Communication Skills - BMEGT43BX4K000-00

When you speak up, you make space for yourself — and you also shape the conversation, reframe it, or set it on a new path. This happens whether you speak quietly and unsure, or loudly and confidently. And even when you stay silent, you’re still part of what’s happening. In this class, we’ll learn how to be truly present in small group and one-on-one conversations. The goal of the course is to help you explore how interpersonal communication really works — through hands-on experience and reflection. We’ll look at how what we say (and how we say it) affects each other and the situation we’re in. The aim is to become more aware and responsible communicators — not just for ourselves, but for the people we’re speaking with and the context we’re all part of.

1. Through practice-based learning, students will become more aware of the impact of different communication behaviors, and they’ll learn to reflect on their own style — recognizing both their strengths and the skills they may want to develop. This course encourages a mindset that supports reactive but also responsible and transparent interpersonal communication. Rather than focusing on “content” or handing over ready-made communication techniques, the course emphasizes process. It’s less about learning fixed tools and more about adopting a way of thinking — one that helps you stay present, respond thoughtfully, and take ownership of how you show up in communication.

1. striving to operate democratically
2. sociality - Viewing humans as socio-social beings, understanding the individual as embedded in a social system.
3. principle of equality - Everyone has an equal voice: all group members and all social/institutional/etc. actors involved. The opinions/values/thoughts of the leader are equally voiced with the others.
4. the process of constructing meaning - understanding is generated in a process of interpretation - constructing meaning
5. critical perspective - Reconstructing the familiar worldview/narrative in the light of understandings from different new perspectives
6. change - The new narrative that emerges in understanding is change in itself, but the process can also lead to the development of a real action plan.

1. Self-reflection of one's own abilities
2. Independence
3. Critical perspective

1. Adoption and enforcement of professional standards

Own experience and reflection. The current course leader manages the personal experience in a way that depends on his / her qualifications. The difficulty of the method is that after experiential learning, the results are processed on a cognitive level, thus speeding up the integration phase and directing it into a single modality, while adapting to the traditional higher education learning picture.

• A tantárgy elvégzéshez szükséges oktatási anyagok, szakirodalom a kurzus moodle-oldaláról érhető el a hallgatóknak (edu.gtk.bme.hu) – Books, notes, downloadable materials (edu.gtk.bme.hu)
• Tanulási napló: a hallgatók önnön fejlődésüket folyamatosan készített tanulási napló segítségével követik.
• Learning diary: students follow their own progress with the help of a learning diary.

Learning diary (homework): the course aims at the continuous integration of knowledge and competence elements appearing in attending classes. The written learning diary is to analyze the lesson material in the form of homework according to the criteria set by the instructor. The given aspects help to analyze individual group roles, social dynamics and their social relevance. The learning diary consists of 1-1 page of questions to be explained. Class work - active participation: prepared appearance and active participation in classes taking responsibility for the self-learning process Assignment – in team work students create a product (video, board game etc.) and present it to the class. Self-assessment: the aim of the course is to enable students to evaluate their own development independently and realistically.

Detailed description of the performance evaluations carried out during the term: Criteria and parts of evaluation: classroom activity, learning diary, self-assessment.

• in-class activity: 10
• team work: 15
• presentation: 10
• partial performance assessment: 15
• total: 50

• exam: 50

Órák rendszeres látogatása. A tantárgy gyakorlatorientált jellege és a készségfejlesztésre épülő tematikája miatt az órák legalább 70%-án való részvétel kötelező. Érdemjegy kizárólag abban az esetben szerezhető, ha a hallgató a félév során kiadott feladatok legalább 50%-át teljesíti.

Retakes and make-ups are regulated by the University’s Code on Education and Examination. Class attendance is mandatory according to Code of Education and Examination regulations. The focus of the subject is on continuous work, and the replacement (late submission) of individual elements is only possible if it does not hinder continuous development.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 07.07.2024.

1. How do I communicate? Communication self-awareness: exploring and developing personal communication attitudes and skills; 2. What values and commitments do we communicate based on? Critical thinking: recognising and becoming aware of own and others' commitments; 3. How can we express our values, thoughts and intentions? Culture of debate, advocacy; 4. How can we create a cooperative situation? Cooperation in communication, cooperative communication, moderation; 5. How do we recognise and relate to authority situations? 6. How can we act as responsible actors in situations that are recognised as problems, regardless of our involvement? Action skills