the employee, whereas if employed, the employee is entitled to have work assigned to him/her to the extent of determined weekly working hours and to have the working hours scheduled before his/her work commences. An agreement on work activity (hereinafter DPČ) can be closed in writing only, otherwise it is invalid (Article 76 of the LC). If, by some mistake, the employee starts to work and signs the DPČ only later, the DPČ would be invalid from a legal point of view, and this agreement would have to be perceived as an orally closed work contract for a shorter period of time. Problems could occur if this contract were to be terminated it would only be possible by a mutual agreement or by agreement with a 15-day notice. Immediate termination would be possible only in cases in which an employment can be immediately terminated. The agreements contain the work assignment, the remuneration for this execution and usually the time period during which the assignment should be executed. The extent of working hours for a DPČ cannot exceed one-half of the weekly working hours on average (a period of at most 52 weeks is considered). Only with a DPČ can one agree on employee entitlement to a leave on personal grounds hindering his/her work and entitlement to a leave of absence under conditions stipulated in the LC, namely in sections 199 and 206, and in its Part IX. The conditions of a DPČ always have to adhere to sections and section 206 of the LC. Work based on a DPP and a DPČ is government by the same conditions as employment based on a work contract, except for: a) severance pay, b) determination of working hours and rest period, c) impediments to work on the part of employee, d) termination of employment, e) the level of remuneration. 5.3 Teacher s Job Description in Terms of Pay Grade A teacher s job description stems from the catalogue of work issued by the Ministry of Labour and Social Affairs of the Czech Republic. According to the performed work (job description), the headmaster of a school determines the employee s pay grade. Below is a job-description example for a primary-school teacher: 47

48 Primary school JOB DESCRIPTION Department Type of work Name Primary school Teacher Pay grade 11, 12, 13, 14 Catalogue-of-work item Pay grade Educational and upbringing activities focused on the acquisition of knowledge and skills in generally educational or professional subjects according to the school educational programme, according to the educational programme of a higher professional school or according to individual educational plans in co-operation with other experts and additional methodological recommendations in the area of pedagogy and psychology. 2. Educational and upbringing activities in practical education in demanding fields of secondary education with a school-leaving examination and in fields of higher professional education. 3. Comprehensive co-ordination of secondary-school education in practical education or in vocational training or in practical preparation at a higher professional school with knowledge and skills from other fields of education with theoretical instruction. 4. Educational activity in the system of further education of the pedagogical staff focused on the areas of pedagogy, psychology, theory of education and didactics and others according to educational programmes accredited in the system of further education of the pedagogical staff. Pay grade Comprehensive educational and upbringing activities in generally educational or professional subjects associated with the creation and continuous updates of pedagogical documentation which the pedagogical employee creates and according to which he/she proceeds in the execution of his/her direct pedagogical activity, or associated with the creation and continuous updates of individual educational plans. 2. Creation of concepts in the field of secondary education with a certificate of apprenticeship or in a group of related fields. 48

49 3. Comprehensive educational activity in the system of further education of the pedagogical staff associated with the creation of educational programmes accredited in the system of further education of the pedagogical staff and with their evaluation. 4. Creation of concepts of development of kindergarten educational programmes for children with special educational needs and their regional co-ordination. Pay grade Determination of the concept of development in the field of secondary education with a school-leaving examination or in the field of education completed with graduation or in the field of framework educational programmes. 2. Specialised methodological activity in the area of pedagogy and psychology for the performance of which specialisation stipulated by a special legal regulation is necessary. 3. Creation and co-ordination of international projects focused on education and upbringing and of projects of further education beyond the framework of the school; creation and co-ordination of educational programmes of higher professional schools. Pay grade Creation of concepts of nationwide or international educational programmes. 2. Upbringing and educational activity focused on the acquisition of knowledge and skills and the development of pupils talent in generally educational and professional subjects according to instructional documents and other methodological recommendations in the areas of pedagogy and psychology. 3. Management of upbringing and education in subjects and classes, according to one s qualification and work load assigned by the management of the school. Responsibility for the overall fulfilment of upbringing and educational tasks in assigned classes, especially for the level of achieved results. 4. Independent provision of: - organisation of upbringing and education in classes (or groups) assigned in the work load or substitution plan; - diagnostics and assessment of his/her pupils; - supervision of pupils according to the work load or substitution plan; - safety of pupils during all activities organised by the school; - upbringing measures; 49

50 - care for collections, classrooms, teacher rooms as commissioned by the headmaster; - work in methodological associations (or subject committees); - organisation of parent-teacher meetings and consultation hours for the parents of his/her pupils; - organisation of ski educational courses, school educational plan, sports events; - organisation of school Olympics and school competitions; - adherence to and protection of personal and sensitive data of school employees and pupils, especially with regard to the salary, bonuses and extra pay. 5. Submission to the head of pedagogical department of: - proposals of changes to educational plans; - proposals of choosing alternative textbooks; - documentation for long-term proposals for the school plan and budget; - proposals of grading exemption in a subject; - plan of excursions, trips and other upbringing events; - proposals of short-term and long-term concepts of the school s development; - statements on complaints related to his/her pupils. 6. Co-operation with pupils parents, the staff of pedagogical-psychological counselling centre, physicians, the police, the staff of other schools and school facilities. 5.4 Basic Information about Mandatory Documentation at Schools and School Facilities One of the duties of a school headmaster is the proper maintenance of documentation. The headmaster can include this duty in the job description of other school employees (see Section 28 of the Act no. 561/2004 Coll., on Pre-School, Primary, Secondary, Tertiary and Other Education the Education Act, as amended; Decree no. 48/2005 Coll., on primary education and some rules for the fulfilment of mandatory school attendance, as amended; and Decree no. 13/2005 Coll., on secondary education and education at conservatories, as amended). Act no. 561/2004 Coll., as amended, states: Documentation of Schools and School Facilities (Section 28) Schools and school facilities shall maintain, in accordance with the nature of their activities, the following documentation: a) the decision of registration in the Register of Educational Facilities and on its alternation and documents listed in Section 147; 50

51 b) a register of children, pupils and students (hereinafter the school register ); c) documents concerning the admission of children, pupils, students and applicants for education, on the course of their education and its completion the responsibility lies with the director of the school facility; d) Educational programmes under Section 4 are the responsibility of the director of the school facility. The educational programme is a fundamental school document for each newly arrived teacher. School facilities carried out a School Educational Programme at all stages of education, according to the Framework Educational Programme, school type and education field. School educational programmes, therefore, can differ. It is very important to get to know the Educational Content of the Educational Field which you will be teaching. For instance, as you already know, in primary education, education is divided into two stages and each stage is further divided into educational periods, i.e. grades 1 to 3 make up the first period and grades 4 to 5 make up the second period. The Framework Educational Programme does not determine expected outcomes for grades, but for educational periods. e) The annual report on school activities is the responsibility of the director of the school facility. The director can ask for a list of events, competitions and other activities guaranteed by pedagogues as documentation for the writing of the annual report. We recommend recording each such event date, topic, number of participants. If one competes in district round or other round than a school round, one needs to record the positions of pupils. These facts are important for the statistical statement of the director of the school. f) The class register (hereinafter the CR ) contains provable data on education provided and the course of education. A class teacher is responsible for the class register, i.e. for comprehensible data and for provability of the content of education. The school principal decides about the type of class register to be used at school. Since 2007, there have been more types of CR on the market that are commonly used. All types (published by SEVT), however, have to contain the same data, so their only difference is in their graphic design. As the class teacher, do not forget to monitor the absence of pupils and if there is an unexcused absence, proceed in accordance with the School Rules of Order. The Methodological Guidelines for Uniform Procedures Regarding Excusing Pupils from Instruction and Truancy Prevention and Punishment, file no / applies for primary schools. Mark excused hours in a provable way. With the validity of school educational programmes, the duty arises of marking cross-disciplinary topics in the class register. Should your school be involved in the EU Money to Schools project and use financial means to divide lessons, it is mandatory to mark such lessons in the CR (in 51

52 the appendix, EU is written with the signature of the instructor). Pay attention to the closing of the mandatory documentation, as it has its own rules, e.g.: The class register was closed on June 29, Signed by the class teacher. The class register s free lines have to be struck through, from bottom left to top right; always write in blue in the class register. The same rules as for the class register apply to the Record of the Interest Group or Optional Subject (Appendices 14 16). A class statement (mandatory documentation) is a document that proves the history of the class. Write down the list of pupils in the class statement at its start (always separately for the first stage and the second stage of education). Should a pupil move away or move in, a record is put in the notes next to his/her name. The class statement is filled in at the beginning and at the end of the marking period. All teachers who taught the class and performed marking there in the individual marking period have to sign this document (Appendix no. 17). g) Catalogue sheet is in electronic form, and therefore regularly and carefully enter all records on pupils using the Bakalář software. h) School Rules of Order or Internal Rules of Order is a document stemming from Section 30 of Act no. 561/2004 Coll., on Pre-School, Primary, Secondary, Tertiary and Other Education (the Education Act), as amended. School Rules of Order, Internal Rules of Order and Scholarship Rules (Section 30) (1) A school principal shall issue School Rules of Order; a director of a school facility shall issue Internal Rules of Order. The School Rules of Order and Internal Rules of Order shall regulate: a) details on the execution of rights and duties of children, pupils, and students and their statutory representatives at schools or school facilities and details on rules of relations with pedagogical staff; b) operations and the internal regime of schools or school facilities; c) conditions on ensuring the safety and protection of health of children, pupils or students and their protection against pathological social phenomena and against manifestations of discrimination, hostility, or violence; d) conditions concerning the treatment of property of schools or school facilities by children, pupils, and students. (2) The School Rules of Order shall also contain rules for the evaluation of results of education of pupils and students. (3) School principals/directors shall disclose the School Rules of Order or Internal 52

53 Rules of Order at an accessible place in the school or school facility, in a provable manner they shall inform employees, pupils, and students of the school or school facility of such rules and shall inform statutory representatives of minor children and pupils of their publication and content. (4) Principals of secondary or tertiary professional schools may with the consent of the founder issue Scholarship Rules under which pupils and students may be granted scholarship for excellent results. In a provable way, the class teacher is obliged to introduce the School Rules of Order to all pupils. At the beginning of each school year, the class teacher introduces the School Rules of Order to all pupils (including subsequently those who were not present on the day he/she introduced the School Rules of Order to the class); all pupils shall write I have been introduced to the School Rules of Order in their record books and the class teacher will record this fact in the CR in the notes: Pupils have been introduced to the School Rules of Order. With regard to the fact that Act no. 561/2004 Coll., on Pre-School, Primary, Secondary, Tertiary and Other Education (the Education Act), as amended, stipulates that School principals/directors shall disclose the School Rules of Order or Internal Rules of Order at an accessible place in the school or school facility, in a provable manner they shall inform employees, pupils, and students of the school or school facility of such rules and shall inform statutory representatives of minor children and pupils of their publication and content, we recommend entering the following statement in pupil record books for their statutory representatives: I have been introduced to the School Rules of Order and have it signed by the statutory representatives. The School Rules of Order can be read by statutory representatives on the school s website or at school where it shall be available at a place accessible to the public. i) Protocols from educational boards the school director is responsible for the careful maintenance of records from regular educational boards (usually five per year). j) Book of Injuries and records on pupil injuries each injury has to be entered into the Book of Injuries; with medical reports appended to the entry, if applicable. The Book of Injuries can have a written and electronic form. For the written form we recommend filling in all data carefully and immediately after the injury. 5.5 Introduction to Pupil Register the Basics of Working with the School Register and the Bakalář software First, we will focus here on information about the School Register at school or a school facility. Subsequently, we will pay attention to the basics of working with the Bakalář program. 53

54 (1) The School Register of the school, in accordance with the nature of school activities, shall contain the following data on a child, pupil or student: a) the name and surname; birth identification number, or the date of birth if a birth number has not been assigned to the child, pupil or student; the nationality; the place of birth; the place of permanent residence or the place of temporary residence in the Czech Republic, according to the type of residence of the foreign national, or the place of residence abroad if the child, pupil or student does not reside in the Czech Republic; b) data on previous education including the achieved level of education; c) in the case of secondary or tertiary professional schools, the educational area, form and length of education; d) the date when education was commenced at the school concerned; e) data on the course and results of education at the school concerned and the language of instruction; f) data on whether the child, pupil or student is disabled, including a description of his/her disability or whether he/she is disadvantaged in terms of health condition; or data on whether the child, pupil or student is disadvantaged in terms of social position if such data has been provided to school by the statutory representative of the child or minor pupil, pupil of legal age or student; g) data on health conditions relevant to education and on any health problems which could affect the ability to learn; h) the date of termination of education at the relevant school, data on examinations by which the education at secondary or tertiary professional education has been completed; i) the name and surname of the statutory representative, the place of permanent residence or any other place of residence if they do not have permanent residence in the Czech Republic; the address for the delivery of written documents and telephone number. In connection with the School Register, the question will certainly come to your mind of how up-to-date the School Register should be and thus how quickly the teacher has to record changes. (2) Records or modification of data in the School Register shall be made without any due delay after the date of change of such relevant fact. Schools and school facilities shall be authorised to provide data contained in documentation and in the School Register to persons who prove their entitlement by authorisation stipulated herein or in special acts. (3) Document filing is regulated by special legal regulations. The following duties result from that for a normal teacher: 54

55 - proper maintenance of a pupil s personal documentation (nowadays in electronic form), - proper maintenance of the Class Register. Not only class registers, but also pupils personal documentation, the history of his/her education at the school concerned, results of education, and specific needs are entered in the school s register software. The responsibility of class teachers for the register of children, pupils or students (hereinafter the School Register ) is stipulated in the amended decree no. 48/2005 Coll., on primary education and some requirements for the fulfilment of mandatory school attendance (decree no. 256/2012 Coll.). Nowadays, each school processes its school data electronically. Most frequently, the software Bakalář is used. It makes teachers work easier, provided that they learn to use it correctly. The guidelines are provided in the Appendix (see Appendices no ). Practical Application of the Subject Tasks, Activities 1. Study the appendices samples of individual documents carefully. 2. In the appropriate document, find the extent of direct instructional activity of a primary-school teacher and a secondary-school teacher of generally educational subjects. 3. Select documents from among the school documents that are within the competence of the teacher and describe them. Review Questions Which are the important legislative regulations essential for the performance of a teacher s job? For each regulation, provide the main reasons and the significance. Which act deals with labour-law relationships at a workplace? Which documents belong to the school s mandatory documentation? What must a work contract contain? When and how does a teacher intervene in a pupil s documentation? How do you work in the Bakalář program: a) with a catalogue sheet, b) with a Book of Injury, 55

56 c) with a personal card? Summary The knowledge of relevant laws and sections and work-safety regulations is necessary for a practicing student as well as for an experienced teacher. With regard to the trends of the development of the contemporary society and the current state of discipline at school, it is often necessary to resolve unexpected situations (including ones that are dangerous or health-threatening) at school with the help of proper knowledge of regulations and related documentation. After a thorough reading and studying of this documentation, the student will have an overview about documents related to the start of their work. In the future teaching work, student teachers will be aided with quality orientation in the school s mandatory documentation and the knowledge of the possibilities to use the Bakalář program (especially when fulfilling the duties of a class teacher). Literature BENDL, S. et al. Klinická škola: místo pro výzkum a praktickou přípravu budoucích učitelů. Praha: Univerzita Karlova v Praze, ISBN FULKOVÁ, E. and M. GNOTH. Pedagogická prax. Nitra: Slovenská polnohospodářská univerzita v Nitre, ISBN JANIŠ, K. ml. Představa o praxích u studentů prvních ročníků sociálních oborů. In: TRUHLÁŘOVÁ, Z. and M. SMUTEK (eds.). Riziková mládež v současné společnosti. Hradec Králové: Gaudeamus, pp ISBN LIVEČKA, E. and J. SKALKA. Slovník pedagogiky dospělých. Praha: ÚIŠ, MIKÁČ, J. Metodické materiály Kartotéka [CD] Brno: identifikátor Nový akademický slovník cizích slov. Praha: Academia, ISBN PÍŠOVÁ, M. and M. ČERNÁ. Pro mentory projektu Klinický rok. Vedení pedagogické praxe. Pardubice: Univerzita Pardubice, ISBN PODLAHOVÁ, L. Ze studenta učitelem. Olomouc: Univerzita Palackého Olomouc, ISBN: POSPÍŠILOVÁ, B. Výchovné poradenství soubor materiálů pro výchovné poradce základních škol. Most: Hněvín, ISBN PRÁŠILOVÁ, M. Vybrané kapitoly ze školského managementu pro učitele. Olomouc: Univerzita Palackého, ISBN

