.
Management of Class Work
Study Course Description
Course Description Statuss:Approved
Course Description Version:1.00
Study Course Accepted:18.06.2024 14:24:50
| Study Course Information | |||||||||
| Course Code: | LSPA_216 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Sports Trainer; Pedagogy | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Inta Bula-Biteniece | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Latvian Academy of Sport Education (LASE) | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | LSPA, Brīvības gatve 333, Riga, LV-1006 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 12 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 24 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 36 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 12 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 24 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 36 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Study courses mastered: Educational Psychology for Teachers, Teacher’s Professional Skills, Social-Emotional Learning, Legal Aspects of Pedagogical Process, Innovative Information Communication Technologies and Methods in Sport Pedagogy, Environmental Health, Health Promoting Physical Activities, Philosophy of Sport, Sport in Multicultural Environment and Olympic Education, Project Development, Professional Communication and Terminology I (English, German, Russian), Professional Communication and Terminology II (English, German, Russian), Professional Ethics, Teacher’s Placement I, II. | ||||||||
| Objective: | To use knowledge, skills, attitudes in the planning and organising classroom teacher’s work in a targeted, critical manner and adapting to the requirements of the specific environment. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Classroom arrangement | Lectures | 1.00 | auditorium | |||||
| 2 | Teacher’s activity programme. | Classes | 1.00 | auditorium | |||||
| 3 | Planning and documentation of classroom teacher’s work. | Lectures | 1.00 | auditorium | |||||
| 4 | Techniques of ensuring classroom arrangement. | Lectures | 2.00 | auditorium | |||||
| 5 | Corrective techniques in ensuring discipline. | Lectures | 2.00 | auditorium | |||||
| 6 | School project management. | Lectures | 2.00 | auditorium | |||||
| 7 | Motivation of pupils. | Classes | 2.00 | auditorium | |||||
| 8 | Organisation of sporting events, physical activities and sport days in schools. Involvement of pupils in organising and leading sporting events. | Classes | 3.00 | auditorium | |||||
| 9 | Implementation of the link between subjects integrating other study subjects in the subject Sports and Health. | Lectures | 2.00 | auditorium | |||||
| 10 | Integration of intercultural knowledge and skills in extracurricular activities and sport projects. | Lectures | 2.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Classroom arrangement | Lectures | 1.00 | auditorium | |||||
| 2 | Teacher’s activity programme. | Classes | 1.00 | auditorium | |||||
| 3 | Planning and documentation of classroom teacher’s work. | Lectures | 1.00 | auditorium | |||||
| 4 | Techniques of ensuring classroom arrangement. | Lectures | 2.00 | auditorium | |||||
| 5 | Corrective techniques in ensuring discipline. | Lectures | 2.00 | auditorium | |||||
| 6 | School project management. | Lectures | 2.00 | auditorium | |||||
| 7 | Motivation of pupils. | Classes | 2.00 | auditorium | |||||
| 8 | Organisation of sporting events, physical activities and sport days in schools. Involvement of pupils in organising and leading sporting events. | Classes | 3.00 | auditorium | |||||
| 9 | Implementation of the link between subjects integrating other study subjects in the subject Sports and Health. | Lectures | 2.00 | auditorium | |||||
| 10 | Integration of intercultural knowledge and skills in extracurricular activities and sport projects. | Lectures | 2.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1. To collect classroom teacher’s portfolio materials for a specific class. To analyse documents and assess the results, to draw conclusions, to develop and present research paper. 2. Studies of literary sources on a specific topic. To summarise materials, develop and present a weekly project plan for children and young people of a certain age. To indicate references from each study project standard included in each project. | ||||||||
