1. komponenta

Lecture type	Total
Lectures	15
Seminar	15

* Load is given in academic hour (1 academic hour = 45 minutes)

COURSE OBJECTIVES:
The aim of the course Communication in education is to acquire knowledge about the skills and art of communication, public speaking, non-violent and effective communication. Develop the skills of conversation, active listening, constructive discussion, conducting oral presentations ? with application in classes, in communication with colleagues, parents, students.

COURSE CONTENT:
LECTURES AND SEMINARS
1) Types and forms of communication (what is communication, motives for communication, verbal and non-verbal, interpersonal, intrapersonal, mass, group);
2) Communication in organizations-schools (schemes of communication, informal, formal, horizontal and vertical, intercultural communication, rumors as a way of communication, organizational climate; building relationships in classes);
3) Persuasive presentation (about listeners/audience, first impression, message congruence, distractions, non-verbal communication-mimicry and gestures);
4) Anxiety in communication and its overcoming, the most common mistakes in public speaking and presenting, voice and tone, exercises for voice and pronunciation, guest appearances by recognized professionals who work in electronic media;
5) Speech structure (formation of speech, introduction of speech, art of argumentation, conclusion of speech, mind-mapping, reacting to objections and criticism);
6) Myths about communication;
7) Communication tools (active listening as a prerequisite for dialogue, paraphrasing, selective listening, establishing contact in class);
8) Assertiveness (definition, specific techniques of assertive behavior, causes of (un)assertiveness, assertive vs aggressive behavior);
9) Me and You messages (definition, similarities and differences, examples and exercises from educational institutions, role-playing with the use of all communication tools);
10) Conflict communication (causes of conflicts, man's unconscious and psychological determinism in behavior, communication and experience, exercises on resolving conflicts in communication using communication tools);
11) Types of pathological communication (double bond, destructive mirroring in the group, scapegoat in the class, silence, excithymia/dysthymia, elaboration of examples from school practice);
12) Stress and communication (definition, stages of stress, successful communication in education);
13) Cooperation and mediation as non-violent conflict resolution techniques;
14) Giving and receiving praise and criticism in class;
15) Personality of a good communicator (view of the world, originality and authenticity, education, charisma).

1. Ovdje sam, slušam, D. Miljković, G. Lugomer Armano, D. Arnautović, i sur., Ovdje sam, slušam (SUTEKS, Zagreb, 2005.), D. Miljković, G. Lugomer Armano, D. Arnautović, i sur., SUTEKS, Zagreb, 2005.
2. Interpersonalna komunikacija, K. K. Reardon, Interpersonalna komunikacija (Alinea, Zagreb, 1998.), K. K. Reardon, Alinea, Zagreb, 1998.
3. Mikropedagogija, M. Bratanić, Mikropedagogija (Školska knjiga, Zagreb, 1990.), M. Bratanić, Školska knjiga, Zagreb, 1990.
4. Razgovori sa zrcalom, D. Miljković, M. Rijavec, Razgovori sa zrcalom (IEP-D2, Zagreb, 2012.), D. Miljković, M. Rijavec, IEP-D2, Zagreb, 2012.

Izborni kolegiji NASTAVA - Regular study - Biology and Chemistry Education