(in Polish) Pedagogika etapów edukacyjnych WH-FPZ-KN-PedEtEd
Difficulties of education in primary school - causes, types, consequences. Discipline in the classroom and its construction. School class integration.
A student with special educational needs. Disorders - Types, Causes, Consequences. Working with a pupil with impaired development. Pedagogical therapy in the second stage of education - principles, methods, techniques. Subjectivity in working with SPE students.
Competence of the teacher in the second stage of education - substantive, methodical, personality. Interpersonal communication with students. Dialogue as a basic form of communication. The role and tasks of the class teacher. Being an "authentic" educator.
Preparing students for further education. A teacher as an advisor. Responsibility of the teacher for developing pupils' potential.
Formal duties of the teacher - documentation of the work, safety rules.
Teachers co-operation with the student's family - assumptions, principles, forms and methods.
Curriculum syllabus - regulations, rules, examples of good practice.
(in Polish) E-Learning
(in Polish) Grupa przedmiotów ogólnouczenianych
Subject level
Learning outcome code/codes
Type of subject
Course coordinators
Learning outcomes
At the end of the course student:
Knowledge:
W_01 presents knowledge about education and care, including their philosophical and social basis, taking into account the specificity of the primary school
W_02 Can characterize the educational environment of school and school class as a small social group, shows how to effectively manage class, maintain discipline and build class climate;
W_03 describes the student's developmental profile in the post-primary school in various aspects;
W_04 shows how to get to know the student, his family environment and the school class
Skills:
U_01 is able to use theoretical knowledge to analyze and interpret pedagogical situations;
U_02 can diagnose student's school and family situation;
U_03 is able to choose strategies of didactic and educational actions towards pupils;
U_04 can select the appropriate goals, content and methods of work to the development opportunities of students;
In terms of social competence:
K_01 can cooperate in a group and perform different roles in it;
K_02 is aware of the teacher's responsibility in educational, didactic and caring activities;
K_03 is aware of ethical problems in the teacher's work;
Assessment criteria
Positive rating:
attendance at least 70% of classes;
Activity and attendance
On assessment 3
Knowledge:
- student presents elementary knowledge about education and care, including their philosophical and social basis, taking into account the specificity of the primary school;
- characterizes at a basic level the educational environment of the school and the school class as a small social group, shows how to effectively manage the class, maintain discipline and build a class climate;
describes in the form of a general outline of the student's developmental profile in the post-primary school;
points out the basic ways of getting to know the student, his family environment and the school class
Skills:
can use theoretical knowledge to analyze and interpret pedagogical situations and events;
can diagnose the pupil's school and family situation in a fundamental way;
can indicate strategies of didactic and educational activities towards pupils;
basic objectives, content and methods of work to the developmental potential of the students;
In terms of social competence:
is aware of the teacher's responsibility for conducting educational, didactic and care activities;
is aware of ethical problems in the teacher's work;
on score 4:
Knowledge:
presents knowledge about education, education and care, including their philosophical and social backgrounds, taking into account the specificity of the primary school;
characterizes the educational environment of the school and the school class as a small social group, shows how to effectively manage the class, maintain discipline and build a class climate;
describes the student's developmental profile in the post-primary school;
Describes ways of getting to know the student, his family environment and the school class;
Skills:
can use theoretical knowledge to analyze and interpret pedagogical situations and events;
can diagnose the school and family situation of the student;
can choose strategies of didactic and educational activities towards pupils;
select appropriate goals, content and methods of work to the developmental potential of the students;
In terms of social competence:
can cooperate in a group and play different roles in it.
is aware of the teacher's responsibility for conducting educational, didactic and care activities;
is aware of ethical problems in the teacher's actions;
On grade 5:
Knowledge:
presents a broad knowledge of education, education and care, including their philosophical and social basis, taking into account the specificity of the primary school;
characterizes the educational environment of the school and the school class as a small social group, analyzes ways of effectively managing the class, maintaining discipline and building a class climate;
describes the student's developmental profile in the post-primary school in various aspects;
identifies and analyzes ways of diagnosing the student, his family environment, and the school class;
Skills:
creatively uses theoretical knowledge to analyze and interpret pedagogical situations and events;
can diagnose student's school and family situation; performs a critical analysis in this regard;
he can creatively choose strategies of didactic and educational activities towards pupils;
select appropriate goals, content and methods of work to the developmental potential of the students;
In terms of social competence:
can cooperate in a group and play different roles in it.
is aware of the teacher's responsibility for conducting educational, didactic and care activities;
is aware of ethical problems in the teacher's work;
Bibliography
Clifford H. E., Dyscyplina i kierowanie klasą, Warszawa 2006;
Gajewska G., Pedagogika opiekuńcza. Elementy metodyki, Zielona Góra 2009;
Gołębniak B. D., Szkoła wspomagająca rozwój, w: Pedagogika. Podręcznik akademicki, t. 2., Kwieciński Z., Śliwerski B., Warszawa 2004;
Janowski A., Pedagogika praktyczna, Warszawa 2009;
Janowski A., Poznawanie uczniów. Zdobywanie informacji w pracy wychowawczej, Warszawa 2010;
Łobocki M., Teoria wychowania w zarysie, Kraków 2000;
Taraszkiewicz M., Jak uczyć lepiej czyli refleksyjny praktyk w działaniu, Warszawa 2000;
Zubrzycka-Maciąg T., Wosik-Kawala D, Wychowanie w szkole. Wskazówki dla nauczycieli, Lublin 2012.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: