Reševanje konfliktov med učenci z lažjo motnjo v duševnem razvoju

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Bohinc]
UDC:	376.1(043.2)
COBISS:	9210185
Views:	956
Downloads:	526
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Resolving conflicts between pupils with mild mental disorder
Secondary abstract:	In this thesis I studied the problem of conflict among the seventh grade students, enrolled in the programme with lower educational standards. The aims of the project were to determine, whether conflicts among pupils exist, if pupils and teachers are aware of them and what kind of methods are used to tackle them. The survey results show that the conflicts among the students really exist, and that they are influenced by different factors. The pupils claim that most times they are arguing but teachers say that, most often, there is mobbing abusive talking, insulting classmate, provocation in the classroom. The teachers and the pupils are aware of the conflicts but neither the teachers nor the pupils do much for mutual respect and for prompting discussion and problem solving. After the comparison between theory and practice I found that the teachers do not use all of the methods and strategies for resolving conflicts. In trying to do so, they feel helpless. Most often they talk about conflict with their pupils and calm them down. During my practice at the school, I could not find any of the proposed strategies for solving problems, which I have stated in the theoretical introduction. Some strategies, that the teachers could use to resolve conflicts, are listed at the end of the thesis.
Secondary keywords:	backward child;conflict;dispute settlement;otrok s posebnimi potrebami;konflikt;reševanje sporov;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	67 str.
Type (ePrints):	thesis
Title (ePrints):	Resolving conflicts between pupils with mild mental disorder
Keywords (ePrints):	konflikti
Keywords (ePrints, secondary language):	conflicts
Abstract (ePrints):	V diplomski nalogi sem raziskovala problem konfliktnih situacij med učenci sedmega razreda, vključenimi v prilagojen program z nižjim izobrazbenim standardom. Cilji naloge so bili ugotoviti, ali konflikti med učenci obstajajo, ali se jih učenci in učitelji zavedajo ter kakšne metode uporabljajo pri njihovem razreševanju. Rezultati raziskave kažejo, da konflikti med učenci zares obstajajo, da do njih prihaja zaradi vpliva različnih dejavnikov. Učenci zatrjujejo, da se največkrat prepirajo, učitelji pa, da je v razredu največ »šikaniranja«, zmerjanja, žaljenja sošolke, izzivanja … Konfliktov se zavedajo učitelji in učenci, vendar oboji bolj malo postorijo, da bi v razredu zavladalo medsebojno spoštovanje in težnja k sprotnemu pogovoru in reševanju problema. Po primerjavi, med teorijo in prakso, sem ugotovila, da učitelji ne uporabljajo vseh metod in strategij za reševanje konfliktov. Pri tem se počutijo nemočne. Najpogosteje se poslužujejo pogovora o konfliktu in umirjanja učencev. Med opravljanjem prakse na šoli nisem zasledila nobene od predlaganih strategij za reševanje problemov, ki sem jih navedla v teoretičnem uvodu. V zaključku je predstavljenih nekaj strategij, ki bi jih učitelji lahko uporabili pri reševanju konfliktov.
Abstract (ePrints, secondary language):	In this thesis I studied the problem of conflict among the seventh grade students, enrolled in the programme with lower educational standards. The aims of the project were to determine, whether conflicts among pupils exist, if pupils and teachers are aware of them and what kind of methods are used to tackle them. The survey results show that the conflicts among the students really exist, and that they are influenced by different factors. The pupils claim that most times they are arguing but teachers say that, most often, there is mobbing abusive talking, insulting classmate, provocation in the classroom. The teachers and the pupils are aware of the conflicts but neither the teachers nor the pupils do much for mutual respect and for prompting discussion and problem solving. After the comparison between theory and practice I found that the teachers do not use all of the methods and strategies for resolving conflicts. In trying to do so, they feel helpless. Most often they talk about conflict with their pupils and calm them down. During my practice at the school, I could not find any of the proposed strategies for solving problems, which I have stated in the theoretical introduction. Some strategies, that the teachers could use to resolve conflicts, are listed at the end of the thesis.
Keywords (ePrints, secondary language):	conflicts
ID:	8310038