57 TRUHLÁŘOVÁ, Z. and J. KOŘÍNKOVÁ (eds.) Vývoj a směřování odborných praxí na vysokých školách v oborech sociální práce. Hradec Králové: Gaudeamus, ISBN Výchovné poradenství. 1 st edition. Praha: Wolters Kluwer ČR, ISBN The Education Act [online] [retrieved on ]. Accessible at Government decree no. 75/2005 Coll. [online]. [retrieved on ]. Accessible at Amended decree no. 48/2005 Coll., on primary education and some requirements for the fulfilment of mandatory school attendance (decree no. 256/2012 Coll.) [online]. Accessible at %C4%8D.+256%2F2012+Sb&x=5&y=8 Decree no. 106/2001 of the Ministry of Healthcare from March 2, 2001, on hygienic requirements for children s recuperating stays [online]. [retrieved on ]. Available at Decree no. 263/2007 Coll. [online]. [retrieved on ]. Available at Decree no. 317/2005 Coll. of the Ministry of Education, Youth and Sports, on further education of pedagogical staff, accreditation commissions and the career system of pedagogical staff, as amended by decree no. 412/2006 Coll. (Section 8 Specialisation Studies) [online]. Accessible at 57

58 Chapter 6: Internship 1 Objectives The student: will understand the areas of school self-evaluation and will learn to understand evaluation techniques as essential goals of the process of upbringing and education; will learn strategies to prevent pupils risk behaviour. Terms to Remember (Key Words) evaluation self-evaluation teacher s selfreflection SWOT analysis 6.1 Regarding the Course and Goals of Internship 1 The goal of Internship 1 is to analyse school evaluation systems in relation to instruction. The student will learn some instruments for school self-evaluation (e.g. a SWOT analysis, an assessment scale for the evaluation: of a teacher by pupils, of pupils by a teacher, of a teacher by the school management, etc.). The student will get familiar with and understand the structure of school self-evaluation, for instance which areas need to be evaluated within the framework of education; how to evaluate effectiveness of instruction and other concrete areas we are interested in; how to empirically and statistically investigate the climate at school and in class; how to prevent risk behaviour at school, etc. Internship 1 also focuses on factors that trigger these sociopathic states of behaviour. The graduate of teaching will be motivated to make a plan of self-evaluation according to his/her own structure that he/she will create based on a template. Internship 1 follows the instructive practice that took place in individual stages. This is a continuous one-week stay at a primary/secondary school in the place of the student s residence, focused on getting to know the school environment with an emphasis on the organisation of school activities and its evaluation (25 hours per term, recommended in the 6 th term). Internship 1 focuses on the students getting to 58

59 know the organisation and activities at a primary/secondary school. The objective is to lead the students to observe and analyse the course of the process of upbringing and education in class and in the school environment in general. It is performed one week before the beginning of each term. Instruction strategy: Instructions for Internship 1 will be provided by an instructor from the Department of Pedagogy and Psychology (DPP) at PdF UHK. Internship 1 will take place at primary and secondary schools in the student s place of residence. The method and rules for the subsequent assessment of the subject: 100% participation, positive evaluation from an DPP PdF UHK instructor, submission of written assignments. 6.2 School Assessment and Evaluation Motto: Only a fool rushes without turning back Ensuring the quality of education became the subject of interest of the European Union after the Council of European Union s resolution from December 2002 and the declaration of European ministers responsible for education in EU member states which was adopted in Copenhagen on November 29 and 30, The tendency to introduce modern systems of organisation management, including the introduction of quality systems, has been present in our country for several years. The government resolution no. 458/2000 from May 10, 2000 on the national quality policy of the Czech Republic represents its significant support. The coordination of quality policy in the areas of upbringing and education at school, lifelong education and employee requalification according to labour-market needs is among the key tasks of the state vis-à-vis the determined goals. School self-evaluation, which is part of school s long-term plans, annual reports and school self-evaluation, has a direct connection with the resolution of the determined goals in the area of upbringing and education at school (see Table 2). Table 2 Differences between Assessment and Evaluation Criteria: ASSESSMENT (unmanaged assessment) Criteria: EVALUATION (managed assessment) o o not defined; performance indicators are not o o are explicitly defined and agreed; specific areas of priorities based on 59

60 o explicitly determined; are not shared between partners. o determined goals are determined; performance indicators are formulated. Evaluation plan: Evaluation plan: o o o o is not exactly determined; it is not clear who will do what; is not consistent with goals; is not prepared intentionally, but used as needed. o o o o is structured; a clear responsibility is given; explicit relationships with goals are defined; requires detailed planning. Methods: Methods: o o o are not determined in advance; are in consistent; data analysis not thought-out. o o o o o o systematic; exactly defined data sources; use of a representative sample; evaluation instruments correspond to methods used for data collection; systematic data analysis; report creation Methods of Obtaining Information for School Self-evaluation Methods of obtaining evaluation information are wide and variable and have to flexibly react to the currently assessed phenomenon. Some of the methods provided below are recurrent and included in the plan of the school management s inspection activities: - supervision (see detailed information in section 2.2); - teacher evaluation questionnaires, teacher didactic self-evaluation in class, employee work evaluation, evaluation of individual school management members by employees, and evaluation of the method of school management by employees (see Appendices no ); - survey for pupils statutory representatives (see Appendix no. 25), survey of graduates success on the labour market, managed interviews, questionnaire (see Appendix no. 26), and protocols from a managed self-evaluation interview with an employee; - SWOT analysis (see Appendix no. 27) conducted in subject commissions; 60

61 - interviews with pupils, teachers, parents, social partners, etc.; - analysis of results of pupils education (see Appendix no. 28), protocols from educational boards, written assessments of pupils by class teachers, pupils rate of success in competitions, assessment reports by inspection bodies and the internal inspection commission, and analysis of stock-taking results (see Appendix no. 29). SWOT analysis SWOT analysis consists of two analyses, namely the assessment of internal and external conditions. The SW analysis SW (Jakubíková, 2001) deals with the assessment of strengths and weaknesses and the OT analysis focuses on the assessment of opportunities and threats that are present in the school s external environment (see Table 3). Table 3 SWOT analysis Strengths facts that bring advantages both to pupils and parents as well as to pedagogues Opportunities facts that can increase demand or could better fulfil requirements and bring success Weaknesses things the schools does not do well or things other schools do better Threats facts, trends and events that can decrease demand or cause dissatisfaction of pupils, parents, employees, etc. Based on the SWOT analysis, the management tries to maximally use the strengths and opportunities and thus create a unique competitive edge. Weaknesses have to be minimised and threats eliminated Methodology of School Self-evaluation School s programme Monitored phenomena: - agreement of the School Educational Programme (SEP) with the Framework Educational Programme (FEP), - additional programme offer, e.g. for pupils with special education needs; programme variability subject allowances, optional subjects, projects, courses, cross-disciplinary topics, - documentation SEP. 61

62 Status indicators: - agreement of the SEP with the FEP, - fulfilment of the School Educational Programme, - relationships among the school s educational programme, needs and conditions, - programme offer for pupils with special education needs, - agreement of the offer of optional and non-mandatory subjects with the ideas of pupils and parents, - SEP s variability. Conditions for education Monitored phenomena: - influence of personal conditions on education, - material, technical and hygienic conditions for education premises, aids, textbooks, technical means, - quality of school s work environment, - efficiency of using financial means, - development of economic resources (projects, grants, etc.). Status indicators: - influence of personal conditions on the quality of education, - creation and quality of conditions for education and work and relaxation activities of teachers and pupils, - functionality and aesthetic level of buildings, classrooms and social premises, - quality of conditions for meeting parents and other people at school, - the school s equipment for effective and modern instruction didactic level of equipment with aids, technology and study material, - efficiency of using financial sources for further development of the school, - provision of above-standard resources (among others, participation in projects and grants). Course of pupils education Monitored phenomena: - course of education with an emphasis on creating SEP s target competences (fulfilment of the curricula), - documentation rules of assessment. Status indicators: - support to the creation of SEP s target competences (skills and knowledge), 62

