This publication serves as a textbook for students, educators, and not only for them. A person cannot not communicate. We communicate in order to know not only others, but also ourselves. For the teacher, students are "living material." First, they must get to know them, find out something about their interests and social relationships in the class. Only then can they plan instruction that would be suitable for the students, for themselves, and for the goals of education.

INTRODUCTION

Communication provides us with a wealth of information. Through it, we acquire knowledge, learn about opinions, attitudes, values, and the way of life of other people. Communication regulates our actions and behavior, influences our efforts and performance. Through it, we gain an overall view of our lives and the life of society.

A person cannot not communicate. Through communication, we gain an overall view of our lives and the life of society. We communicate in order to know not only others, but also ourselves. For the teacher, students are "living material." First, they must get to know them, find out something about their interests and social relationships in the class. Only then can they plan instruction that would be suitable for the students, for themselves, and for the goals of education.

The majority of learning and teaching occurs through social interaction, carried out by the teacher with students, students with the teacher, and students among themselves. For both the teacher and the student, it is therefore very important to form relationships that create a favorable, tolerant, and helping atmosphere, an environment of well-being and peace in the classroom. The relationship between teacher and student arises from communication and from the essence of the educational process in the school environment.

In teacher-student interaction, verbal and nonverbal means of communication are of great significance. They usually accompany the teacher's speech, but can also be used independently. It is also significant that teachers are mostly unaware of them. This particularly concerns gestures, kinesic movements, physical postures, as well as issues of space and literacy in communication, facial expressions. Yet it is precisely in these areas that several bad habits and disruptive influences may occur, which negatively affect students. The teacher and their behavior can represent a positive role model for the student, on the basis of which they develop a positive attitude toward them and education in general, but it can also be the opposite. Teachers, even if they are not always aware of it, can also serve as role models for the adult role. A good teacher provides students with an example of an adult they can become. Students are very sensitive in perceiving the teacher's behavior not only toward them, but also toward their parents and colleagues. They notice how the teacher responds to successes and failures, joys and worries that they experience.

The teacher builds an emotional relationship with students, through which they motivate students to learn. It is not only one-way communication. The teacher receives feedback from students about their work, on the basis of which they can also learn from their students. An informal partnership is beneficial for both the student and the teacher. Partnership opens the way to the student and gives us the opportunity to guide them in the right direction. We devote attention to the analysis of this issue in this publication. This text serves as a textbook for students, educators, and not only educators.

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TABLE OF CONTENTS

1 EDUCATION AS PART OF SOCIALIZATION 1.1 Environment and education 1.2 School environment and education 1.3 Selected methodological aspects of pedagogy

2 THE PERSONALITY OF THE EDUCATOR 2.1 The personality of the creative educator 2.2 Typology of the educator 2.3 Competences of the educator

3 PEDAGOGICAL COMPETENCES OF THE TEACHER 3.1 Classification of professional knowledge of the teacher 3.2 The profession of the educator 3.3 The educator as a subject of the educational process

4 SOCIO-PEDAGOGICAL COMMUNICATION 4.1 Verbal communication 4.2 Principles of effective verbal communication 4.3 Nonverbal communication 4.4 Criticism and conflicts in socio-pedagogical communication

Authors: Doc. PaedDr. Slavomír Laca, PhD. PaedDr. Lenka Pasternáková, PhD.

Title: Communication in the World of Education Reviewers: Prof. PhDr. Pavel Mühlpachr, PhD. Prof. PaedDr. Milan Schavel, PhD. Doc. PhDr. Jarmila Novotná, PhD. Doc. PhDr. Marta Germušková, PhD. ThLic. Peter Laca, PhD. Language editing: PaedDr. Janka Čubirková Publisher: Institut mezioborových studií, Brno Edition: first edition Year of publication: 2012 Number of pages: 194 Print: Tlačiareň svidnícka, s.r.o. ISBN: 978-80-87182-30-7