Vloga učitelja pri ustvarjanju razredne skupnosti

Abstract

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Language:	Slovenian
Year of publishing:	2014
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[Ž. Matičič]
UDC:	37.06:37.011.3-051
COBISS:	10140489
Views:	792
Downloads:	163
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	The role of the teacher in creating a classroom community
Secondary abstract:	The role of the teacher in creating a classroom community in which pupils and the teacher feel well is very large. But according to the great pedagogue Anton S. Makarenka (1959) his role is only important until the collective forms. All theorists who emphasized and still highlight the role of community agree that its creation is a slow and challenging process, which requires a lot of effort. Communitarians believe that teacher must set common goals in such a way, that pupils can easily acknowledge the sense of co-operation in achieving them and do not feel the coercion. Makarenko suggested that the educator must occasionally force the children to achieve common goals, because their interest often differs from their duties. Among community members conflicts are bound to arise and it is up to the teacher and the pupils to find the appropriate solution. According to the opinion of different theorists the most effective way to solve conflicts is mediation and in its context use of peer mediation. The main objective of the empirical work was to determine how the pupils in the classroom get along what is their relationship with teachers and what teachers do to improve overall spirit. Data, obtained using sociometric techniques and questionnaires show, that the majority of students feels good in their classroom and that both classes are connected in average according to the index of cohesiveness. Most of the pupils entrusted their teacher and rates them as fair in grading, punishment and equal treatment. Social games are a huge benefit for good interpersonal relationships, but as found in the research teachers rarely use them. Study also showed that teachers often define the class rules by themselves and notify pupils afterwards, with no possible impact from their side. On both schools mediation and peer mediation are being mentioned in their educational plans, but in practice they are rarely used. Some teachers are not even aware about their presence in the plans.
Secondary keywords:	teacher;classroom climate;conflict;učitelj;razredno vzdušje;konflikt;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	88 str.
ID:	8678203