63 - quality of individual areas of education, i.e. preparation, provision, organisation, methods, forms, assessment, motivation, communication, and climate, - balanced structure of lessons (appropriate to the age of pupils and to the goals of instruction), - continuity of the subject matter, - diversity of instruction procedures (teaching styles) that support desirable educational capacity of pupils, - purposefulness of instruction methods with regard to the goal and topic of instruction, - use of social forms of education, - use of methods of pupils independent work, - individual approach to instruction, - effectiveness of using textbooks, aids and didactic technology, - room for individual or group activities, - application of a co-operative technique of instruction, - use of initial motivation methods, - motivation during instruction, - adherence to determined rules of assessment, - verification of default knowledge and skills, - continuous evaluation of results of instruction, - steering pupils towards self-control and self-valuation, - room to express one s own opinion, - adherence to rules of communication, - psychosocial conditions for instruction, - assessment of pupils (e.g. using the technique of free writing). Results of pupils education Monitored phenomena: - results of education with regard to determined educational goals. Status indicators: - effective system of determining results of education, - achievement of target competences of education according to the SEP (curricula), - management of expected outcomes, - use of more demanding mental skills (application, analysis, synthesis, critical review), - co-operation skills, - work skills, - low number of unsuccessful and punished pupils, 63

64 - high degree of support for pupils with special education needs, - very good results in tests, - pupils success, - pupils results in competitions, - existence of obvious social and cultural behaviour of pupils and their good discipline. School support to pupils, co-operation with parents, mutual relationships Monitored phenomena: - quality of school counselling, - access to information and its transfer, - quality and utilisation of pupil and parent initiative, - mutual relationships between the school, pupils, parents and other people and their impact on education, - relationships with the founder and the School Board, - school climate and culture. Status indicators: - quality of activities of the school counsellor in terms of the needs of the school, pupils and parents, - school employee, pupil and parent access to necessary information, - provision of necessary information to pupils statutory representatives, - quality of parent-school co-operation and utilisation of their ideas and comments, - level of school s co-operation with professional facilities e.g. pedagogicalpsychological counselling centre, special education centre, - existence of the feeling of belonging to and pride of the school, - existence of an obviously friendly environment, - existence of pupil (and parent) trust in teachers and the school management, - level of morality of pupils and teachers, relationships between pupils and teachers, and culture of mutual contacts. School management Monitored phenomena: - quality of systematic management, planning of management activities (concept, SEP, annual plan, further education of the pedagogical staff, inspections, etc.), - effective organisation of school, - methodological support of quality instruction personal development, further education of the pedagogical staff, self-study, 64

65 - system of managing pedagogical staff, especially the efficiency of supervision results, - inspection system, - documentation conceptual plan of the school s development, - documentation School Rules of Order. Status indicators: - possibility to assess goals determined in the conceptual plan of the school s development, - feasibility of concept plans, especially with regard to the budget, - conceptuality of management activities at school their obvious strategy, - rate of co-participation of school employees in activities associated with school management, - effectiveness of the organisational structure with regard to the school management, - purposefulness of the timetable, - quality and effectiveness of the School Rules of Order, - conceptual provision of personal development, - relationship of the system of further education of the pedagogical staff with the school s further development and implemented educational programme, - system of further education and self-study with regard to the school needs, - provision of assistance to new and unqualified instructors, - system of asserting progressive trends in education, - quality of inspection and assessment of results of education (pupils), - quality of inspection and assessment of the course of education (teachers), - quality of inspection of operations. Result level of school work Monitored phenomena: - improvement of the quality of results of education, - school presentation, - co-operation with partners, - organisation of school events performances, displays, exhibitions, - documentation: annual report. Status indicators: - obvious increase in the quality of results of education, - connection of feedback with school s further development, - school s presentation in the public and response to it, - school s participation in educational projects and activities, - organisation of performances, concerts and exhibitions, - participation of pupils in competitions, school Olympics and displays, 65

66 - participation of pupils and parents at school events, - quality of annual report. Applied methods: - SWOT analysis, - questionnaires, surveys, - observation, interviews, discussion, - analysis of school documentation, - analysis of achieved results, - supervision. Practical Application of the Subject Tasks, Activities With the framework of evaluation activities: 1. Evaluate the effectiveness of instruction at school (School Educational Plan, SEP). 2. Describe how key competences are achieved at school. 3. Characterise the possibilities of applying knowledge in professional life. 4. Find out and assess how the school collaborates with parents and social partners: Compare these possibilities with application in the SEP. What are the concrete ways of school-family communication? Do parents help with activities in concrete classes? 5. Analyse and evaluate the work of individual persons participating in prevention (school counsellor, prevention officer, bullying prevention offices, environmental worker). Review Questions Who participates in school evaluation and assessment? What is the ability of pupils and pedagogues to work independently? What preventive programme does the school concerned have? What are the attitudes of pupils towards the course of instruction: What subject are they interested in? How do they like to study? When do they study most often? What forms of instruction do they prefer? What purpose do they study for (for a mark or for a skill they can apply in practice)? What are the attitudes of teachers towards the course of instruction: How do they teach their subject? 66

67 How do they prepare for instruction? What paths towards pupil education do they look for? How do they co-operate with other members of the pedagogical staff? Summary The actual school evaluation is implemented as a long-term and permanent process whose goal is to effectively support the school s development intentions and whose outcome is a self-evaluation report. The subject of the actual school evaluation is information (similarly to an annual report), while at the same time it is foremost an analysis of the state accompanied with hints at tendencies, problems, failures, successes as well as the causes of all the described phenomena. This is the selfevaluation report s major difference compared to a traditional annual report. The key areas of interest are evaluation questionnaires regarding the attitudes of pupils and teachers towards the course of instruction. The main goals are making precise self-evaluation instruments and mechanisms and monitoring change processes in all key areas of the school in accordance with the School Development Concept. Literature HORKÁ, H. Osobnostní a sociální výchova budoucích učitelů na pedagogické praxi. In: JANÍK, T. (ed.) Úloha fakultního cvičného učitele a fakultní cvičné školy v přípravě budoucího učitele. Sborník z mezinárodní konference z na PdF MU Brno. Brno: KP PdF MU & MSD Brno, ISBN HANZELKA, M. and Z. SOUČEK. Vlastní hodnocení školy. Benešov nad Ploučnicí: ISBN HARTL, P. and H. HARTLOVÁ. Psychologický slovník. Praha: Portál, ISBN KALHOUS, Z. and O. OBST. Školní didaktika. Praha: Portál, ISBN KAPRÁLEK, K. and Z. BĚLECKÝ. Jak napsat a používat individuální vzdělávací program. Praha: Portál, ISBN NEZVALOVÁ, D. Reflexe v negraduální přípravě učitelů. Olomouc: VUP, ISBN PRŮCHA, J., E. WALTEROVÁ and J. MAREŠ. Pedagogický slovník. Praha: Portál, ISBN SLAVÍK, J. Hodnocení v současné škole. Praha: Portál, ISBN ŠIMONÍK, O. Pedagogické praxe připomínky k jejich organizaci a průběhu, náměty na jejich zefektivnění. In: JANÍK, T. and J. HAVEL (eds.) Pedagogická praxe 67

68 a profesní rozvoj studentů. Sborník z mezinárodního pracovního semináře konaného dne na PdF MU Brno. Brno: MU, pp ISBN ZELINKOVÁ, O. Pedagogická diagnostika a individuální program. Praha: Portál, ISBN X. Chapter 7: Internship 2 Objectives The student: will understand the areas of class organisation and management in the dynamic process of learning; will understand the role of teacher and class teacher and the system of work of a class teacher; will identify him/herself with the process of upbringing and education in class. Terms to Remember (Key Words) class class team team roles class teacher ideals satisfaction operational affairs stressful elements destructive elements 7.1 Regarding the Course and Goals of Internship 2 Internship 2 is the culmination of the instructive practice. The objective is to provide orientation to the students in the entire operation of the school and to verify their knowledge application and pedagogical skills acquired during their studies and the 68

69 previous types of instructive practice that are a necessary prerequisite for the future profession. The student will be introduced to the issue of organising and managing the educational process (role of the teacher, role of the class teacher, and systems of work of class teachers). He/she will understand and perform tasks associated with the documentation of a class teacher related to individual pupils. The student will understand how to resolve the issue of the work of a class teacher, the relatedness in the SEP and the method by which the class teacher fulfils it. In addition, he/she will get to know the tasks associated with class management (searching for roles in the class and work with the school team as a dynamic group). Internship 2 is a continuous one-week stay at a primary/secondary school in the student s place of residence focused on getting to know the school environment with an emphasis on the organisation of school activities and the work of a class teacher (25 hours per term, recommended in the 7 th term). Internship 2 is focused on introducing the students to the organisation and activities at a primary/secondary school. The objective is to lead the students to observe and analyse the course of the process of upbringing and education in class and in the school environment in general. Internship 2 takes place one week before the start of the term. Instruction strategy: Instructions for Internship 2 will be provided by an instructor from the Department of Pedagogy and Psychology (DPP) at PdF UHK. Internship 2 will take place at primary and secondary schools in the student s place of residence. The method and rules for the subsequent assessment of the subject: - 100% participation, - positive evaluation from an DPP PdF UHK instructor, - submission of written assignments. 7.2 Class and Its Dynamics in Terms of Motivation It is important not to confuse the class with a team. Team is a term that really describes a group of people of up to twelve members. This number is defined by group roles that logically appear. If there is a higher number of group members (and it is usually the case in classes), the dynamic development is different and one cannot talk about team. Each class has its rituals and stereotypes. These are quite stable elements of behaviour and conduct that repeat themselves and have an integrating and rooting characteristic. Stereotypes also develop, they are not static they react to emerged 69

70 situations. For a comparison, we can consider the class to be an organism it develops on its own as well as according to the needs to react to its surroundings. This unity of members creates room for class conduct and behaviour. Its result is a measurable climate of the class. This can be constructive or destructive in terms of the school s objective. Experience has shown that the vast majority of class climates in the first stage of education at primary schools are growing, meaning of quality with regard to the objectives of instruction. However, in the second stage of education at primary schools the number of quality class climates drops while at secondary vocational schools problematic climates prevail. To positively motivate an entire class means primarily to have a good starting point: to know the class ideals and elements that are motivators, operators, stressors and destructors for the class. Each class, a group of people, includes this division and often in original ratios. Class ideals and destructors can be perceived as boards, the extreme points of a normal-layout curve. Motivators, operators and stressor can be viewed as the space of the ice rink between the boards. Instructors and their approach also have a big influence. Class Without much exaggeration, a class can be compared to a living organism. It also has its bodies with a clearly defined function some replaceable, other less so and it functions as a system. If a structure functions as a system, it means that a change in one area will be also reflected in all other areas. This results in the importance of the knowledge of the system s function the class, its laws, its risks, and the relativity of individual approach and integration. A class is not a team! At the end of the 1990s, the modern word team made it all the way in the school terminology. However, its promoters forget one essential thing for a group to be a team with all the features belonging to team work, it cannot consist of more than 12 members. To use a human-body analogy: there is a certain number of organs in the human body, additional ones would be extra, without a function, but would want to be of benefit and thus they would do harm; ergo, with a larger number of people, one cannot talk about a team. (For instance, one theory describing a huge increase in allergies claims that some abilities of our immunity system are almost without work, as our hygiene is excessive. If a problem appears, the immunity system will attack it with such a verve that its reaction harms the entire organism.) Other important elements in a team that cannot be ensured in a class consist of team roles and hierarchy, including a team leader and his/her rights. Therefore, it will be advisable not to use the word team in the class environment at all, even 70

71 though many managerial training sessions for instructors will try to use this word. Pupils will gain bad experience, negative imprinting that can show in their further professional advance when they will be included in real teams. Conformity and norms of a particular class Each concrete group of people creates its own, often exactly non-defined norms and rules. In the beginning, it receives takes over external norms. In the class environment these norms are provided by the School Rules of Order and the contract closed between the teacher and the pupils. The terms of the contract should be negotiated during the first lesson after summer holidays. The teacher will tell the pupils how examinations will take place, how new subject matter will be introduced, what he/she will require from them in homework, and other elements he/she considers important. He/she has prepared the rules and has thought them through. He/she practically says what he/she will require from the pupils in general and also asks what the pupils will require from him/her. Then he/she submits the individual rules for approval to the pupils. They express themselves often by comments that are not very constructive, but to make an impression of choice it is essential for them to have such an opportunity. The teacher comments their expressions and does not only try to argue the correctness of his/her decisions. In the end, he/she summarises all the important terms of the contract. Then the contract is closed and becomes an unwritten, but valid norm that teacher commits to as do the pupils. It is unthinkable for the teacher to later breach this norm, even though pupils will logically try to do so during the school half-year. However, the teacher has something to refer to; the contract constitutes a certain board, a limit that protects, even though it limits at the same time. If the contract needs to be adjusted earlier than at the beginning of the other half-year, the teacher apologises about this adjustment to the pupils in advance. After his/her experience with the class, the contract can be renewed after longer holidays, i.e. at the earlier after the Christmas holidays in December. Unwritten norms of the class A well-closed contract at the beginning of the school year becomes the foundation for the focus on internal norms that the class spontaneously creates for itself. If the foundation is not the pupils-teacher contract, the class can create its norms in a marked contradiction to the educational goals determined by the teacher. Norms are a process, they are dynamic and develop. However, they always contain components that can be called ideals, satisfaction, operational affairs, stressful elements, and destructive elements. Class ideals usually consist of an effort to achieve maximum with minimum effort, for instance not to have too much homework, not to have to study much and get 71

72 good marks, to put forward a class opinion to the teacher, etc. The ideal is such because it cannot be fulfilled; it can only be got close to. At the same time, however, it is the essential impulse for the creation of attitudes. Satisfaction contains elements that make the class calmer and closer and that provide a reward. It is said if the class satisfaction is to circumvent teacher s requirements, get even with him/her, etc. Operational affairs include variable elements the class uses them ad hoc and for various purposes. For instance, they include persuading the teacher not to examine them today, occupying the teacher with some topic and thus deviate his/her plans, manipulating the teacher to resolve a current problem in the class, etc. Stressful elements include, for example, unannounced changes, teacher s unpredictability, teacher s indecisiveness, and all uncertainties the class can experience and that can lead to substitutionary conduct and behaviour or force the class to look for another path towards the goal. Destructive elements include, for instance, teacher s rash decisions, instructor changes, departure of pupil(s) with important roles in the class, enactment of a norm without the impression of a choice, etc. Ideals, satisfaction, operational affairs, stressful elements and destructive elements towards the class are also experienced by the teacher. He/she should be able to name them and to understand the essence of why each element is in a given category. It pays off, even though only speculatively and hypothetically, to determine what belongs to individual categories in terms of a concrete class. It is good to compare it with the teacher s categories. This creates room for mutual understanding and a highly constructive approach, including the choice of work strategy in the class. One still has to bear in mind that the creation of class norms and dynamic stereotypes is a process, i.e. there is a development, and the norms are not rigid or constant. It makes sense to at least speculatively estimate them based on observation each quarter-year. Conformity and individual Each class has its norms and rituals and stereotypes that stem from them. They are very important and the instructor should know them, as they create the basis for the atmosphere in class. Of course, each individual pupils has his/her own personal relationship with the norms, stereotypes and rituals and own approach that stem from them. If he/she fulfils the basics, he/she is usually accepted by the class and has a good place in it. If he/she does not fulfil the basics, he/she poses a threat to the class and the class tries to manipulate the classmate into conformity. If the class 72