| Assessment Criteria: | Assessment criteria of learning outcomes: 1. Purposeful activity in seminars and practical classes – 30% 2. Independent work performed by the student when preparing for practical management of study activities and other examinations – 50% 3. Tests of acquired knowledge and skills – 20% | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | Exam | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. Planning the documentation of classroom teacher. 2. Planning of classroom and school sports events. | ||||||||
| Skills: | 3. To plan and virtually manage classroom and school events. 4. To develop positive contacts and communication with the student and parents of the student. 5. To create an inclusive, intellectually stimulating and emotionally secure study environment. To work in a multilingual and multicultural class. 6. To establish a physically safe study environment in accordance with occupational safety regulations and principles of ergonomics. 7. To adapt the learning environment to learning goals. To recognise inappropriate and violent behaviour. 8. To predict, preventively recognise and address conflict situations. | ||||||||
| Competencies: | 9. Ability to build an inclusive, intellectually stimulating and emotionally secure student’s learning and development needs based, cooperation-oriented learning environment for the student. 10. Ability to develop the student’s and personal social and emotional competences. 11. Ability to appropriately address conflict situations by identifying the risks of behaviour, contact and violence in students. 12. Ability to act in emergencies. 13. Ability to recognise different learning needs and provide support both to talented students and students with learning difficulties. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | 1. Nīmante, D. (2007). Klasvadība. Rīga, Zvaigzne ABC, 143lpp. | ||||||||
| 2 | 2. Špona, A. (2006). Audzināšanas process teorijā un praksē. Rīga, RaKa, 211lpp. | ||||||||
| 3 | 3. Rubana, I., M. (1999). Projekta metode. Rīga, LSPA, 20lpp. | ||||||||
| 4 | 4. Šmite, A. (1998). Skolas vadītāja darbam. Rīga, RaKa, 219lpp. | ||||||||
| Additional Reading | |||||||||
| 1 | 5. Baldiņš, A., & Raževa, A. (2001)..Klases audzinātāja darbs skolēnu personības izpētē. Rīga, Pētergailis, 74lpp. | ||||||||
| 2 | 6. Baldiņš, A., & Raževa, A. (2001). Skolas un ģimenes sadarbība. Rīga, Pētergailis, 81lpp. | ||||||||
| 3 | 7. Kā veidot tradīcijas. Rokasgrāmata skolotājiem. (2009). Rīga, Zvaigzne ABC, 56lpp. | ||||||||
| 4 | 8. Ar ko sākt. Rokasgrāmata skolotājiem. (2008). Rīga, Zvaigzne ABC, 48lpp | ||||||||
| 5 | 9. Kas jauns interešu izglītībā. Rokasgrāmata skolotājiem un vecākiem. (2011). Rīga, Zvaigzne ABC, 79lpp. | ||||||||
| 6 | 10. Pagraba, E. (2006). Klases audzinātājam darbā ar vecākiem, bērniem un sevi pašu. Rīga, Pētergailis, ,63 lpp. | ||||||||
| 7 | 11. Templers, R. (2008). Bērnu audzināšanas likumi. Rīga, Zvaigzne ABC, 232lpp. | ||||||||
| 8 | 12. Vedins, I. (2011). Mācīšanas māksla. Rīga, Avots, 359lpp. | ||||||||
| 9 | 13. Rubana, I. (2004). Mācīties darot:: interaktīvas mācības. Rīga, RaKA, 262lpp. | ||||||||
| 10 | 14. Čehlova, Z. (2003). Skolēnu integratīvo prasmju veidošanās. Rīga, RaKa, 113lpp. | ||||||||
| 11 | 15. Uzņēmības un uzdrīkstēšanās veidošanās skolā. (1999). Rīga, Vārti, 5lpp. | ||||||||
| 12 | 16. Pliners, J. (2002). Skolas izglītojošā vide. Rīga, Izglītības soļi, 36lpp. | ||||||||
| 13 | 17. Pliners, J. (2002). Skolas pedagoģiskā ekspertīze : ieteikumi skolu direktoriem, direktoru vietn. māc. darbā un metodiķiem. Rīga, Izglītības soļi, 119lpp. | ||||||||
| 14 | 18. Špona, A. (2004). Pētniecība pedagoģijā. Rīga, RaKa, 190lpp. | ||||||||
| Other Information Sources | |||||||||
| 1 | IZM | ||||||||
| 2 | e-skola | ||||||||
| 3 | Labie darbi | ||||||||
| 4 | Esi līderis | ||||||||
