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Education of children of foreing nationalities at Czech schools
Rabe, Nina ; Váňová, Miroslava (referee) ; Mazáčová, Nataša (advisor)
In the theoretical part of my thesis I address the issue of minorities and the members of minorities and their specific educational needs. I share the experience I gained at the international school, Riverside School, where I performed my practical teaching and taught for a further semester. I draw upon the variety of experiences of teachers and pupils. I describe the situation regarding the education of foreign children in the Czech Republic and at the end of the theoretical part I outline the situation in the United States of America. In the empirical part I attempt to determine by means of a questionnaire survey to what extent teachers and schools are prepared for their work with foreigners, whether they have a support system and whether they consider the phenomenon of foreign children at Czech schools to be a problem. In the end I compare the situation at Czech schools with the situation at schools in the USA.
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Feedback techniques in experiential education
Krumpová, Denisa ; Váňová, Miroslava (referee) ; Mazáčová, Nataša (advisor)
The diploma thesis "Feedback techniques in experiential education" disserts upon use of review in experiential education. Feedback techniques in the field of experiential education can be applied both in school environment and out of school. The thesis is divided into three chapters: Experiential education, Review and Feedback techniques. The concept of this thesis stems from experiential education. An active and lively approach is characteristic for this branch of pedagogy. The concept of experiential education is put into practice through experiential learning. One of the integral components of experiential education is review. This process enables to transform one's experiences into personal experience. Dealing with review is an educative process which fulfils pedagogical goals. This diploma thesis allows applying different samples of feedback techniques in groups consisting not only of children or adolescents, but also of adults.
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Romany children education in Czech school system and its realization in Náchod
Vajsar, Jan ; Wildová, Radka (advisor) ; Mazáčová, Nataša (referee)
TITLE: Romany children education in Czech school system and its realization in Náchod AUTHOR: Jan Vajsar DEPRATMENT: Primary Education Department SUPERVISOR: prof. PaedDr. Radka Wildová, CSc. ABSTRACT This dissertation is a proposal of a strategical model for romany`s pupils education in Czech school system. This dissertation is conceived for primary and lower secondary schools teachers. Our goal was to make a model of the work with romany pupils which could be applied with some modifications for any basic schools where romany pupils are educated. It has been located to Náchod. It is a town where the current situation in education can be used as a good example for the similar educational problems we can observe in other towns of the Czech Republic. The dissertation includes many methodical suggestions which are designed for simple and useful practicing at schools. These suggestions should be used in order to solve various problems teachers still have and will probably have with Romany pupils. KEYWORDS: Romany, child, education, model, pupil, environment, approach, teacher, street, family, co-operation, mistrust, preconceptions, rectification, change
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Nonverbal Communication at the First Stage of Primary School.
Viriusová, Markéta ; Janošová, Pavlína (advisor) ; Mazáčová, Nataša (referee)
This diploma thesis treats the nonverbal communication in the educational process at the first stage of primary schools. It is divided into two parts - the theoretical one and the practical one. It deals with theories how to teach well in the first part. It presents quite extensive range of ways how to use the non-verbal communication within the framework of a teaching process. It points out the obstacles of non-verbal communication and also even its positive aspects. Straight in the text, it gives practical examples for objectives and better understanding.
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Education Problems of Roma (Gypsies)
Ropek, Pavel ; Mazáčová, Nataša (advisor) ; Syslová, Hana (referee)
My central tendency is to make good or not to make good that Gypsies' relation to the education and institutions of education is negative and also to specify factors which influence this situation. We can consider that as a fall of the bad situation with education of Gypsies. I made a decision to evidence this tendency by two researches. The first of them was focused on confrontation of opinions on problems with education of Gypsies by teachers who work at common elementary schools. I've chosen two different elementary schools which are situated in different conditions and localities. I've elected list of questions as a method of research. Results of these questionaries show that there isn't difference in the opinion on problems with Gipsy education dependent on location and conditions of place where was done this research. This research shows that address teachers considered Gypsies relation to education as a negative. The second research was focused on opinions of teachers who are used to work with Gipsy children and opinions of Gypsies themselves as well. I chose list of questions as a method of research again. Results of teacher's answers show that they consider Gypsies relation to education as a bad but result of Gipsy answers show that they have positive relation to the education. This research...
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Aesthetic and Body Movement Education in the Waldorf Pedagogy.
Šimková, Marie ; Mazáčová, Nataša (advisor) ; Váňová, Miroslava (referee)
Over the last few decades there has been a detectable increase in public awareness of the complexity of human being. While in the former years cognitive faculty (measured by IQ tests) was the main matter of psychological interest, nowadays experts are focusing more on the other components of mental activity: emotional, social and creative intelligence. It is beyond dispute that school should foster the development of all these qualities; however, a question rises over the educational procedures and methods which should be employed to reach this high idea. One of the possible ways is represented by waldorf pedagogy whose main aim is to nourish and develop children's minds, hearts and souls and guide them on their way towards becoming valuable members of human society.
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How to Teach Ethics at the Second Stage of Primary School.
Pekárková, Anna ; Mazáčová, Nataša (referee) ; Vágnerová, Marie (advisor)
This thesis describes the ethical education of pupils 10-15 years old which in our country is taught either separately or within the framework of different subjects. The theoretical part of the thesis consists of the definition of ethical education, the basic characteristics of 10-15 years old children and also defines the fundamental developmental features that are essential for ethical education. It also deals with the theoretical principles for ethical education and explains the concept of reflexion. Information regarding general educational programmes is included, with special emphasis towards the overlaping topics of personal and social development and their close relationship to ethical education. The practical section of the thesis informs about the different methods of teaching ethical education in specified Czech schools and presents the fundamental general findings regarding the teaching. In comparing the four separate curricula this thesis tries to gain better understanding of the problems. The research mainly aimes at the fields of targets and methodology.
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The Authority of the Teacher.
Šolcová, Karin ; Mazáčová, Nataša (referee) ; Janošová, Pavlína (advisor)
Diploma thesis describes teacher authority from many views. It clarifies conception of the authority and it deals with the role of authority in the society and in the education. Thesis characterizes authority in the range of teaching and it focuses especially on teacher impact during pedagogical work. Diploma thesis investigates factors that effect teacher authority from student's and teacher's views respectively. Data from question-forms, which were obtained from eight schools from different cities, are basis for this work. respondents participated in this investigation. respondents were students and only 13 respondents were teachers. Results from this investigation validate authority as a necessity in the teaching and show types of competences that underline teacher authority. On other hand, manifestation of factors that attenuate teacher authority revealed complexity of interactions between teacher and student. Also severity of teacher work implies from presented investigation.
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