73 fails, the classmate is excluded and the situation can even result in a pressure similar to various types of bullying. At the same time, it is absolutely natural that the majority of pupils want to be themselves, thus encountering conformity or norm of the class. It can be in the area of competing, or even rivalry, which is a natural form of expressing human aggression. However, it can also be expressed differently, and then there is pressure for a stable division of class roles. The pressure accompanying this process can have a positive, but it more often has a negative impact on the entire class. The teacher should be aware of these facts, should understand that conformity always leads to averageness, and that only an individual deviating from conformity can bring something new. At the same time, he/she has to be aware that unlimited support or defamation of a deviated individual can also be destructive for the class. 7.3 Class Roles V praxi konkrétního kolektivu (sborovny, stejně jako školní třídy) je třeba sledovat obsazení několika základních rolí, které existují v každé pravidelně se setkávající skupině osob: Bavič (šašek) je zpravidla žák, který se etabluje jako obveselovač třídy. Hypochondr (třídní lazar) je žák/žákyně s častou nemocností. Hujer (šprt) jde zpravidla o žáka, který se zavděčit tomu, kdo ho vede. Třídní Černý mrak je žák, který vše bojkotuje, ironizuje, používá sarkasmy. Opozičník takový žák na každý argument učitele dokáže nalézt konstruktivní protiargument. Sluníčko třídy je žák/žákyně, který třídě vlévá optimismus. Další role: Chrlič informací (encyklopedista), Třídní vrba, Oficiální vůdce, Neoficiální vůdce, Čekatelé na roli Při hlubším zamyšlení nad rolemi v kolektivu je zřejmé, že jde většinou o role v polaritách. V třídních kolektivech se mohou role také kumulovat, případně jednu roli (například třídního šprta ) může obsazovat více žáků. V každém případě je zákonitost existence rolí dána a měli byste ji respektovat. Diskutabilní je, zda je výhodné vytvářet matematické třídy, sportovní třídy a podobně. Ty totiž nezahrnují přirozenou vyváženost a často zbytečně některé jedince devastují. Pojem integrace je při znalosti zákonitostí v kolektivech mnohem zřejmější. Lidské 73

74 společenství totiž funguje podle zákonitostí, a pokud chcete žáky vést k toleranci a zdravému přijetí ostatních, nezbývá, než opustit elitářská hlediska a zákonitosti respektovat. Už například vyloučení žáka za neprospěch znamená, že na jeho místo, uvolněnou roli, nastoupí jiný žák z kolektivu. V našem školském systému to neznamená nenechávat žáky propadat, přestupovat do škol jiných a podobně, znamená to vědět a plně si uvědomovat důsledky všech těchto aktivit, pak jim dokázat prevencí i čelit. 7.4 Společná pravidla kontrakt mezi učitelem a žákem (třídním učitelem a žáky) Základním prvkem pro možnou změnu je tvorba pravidel, kdy vyučující spolu s třídou vytvářejí společné normy, kontrakt. Měl by obsahovat sdělení učitele, v jaké formě bude zkoušet, jak předávat učební látku, na co bude především dbát a kde je možné být volnější. Jeho sdělení třídě je zásadní v tom, že třída získává možnost se k návrhu vyjádřit, polemizovat a hlavně doplnit návrhy vyučujícího. Zkušení učitele tuto společnou tvorbu programu výuky realizují a jsou si plně vědomi, že není možné, aby dohodnuté vyučující porušoval. Žáci dohodu, kontrakt, porušovat budou ale s vědomím, že narušují společně stanovené limity a je logické, že narušení limitů může přinést pro jednotlivce i sankce. Úpravy kontraktu je možné provádět vždy po dílčích prázdninách, například po konci kalendářního roku, jarních prázdninách a podobně. Kontrolní mechanismy kvality výuky Dalším významným prvkem při kladném motivování třídy jsou kontrolní mechanismy kvality výuky ústní zkoušení a písemné práce. Jejich formy jsou dohodnuty kontraktem s třídou, ale nemalou roli sehrává verbální formulace, kterou vyučující prezentuje. Pravdivá a ověřená je například tato formulace: V příští hodině budete psát krátkou desetiminutovou práci, protože si potřebuji ověřit, zda jsem vás látku dobře naučil, správně jste ji pochopili. Taková a obdobné formulace snižují sankční charakter desetiminutovky, žáci se neprožívají tolik jako oběti učitelova počínání, ačkoliv emočně nebudou kladně naladěni, racionálně mohou lépe přijímat nutnost takového ověření hloubky svých znalostí. Ústní zkoušení by mělo mít spíše charakter pracovně partnerského dialogu: vyučující po přirozených celcích komentuje (opakuje) sdělení zkoušeného žáka. Tím nabízí okamžitou zpětnou vazbu, žák získává informaci, že je naslouchán. Učitel opakuje také chybná sdělení žáka ten pak slyší své vlastní sdělení a získává bez trémy možnost opravy, pokud chybné sdělení bylo pouze důsledkem aktuální situace. Třída má zároveň možnost celou interakci učitele a žáka sledovat znovu slyší látku v podání spolužáka a také učitele. Opakování i chybných sdělení zkoušeného pak často vede ke korekci naslouchajících žáků ve třídě, je snižováno riziko nekvalitního 74

75 pochopení, které mohlo vzniknout při výkladu učitele. Tato forma zkoušení také objektivizuje pohled učitele, protože aktivně žáka naslouchá, snižuje se riziko nízké objektivity z důvodu zaneprázdnění vlastními myšlenkami během ústního zkoušení. Tyto drobné kladně motivující prvky vytvářejí dojem vyšší angažovanosti do výuky jak vyučujícího, tak žáků, celé třídy. Pokud jsou zakomponovány do koncepčně rozloženého učiva, předávaného po smysluplných celcích, kdy žáci jsou průběžně informováni o jejich významnosti do praxe, můžeme hovořit o kvalitní spolupráci třídy a učitele. Ta se projeví nejen v přístupu žáků k učivu, ale také vyšší satisfakcí učitele. 7.5 Interakční role jako motivace k jednání a chování V jakékoliv interakci mezi dvěma subjekty či objekty (dva jedinci, jedinec a skupina, dvě skupiny osob atd.) se automaticky na základě sociální zákonitosti vytvářejí zcela konkrétní interakční role, určené mírou volnosti jednotlivých zúčastněných stran. Míra volnosti pak vypovídá o pozici v dialogu o dominanci, submisi, případně o variabilitě. Pro znázornění lze použít symbol trojúhelníku, který uvádí Svoboda (2008) viz Obrázek 1. Nejvyšší míra volnosti (predátor impuls) Nejnižší míra volnosti (oběť) Variabilní míra volnosti (zachránce) Obrázek 1 Agrese v současné škole (zdroj: Svoboda, 2008) Pro ilustraci můžeme říci, že každý dialog má vůdčí osobnost, která dává téma, tedy impuls. Ten je přijímán druhou stranou, osobou, která naslouchá. Pokud naslouchá, nemůže současně vést téma, je tedy v pasivní, submisivní roli, je obětí. Zároveň je dialog vždy omezen technickými možnostmi, například časovým prostorem aktérů dialogu a jinými podmínkami, které jsou v případě kolize zachráncem, tedy obě strany dialogu se k nim mohou upínat. 75

76 V případě, že je dialog dobře veden, střídají se míry volnosti u jednotlivých aktérů, takže během setkání několikrát procházejí obě strany jak pozicemi oběti, tak pozicí predátora. Je přirozené, že zúčastnění mají snahu být co nejdéle v roli, která má nejvyšší míru volnosti udávat impuls, být predátorem. Naopak nejméně výhodná a příjemná je role s nejmenší mírou volnosti, role oběti. Principem pudu sebezáchovy žádný lidský jedinec nesnese ukotvení v této roli na delší čas - je schopen i za cenu ztrát a nevýhodnosti udělat cokoliv, aby se této role zbavil. Jako příklad můžeme uvést žáka opakovaně upozorňovaného a káraného za to, že nemá v pořádku všechny pomůcky důležité pro výuku. Žák bude pozici oběti před učitelem predátorem časově omezenou dobu snášet. Bude-li se však situace opakovat častěji, déle již roli oběti nesnese a za cenu ztrát dokáže vejít do role predátora, řídit situaci například tím, že vyučovací hodinu vynechá, bude vyrušovat a podobně. Primární motivací pro jeho chování pak bude snaha nebýt v roli oběti, jeho cílem není být drzý, případně zesměšňovat učitele, ačkoliv forma, jakou se bude snažit z role oběti vymanit, může být takto odečítána. Klasickou ukázkou je vstup učitele do třídy vždy přichází v roli predátora, je mu určena funkcí a cílem (dávat impuls žákům). Žáci učitele zdraví a mnozí přitom bezděčně sledují hodinky kontrolují zachránce, tedy za jak dlouho bude přestávka (přestávka je zachráncem). Avšak dokáže-li vyučující dobře zvládnout vstupní rituál se třídou, během kterého provede kontrolu přítomnosti, role se otáčejí: učitel se táže žáků na chybějícího spolužáka. Odpovídající jedinec přebírá roli predátora, učitel je v submisi, tedy v pozici oběti. Pokud se vyučující dále dotazuje, upevňuje odpovídajícího žáka v pozici predátora. Avšak pokud ten již nezvládá reagovat, případně podává chybné informace, provádí zbytek třídy korekci třída je tedy zachránce. Korekce však může být natolik razantní, že zmanipuluje žáka původně v roli predátora do role oběti a pak se zachráncem stává učitel. Opakované střídání rolí již během sepisování prezence ve třídě může mít velmi dobrý vliv na oslabení prožitku z pozice oběti, ve které se třída může prožívat při frontální formě vedeného výkladu učitelem. 7.6 Projevy procesu zrání dítěte v podmínkách základní školy Závěry výzkumů z let (Šimonek, 2002) žáků základních škol současnosti potvrzují a doplňují informace podávané vývojovou psychologií. Považujeme za podstatné, aby znalost specifik sociálního vnímání prostoupila až k učitelům, kteří se téměř denně s realitou vývoje žáků setkávají. Věk 6 10 let 76

