Moteče vedenje v šolskem prostoru

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[K. Novak]
UDC:	37.013.42(043.2)
COBISS:	9125449
Views:	832
Downloads:	554
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Disruptive behavior in school environment
Secondary abstract:	This work is intended to research disruptive behavior in school environment and different factors that stimulate and support it. In theory I introduce disruptive behavior, as a behavior connected to the context in which it appears social interaction and communication. I introduce factors that can contribute or reduce appearance of disruptive behavior in school environment. One of them is peer group which is very important for children’s psychosocial development and has a great influence on their behavior. The next factor is school itself. School is an institution that contributes to disruptive behavior with it demands for productiveness, learning, remembering, social conformation, cooperation and ability to resign from momentary wishes, which is easier for some children and harder for others. Teachers are also very important. With their behavior and relationship they can contribute a lot to the level of appearance of disruptive behavior in classroom. Researches suggest that teachers have more problems with behavior that is showed in externalized way, especially with aggressiveness to which I give special focus in this work. I devoted the empirical part of this work to research an example of a boy who is considered by his teachers to be the most disruptive child in his class. Through my own observations, realization of a clay work with a boy and talks with his teachers, I try to find out which of his behaviors are disruptive for school environment and which factors contribute to his behavior. I find out that his school environment is stimulating and he gets special help and attention. The boy has good relations with his teachers and peers what I see as a key factor to improving his problems. The boy is working with many specialists and gets many different forms of help but the informing and collaboration between all involved adults must be improved.
Secondary keywords:	behaviour disorder;aggressiveness;hyperactivity;peer group;motnje vedenja;agresivnost;hiperaktivnost;vrstniki;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Socialna pedagogika
Pages:	71 str.
Type (ePrints):	thesis
Title (ePrints):	Disruptive behavior in school environment
Keywords (ePrints):	socialni kontekst
Keywords (ePrints, secondary language):	social context
Abstract (ePrints):	To delo je namenjeno preučevanju motečega vedenja v šolskem prostoru in različnih dejavnikov, ki ga spodbujajo ter vzdržujejo. V teoretičnem delu predstavim moteče vedenje kot tisto, ki je povezano s kontekstom v katerem se pojavlja, socialno interakcijo in komunikacijo, dejavnike, ki spodbujajo ali blažijo moteče vedenje v šolskem prostoru. Eden od teh je vrstniška skupina, ki je pomembna za otrokov psihosocialni razvoj in ima velik vpliv na vedenje otrok. Naslednji dejavnik je šola. Šola je izrazito storilnostno naravnana institucija, ki pripomore k pojavu motečega vedenja, saj od otrok poleg učenja, polnjenja in preverjanja osvojenega znanja, zahteva sposobnost socialnega prilagajanja, pripravljenost na sodelovanje in zmožnost odpovedovanja trenutnim željam, kar nekateri učenci bolje in drugi manj ustrezno obvladajo. Prav tako so pomembni učitelji, ki lahko s svojim vedenjem in odnosom do otrok prispevajo k spodbujanju ali blaženju motečega vedenja v razredu. Več raziskav ugotavlja, da imajo učitelji težave predvsem z vedenjem, ki se kaže na eksternaliziran način, za najbolj moteče pa velja agresivno vedenje, na katerega se v diplomski nalogi posebej osredotočim. Empirični del sem posvetila raziskovanju primera dečka, ki po mnenju razredničark v svojem razredu velja za najbolj motečega otroka. Preko lastnih opazovanj, izpeljave delavnice z dečkom in pogovorov z razredničarkama ugotavljam, katera vedenja so za razredno situacijo moteča ter kateri dejavniki prispevajo k takšnemu vedenju. Ugotovim, da je dečkovo šolsko okolje spodbudno ter da je deležen posebne pomoči in pozornosti. Deček ima dobre odnose z razredničarkama in vrstniki, kar vidim kot ključni dejavnik na poti do odpravljanja težav. Deček sodeluje z več strokovnjaki in je deležen različnih oblik pomoči, pri tem pa se izkaže, da je medsebojno informiranje in sodelovanje med vpletenimi odraslimi potrebno izboljšati.
Abstract (ePrints, secondary language):	This work is intended to research disruptive behavior in school environment and different factors that stimulate and support it. In theory I introduce disruptive behavior, as a behavior connected to the context in which it appears social interaction and communication. I introduce factors that can contribute or reduce appearance of disruptive behavior in school environment. One of them is peer group which is very important for children’s psychosocial development and has a great influence on their behavior. The next factor is school itself. School is an institution that contributes to disruptive behavior with it demands for productiveness, learning, remembering, social conformation, cooperation and ability to resign from momentary wishes, which is easier for some children and harder for others. Teachers are also very important. With their behavior and relationship they can contribute a lot to the level of appearance of disruptive behavior in classroom. Researches suggest that teachers have more problems with behavior that is showed in externalized way, especially with aggressiveness to which I give special focus in this work. I devoted the empirical part of this work to research an example of a boy who is considered by his teachers to be the most disruptive child in his class. Through my own observations, realization of a clay work with a boy and talks with his teachers, I try to find out which of his behaviors are disruptive for school environment and which factors contribute to his behavior. I find out that his school environment is stimulating and he gets special help and attention. The boy has good relations with his teachers and peers what I see as a key factor to improving his problems. The boy is working with many specialists and gets many different forms of help but the informing and collaboration between all involved adults must be improved.
Keywords (ePrints, secondary language):	social context
ID:	8308830