diplomsko delo
Petra Liščić (Avtor), Eva Konečnik Kotnik (Mentor), Marija Javornik Krečič (Mentor)

Povzetek

Vedenjsko težaven razred je razred, kjer prevladuje neprimerno vedenje učencev, ki ovira pri delu učitelja in druge učence. Še danes ni mogoče postaviti absolutnih kriterijev o tem, kaj predstavlja neprimerno vedenje v šoli. Neko vedenje je težko opredeliti kot neprimerno, ne da bi upoštevali njegove okoliščine. Neprimerno vedenje je močno odvisno od prepričanj ljudi, ki izhajajo iz religij, družin, demografskih in posebnih dejavnikov. Vedenje, opredeljeno kot neprimerno, se tako spreminja skozi čas in variira med različnimi kulturami, subkulturami, družbami, etničnimi skupinami, religijami, državami, soseščinami in šolskim okolišem. Neko vedenje je označeno kot neprimerno glede na perspektivo posameznika, ki to vedenje ocenjuje (Pšunder, 2004, str. 64, 65). Vsako neprimerno vedenje še ne predstavlja disciplinskega problema. Do disciplinskega problema pride takrat, ko neprimerno vedenje učinkuje ne le na učenca kršitelja, ampak tudi na ostale učence in učitelja (prav tam). Kot neprimerna vedenja učencev na šoli Berkowitz, Hyman in Lally (1984, po Pšunder, 2004, str. 66) navajajo: kljubovanje, uničevanje šolske lastnine, nezakonite aktivnosti, napad ali zloraba, pretepi med učenci, aktivnosti, ki ovirajo šolsko delo in kršitve šolskih pravil. V diplomskem delu bomo predstavili najrazličnejše vzroke disciplinskih problemov ter rešitve, kako se, kot učitelj, spopasti s težavnim razredom in dosegati disciplino v razredu.Da bi učitelj geografije kot strokovnjak izbral najboljši disciplinski pristop glede na okoliščine, potrebuje znanje o najrazličnejših tehnikah učinkovitega vodenja razreda, znanje o reševanju konfliktnih situacij ter znanje o tem, kako se otroci razvijajo in učijo. Prav tako pa mora učitelj kot strokovnjak dobro in enakovredno poznati geografsko vedo, didaktični koncept pouka geografije, metodične značilnosti dela in še posebej sposobnosti in zanimanje učencev. Učitelj pa ne sme biti edini posredovalec znanj, saj se je njegova vloga spremenila v organizatorja učnega procesa, zato je potrebno učence aktivno vključevati v učenje. Izvori nemira so lahko na strani otroka, družine in šole, zato je dobro, da poznamo ozadje problemov. Poznavanje ozadij pa nam lahko pomaga, da problem rešujemo strpneje in tako pridemo do boljših rešitev. Pri tem pa je najpomembneje, da se stik med učiteljem in učencem nikoli ne prekine, saj takrat med njima ne pride do izmenjave informacij. Na prekinitev stika se učenec pogosto odzove z nemirom, ki s svojim neprilagojenim vedenjem v bistvu kliče na pomoč. Upamo, da bo diplomsko delo v pomoč učiteljem, pedagogom, učencem in njihovim staršem, da bodo učenci to pomoč tudi dobili.

Ključne besede

diplomska dela;vedenjske težave;disocialno vedenje;disciplina;disciplinski pristopi;motivacija;pouk geografije;motivacijske metode pri pouku geografije;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UM FF - Filozofska fakulteta
Založnik: [P. Liščić]
UDK: 37.015.3-056.49:37.091.3:91(043.2)
COBISS: 22257160 Povezava se bo odprla v novem oknu
Št. ogledov: 1541
Št. prenosov: 189
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Working with difficult behaviour class in geography lesson
Sekundarni povzetek: The behavioural difficult class is a class where the inappropriate behaviour of the pupils dominates and interferes with the work of the teacher and other pupils. It is still impossible to set the absolute criteria for what is inappropriate behaviour in school. Certain behaviour is difficult to define as inappropriate without taking its circumstances into the account. Inappropriate behaviour is strongly dependent on people's beliefs, which originate in religion, family, demographic and other particular factors. The reason why we define certain behaviour as inappropriate changes over time and varies between different cultures, subcultures, societies, ethnic groups, religions, countries, neighbourhoods and school surroundings. Behaviour is determined as inappropriate, based on the perspective of the person, who estimates this behaviour (Pšunder, 2004: 64-65). Inappropriate behaviour is not always considered as a disciplinary problem. The disciplinary problem occurs when inappropriate behaviour affects the pupil, who causes the disturbance, as well as other pupils and the teacher (ibid.). Berkowitz, Hyman and Lally (1984, in Pšunder, 2004: 66) list defiance, destruction of school property, illegal activities, attack or abuse, fights among students, activities that hinder the school work and violations of the school rules as the inappropriate behaviour of pupils in the school. The thesis presents various causes for discipline problems and offers solutions for teachers on how to cope with the difficult class and meet the discipline. If a geography teacher as an expert wants to choose the best disciplinary approach for a certain circumstance, he needs to have knowledge of various techniques for the efficient class management, how to resolve the conflicts, as well as the knowledge on how children develop and learn. The teacher as an expert must have a very good and equal knowledge of geography, didactic concepts for teaching geography and methodical approaches. He must also know his students' abilities and their interests. The teacher should not only be the provider of expertise. His role has changed into the organiser of the learning process and he needs to engage the pupils in active learning. Restlessness may come from the child, family or school, so it is important that the teacher is familiar with the background causes for the problems. Background knowledge can help to solve the problem with greater patience and offer a better solution. It is important to never interrupt the contact between the teacher and the pupil because it would stop the exchange of information. The loss of contact often causes restlessness, which is basically a pupil's cry for help. We hope that the thesis will help the teachers, pedagogues, pupils and their parents in a way that the pupils will get the help they need.
Sekundarne ključne besede: theses;behavioural problems;dissocial behaviour;discipline;disciplinary approaches;motivation;teaching geography;motivational methods in teaching geography;
URN: URN:SI:UM:
Vrsta dela (COBISS): Diplomsko delo
Komentar na gradivo: Univ. v Mariboru, Filozofska fak., Oddelek za geografijo, Oddelek za pedagogiko
Strani: 128 f.
ID: 9143051