77 Původní japonský model uplatňovaný v tamním školství nabízel dětem do deseti let mnohá omezení (například školní uniformy a podobně), avšak umožňoval jedno podstatné: svobodný emoční projev. Díky této skutečnosti děti zvládaly dril, který nastoupil ve vyšších třídách, emočně dozrálé pak byly schopny zvládat objem látky, který je snem českých učitelů. Základním prvkem, řídící jednotkou k motivaci pro školní činnost dětí do deseti let, tedy zhruba do čtvrté třídy, jsou emoce. Pokud dítě respektuje nařízení a přání dospělých /učitelů, rodičů/, jedná se o jakési slepé dodržování limitů, vycházející z ohrožení základních sociálních potřeb hlavně místa (někam a k někomu patřit) a opory (jistota při ohrožení). Učitelé mají zkušenost, že dobré známky dítě preferuje tehdy, získává-li za ně přízeň tedy kladnou emoční odezvu rodiče, případně vyučujících, dílem také vrstevníků. Primární motivací je tedy naplnění emoční stránky, nikoliv stránky výkonové. Pokud jsou využívány sankce, vyhrůžky dítě je nechápe, jen převádí do pocitu ztráty v oblasti základních sociálních potřeb. Můžeme tedy říci, že výraz nesmíš obsahově nechápe (chápeme asi tak, kolik mnohý dospělý ví o teorii relativity, její obsah mu však uniká). Lze sledovat oscilaci výkonu, až roztěkanost a neklid u těch dětí, které nemají dostatečně průkaznou kladnou emotivní zpětnou vazbu na dosahované školní výsledky. Mezi rokem (4.-5. třída ZŠ) V tomto období dochází k významnému průlomu. Žák si začíná uvědomovat princip příčin a možných důsledků. Pozvolna si uvědomuje svou roli, že on je aktérem, přestává být v submisi potřeby emoční podpory. Je zahájen proces aktivního vnitřního formování postojů. V případě nejistot, obav z nepřijetí, případně až sankcí se projeví používáním slova nechci. To nelze chápat jako odmítnutí, ale obavu z možného nepřijetí, selhání. Učitelé vědí, jak často děti v daném věku slovo nechci používají. A bohužel často bez uchopení souvislostí žáka přemlouvají, kladou na něj zodpovědnost připravují jeho dojem selhání. Jakékoliv sankce za používání výrazu nesmíš způsobí výrazné zpomalení této fáze aktivního formování postojů. Pro učitele z toho vyplývá nutnost etického vedení, spíše vedení pochvalou, případně mlčením, ne však sankcemi, případně sdělováním důsledků, které žák díky stadiu zralosti vnitřně nedohlédne. O to více bude používat slovo nechci, bude blokovat své zrání, zpomalovat cestu k dospělosti. Rodič není pedagog, není profesionál. Učitel ano, proto by měl nacházet prostředky, jak zpomalování zamezit. Zhruba 12 let věku (6. třída ZŠ) Není náhodné, že v tomto věku používají dodnes přírodní národy u chlapců různé přechodové rituály, často spojené s mimořádným výkonem, bolestí a podporou 77

78 dospělé osoby. V období kolem 12 let jsou klíčovými pojmy experimentace, parta, pochopení významu institucí. Experimentace Jde o důsledek rozvinutého aktivního přístupu z nižšího věkového období, kdy dítě, žák, začíná vidět souvislosti a ověřuje si, co umí, správnost a funkčnost toho, co vidí. Své poznatky ihned experimentálně ověřuje. Pokud je ověří (tj. sám v sobě zařadí jako funkční, případně nefunkční), může je opustit. Zcela typické je, že děti na začátku šesté třídy podají přihlášku do mnoha zájmových kroužků. V pololetí navštěvují jen některé a závěrem roku paradoxně jen ty, do kterých se původně vůbec nepřihlásily. Obdobně kvalitní známka z předmětu v pololetí vůbec nemusí znamenat, že totéž hodnocení lze předpokládat na konci roku, případně naopak. Mnohá z těchto změn je důsledkem experimentace. Žák si ověří, zda mu daná činnost určená v zájmovém kroužku jde anebo nejde. Po ověření jej činnost přestane bavit. Přesněji naplní se význam experimentace, ověření, a tak činnost opouští. Totéž je možné sledovat i ve vztahu k předmětům. Proto je zvláště v šesté třídě tolik účinná různá modifikace výuky, její praktičnost a další obecně známé zásady. Vést u žáků šesté třídy prevenci je velmi náročné právě z důvodu, aby prevence díky experimentaci nebyla spíše kvalitní agitací. Toto zjištění je zvláště významné u prevence sociálně nežádoucích jevů, kdy prevenci v odpovídající formě zahajujeme mnohem dříve, již v nižších ročnících, dále jen doplňujeme, rozšiřujeme. Pokud chlapec kolem dvanáctého roku života, v období experimentace, prožije přechodový rituál do dospělosti, vzniká velmi významný vtisk je disponován v budoucnosti chovat se dospěle, nepotřebuje se tolik předvádět, vynikat. Nezralost podporovaná dnešním světem i bez tohoto významného rituálu vede k hledání prahu, začátku dospělosti náhražkovými aktivitami přebíháním frekventované silnice, jízdou na spoji tramvajové soupravy a mnoha dalšími. Parta Období kolem dvanácti let je dále významné tlakem na jedince směrem k sounáležitosti. Potřebuje k někomu patřit, identifikovat se s konkrétní skupinou, která má své normy, plány, cíle. Tlak na kolektivnost není do konce života vyšší než v šesté třídě, v období kolem dvanácti let, a týká se chlapců stejně jako dívek. Není pak náhodné, že nechat se třídou zesměšňovat, až šikanovat, může být pro jedince jediná forma, jak prožívat, že do třídy patří. Klasickým příkladem síly tahu k partě, identifikace s vrstevníky v tomto období, jsou potíže romské populace: dívka může být vychovávána v pěstounské péči a do šesté třídy je vše bez větších potíží. V tomto období však bývá často zahájena změna děvče se začne orientovat na jiné romské dívky, dochází často až ke kolapsu zásad výchovy v pěstounské péči. (Tyto problémy nemají například ve švédských rodinách, které častěji adoptují romské děti z ČR. 78

79 Důvodem je fakt, že Romů je ve Skandinávii minimum a tato identifikace je složitější.) Složité vazby mezi vrstevníky, boj o pozice jsou často primárními motivy k činnostem žáků, jejich výraznému kamarádství a také zklamání. Značná dynamika vztahů pak vyžaduje skutečně profesionální přístup učitele, amatérské pokusy zvládnout dnešní šesťáky direktem znamená výrazně negativní důsledky ve vyšších třídách, stejně jako pokusy o liberální přístup. V šesté třídě žáci potřebují jasně definovanou, k věku přiměřeně vysvětlenou a zdůvodněnou normu a její dodržování především od vyučujících. Žáci jsou velmi citliví na vyžadování a respektování zásad, které vyučující sami nedodržují. Pak učitele do party přijmou, anebo vyloučí spolu s předmětem, který vyučuje. Pochopení významu institucí Teprve v období kolem dvanácti let jsou žáci schopni chápat význam institucí, jako je městský úřad, vláda, prezident a podobně. K pochopení je dovádí osobní zkušenost hierarchie v kolektivu, skupině, v partě, schopnost vytvářet, chránit i překračovat normy, experimentovat. Tím se vytváří potřeba ochrany a s ní uchopení významu institucí. Učit v šesté třídě by měl být pouze kvalitní pedagog, protože jde o velmi důležité životní období, ve kterém je zahajována tvorba postojů k celé společnosti. Situaci dětem navíc komplikujeme přestupem z prvního stupně na druhý, kdy v šesté třídě s nástupem nových odborných předmětů pro časté stěhování ztrácejí kvalitní kontakt se svou kmenovou třídou a třídním učitelem. Je logickým důsledkem snaha označit si nová místa škrábáním po lavicích, kresbami na sešitech, na stěnách školy. A zcela marné jsou pokusy tuto přirozenost související se zráním organismu vymýtit. Chyby, které se udělají při nástupu vojsk, nelze během bitvy odstranit, prohlásil kdysi jeden vojevůdce. Totéž platí o výuce v šesté třídě základní školy. Je velmi jednoduché hluboce poškodit žáka bonmotem, chováním učitele kdy trestem je změna jeho pozice v partě, třídě, mezi vrstevníky, což učitel ani nedohlédne. Proto selhává-li žák, měl by učitel hledat vždy pozitivní motivaci, snažit se pochválit alespoň zdařilý díl a konstruktivně přistupovat k možnostem řešení dílu školsky méně zdařilého. Věk 13 let (7. třída ZŠ) Ve třinácti letech se k principům podstatným ve dvanácti letech přidává další, velmi významný. Tím je důraz na slyšené. V tomto období v mnoha pohledech dominuje audiokanál stačí se jen zamyslet nad horováním dívek i hochů pro hudbu, identifikací s hudebními vzory a další. Tento fakt znamená ve školních podmínkách změnu přístupu a velkou opatrnost při sděleních. Žáci jsou výrazně citliví na lež, 79

80 hluboce přijímají verbální ponižování, které běžně učitelé v rámci své nezvládnuté agrese používají. Směrem k chlapcům nejčastěji za typicky prepubertální až pubertální postavu, začínající hlasovou mutaci, růst chlupů, vousů, u dívek za rozvoj sekundárních pohlavních znaků, vcelku náhlé změny v postavě. Nezralý, nekompetentní anebo povahově nevhodný učitel nezávisle na svém věku tak vědomě i nevědomě páchá jen těžce vyrovnatelné škody. A pokud jeho invektivy dosedají na výroky, které zná žák, žákyně z rodiny, například od bojujícího, případně nezralého otce, přidávají se také vrstevníci, nelze se divit, že jde o statisticky významné období vzniku mentální anorexie, dětských sebevražd, útěků z domu apod.. Naopak výhodou důrazu na slyšené je možnost sdělovat vhodnou formou podstatná fakta, nabízet příměry, vést žáky a žákyně poslechem příběhů. Především v naukách lze využít jejich identifikační tendence s důrazem na slyšené, i matematiku, fyziku lze přiblížit žákům tohoto období znalostí a prezentací příběhů zasahujících jejich věkové a identifikační pásmo, související s oborem, objevem zákonů a další. Období kolem 14 let (8. třída ZŠ) Je velmi syceno tendencí, kterou lze vyjádřit větou: Chci, co cítím, jen to neumím jasně pojmenovat. Tím je zahájena závěrečná fáze procesu sebeakceptace, hledání sebe sama. Často neobjektivní hyperkritický přístup se střídá s přístupem zcela nekritickým. Učitel by měl být obeznámen s módními trendy tohoto věkového období, rozhodně se jim nevysmívat, při korekci dbát na dojem volby u žáků. Vnější formy, jako je oblečení, mobilní telefon, znalosti v určitých oblastech, jsou zásadní pro identifikaci sebe sama u čtrnáctiletých. Uniformita (móda) jim dává dojem bezpečí, patření někam. Je naivní očekávat u osmáka orientujícího se na skateboard jedničky této orientaci odpovídá žargon, oděv i školní známky na úrovni trojek, nejlépe dvojek, spíše však dostatečných. Učitel osmé třídy by měl být orientován v časopisech určených této věkové skupině, neztrapňovat se pokusy být in používáním slangových výrazů, které tato věková skupina již dávno nepoužívá. Zároveň je velmi významné, aby profesionální pedagog přikládal důraz na obsah sděleného, nikoliv na formu, která je často pro dospělé na hranici sociální únosnosti. Formou se nelze nezabývat nikoliv však primárně. Zbytečné sankce vedou u žáků k nepochopení, bojkotu celého předmětu, který učitel reprezentuje. Stále je třeba mít na paměti ono chci, co cítím, a nevím co, uvědomovat si, že mnohý projev žáka osmé třídy je pouze snahou ubránit se tlaku vlastních emocí. Často jsou laiky nazýváni cyniky a podobně bez znalosti podstaty jejich chování a jednání tomuto označení může jejich projev odpovídat. Má proto velký význam sdělovat žákům osmých tříd, že jimi používaná forma projevu je pouhou obranou, že je chápeme, rozumíme jim a držíme palce, aby ji nemuseli tolik používat. 80

81 15 let věku (9. třída ZŠ) Teprve v patnácti letech je u člověka naplněn obsah slov smím a nesmím. Až v deváté třídě je žák schopen prožívat obsah zakázaného, nedoporučovaného. Podle příkladu z úvodu kapitoly teprve nyní zná nejen výraz teorie relativity, ale také její obsah. Pro učitele z tohoto faktu vyplývá, že nyní je možné nabízet žákům alternativy možných důsledků a dokáží je vnitřně přijmout, představit si. Ukončuje se první část osobní profilace, proces pochopení sebe sama i s rolemi a důsledky, které přinášejí v širší společnosti. Je zcela adekvátní, pokud učitel vede dialog s žákem deváté třídy jako s dospělým, pozvedá jej k dospělé komunikační rovině, nesnaží se udržet si autoritu ponižováním a sankcemi, které tomuto věku dávno neodpovídají. Je třeba žákům projevovat úctu to je prvek, který má nejvyšší motivační účinky, stejně jako občasný přechod dialogu až k partnerské úrovni, kdy učitel může sdělovat úseky svého životního příběhu, svých nezdarů a jejich dopadů. Účinnost takového přístupu bývá u vyspělého žáka mimořádná. 81

82 Praktická aplikace předmětu úkoly, činnosti 1. Zjistěte: jaké jsou úkoly třídního učitele (i administrativní), jaké jsou úkoly vyplývající pro učitele z BOZP (dohled nad žáky, úrazy, počty žáků na specializované akce), specifika vnitřního a školního řádu, kdo je oprávněn nahlížet do školních dokumentů (třídní knihy, výkazy, matrika, katalogové listy), způsob poznávání žáků třídním učitelem, pravidla řešení konfliktů a problémů např. velkým problémem je absence žáků, podpora začínající třídního učitele ředitel a vedení školy, uvádějící učitel, metodik prevence, výchovný poradce, školní psycholog, možnosti dalšího růstu kde se může vzdělávat, jaké zdroje mu doporučit. Informační zdroje: rozhovor se zástupcem ředitele, s učiteli, záměrné pozorování života ve škole, osobní účast: při dohledu, při učitelově přípravu na výuku v kabinetu, při setkávání s rodiči, při administrativních úkolech třídního učitele, uvedené normy a pedagogické dokumenty. Technika zjišťování: studium dokumentů, rozhovory, pozorování. 2. Zmapujte jednu vyučovací třídu a vytvořte vlastní role třídy, které jste vypozorovali a uveďte vlastní hodnocení, zda příslušní vyučující znají normy a konformitu této skupiny žáků a umí s nimi pracovat. 3. Zdůvodněte mimoškolní aktivity, které žákům zprostředkovává škola, a navrhněte inovaci těchto aktivit. 4. Proveďte s žáky jedné třídy sondu o organizaci výuky v hodinách. (Jaké učební činnosti chtějí během hodin provádět, jak by mělo být rozmístěno zařízení výuky, jaké pravidelné úkoly se ode mne očekávají, jakých pravidel chování a pracovních postupů bude třeba, aby žáci nevyrušovali). Tento mini výzkum zpracujte. 5. Vyhledejte z jedné třídy žáky se speciálními vzdělávacími potřebami a popište speciální přístup učitele k těmto žákům. Okomentujte vlastním stanoviskem a popište tuto inkluzi. 6. Popište vedení třídních schůzek, organizaci výletů. 82