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Alternative schools and pedagogy of Leo Nikolayevich Tolstoy
No full textŽelja za odgojem djece u slobodi kroz igru i praktičan rad javila se već u 19. stoljeću kao reakcija na dosadašnji klasični oblik obrazovanja i razredno-predmetnosatni sustav J. A. Komenskoga koji nije pratio i zadovoljavao razvojne potrebe djeteta. Učitelji i roditelji, pa i sami učenici, žele „obrnutu“ pedagogiju, pedagogiju u potpunosti usmjerenu na dijete te razvoj njegove samostalnosti. Kao rezultat potrebe za promjenama javljaju se različite pedagoške i didaktičke koncepcije koje su otvorile vrata školskom pluralizmu. Stoga, krajem 19. i početkom 20. stoljeća otvaraju se škole koje su bile alternativa postojećim državnim školama i nazivaju se alternativne škole. Temeljile su se na različitim pedagoškim i didaktičkim načelima, ali imale su niz zajedničkih obilježja: orijentiranost na dijete i njegove interese i potrebe, individualizirani nastavni rad, cjelokupan razvoj djeteta i novu ulogu učitelja. U radu se pokušao dati kratak opis škola koje se temelje na različitim pedagoškim koncepcijama te su tako prikazane: waldorfska škola koja se temelji na pedagogiji Rudolfa Steinera, Montessori škola utemeljena na predagoškom konceptu Marije Montessori, Jenaplan škola čiji je utemeljitelj pedagog Peter Petersen, alternativna škola pedagoga Celestina Freineta te Summerhill škola koju je osnovao Alexander Sutherland Neill. U radu je prikazan i pristup pedagogiji koji je zastupao Lav Nikolajevič Tolstoj. Nit vodilja Tolstojevih škola bila je potpuna sloboda učenika. Tolstoj je odigrao veliku ulogu kao pedagog i preteča alternativnih škola kakve su danas poznate.The need to raise children in freedom through play and practical work appeared in 19th century as a reaction to the current classical form of education and the classsubject-school-hour system of J. A. Comenius, which did not follow the developmental needs of the child. Theachers and parents, as well, as students themselves, want „reverse“ pedagogy, pedagogy completely focused on the child and the development of his independence. As a result of the need for change, various pedagogical and didactic conceptions have opened the door to school pluralism. Therefore, in the late 19th and early 20th centries, schools were opened as an alternative to the existing public schools and were called alternative schools. They were based on different pedagogical and didactic principles, but had a number of common features: child is in center with his interests and needs, individualized teaching, the overall development of the child and the new role of the teacher. The paper tries to give a brief description of schools based on different pedagogical concepts: Waldorf school based on Rudolf Steiner's pedagogy, Montessori school based on the pedagogical concept of Maria Montessori, Jenaplan school founded by pedagogue Peter Petersen, alternative school of pedagogue Celestin Freinet and the Summerhill School founded by Alexander Sutherland Neill. The paper also presents the approach to pedagogy advocated by Leo Tolstoy. The main aim of Tolstoy's schools was the complete freedom of students. Tolstoy played a great role as a pedagogue and forerunner of alternative schools as they are known today
Possibilities of organizing distance learning during the Covid pandemic
No full textPojavom pandemije virusa COVID-19, usvojena je Odluka o obustavi izvođenja nastave u visokim učilištima, srednjim i osnovnim školama te redovnog rada ustanova predškolskog odgoja i obrazovanja i uspostavi nastave na daljinu (Vlada Republike Hrvatske, 2020) te tom Odlukom počinje nastava na daljinu. Pomoću Akcijskog plana za provedbu nastave na daljinu za školsku godinu 2020./2021, izdanog od strane Ministarstva znanosti i obrazovanja, učitelji zajedno sa učenicima provode nastavu na daljinu. Koristeći se informacijsko-komunikacijskom tehnologijom (IKT) mogućnosti za organiziranje nastave na daljinu postale su višestruke. Učitelji su na raspolaganje dobili popis platformi te slobodu u odabiru istih. Potrebno je bilo odlučiti, slobodnom voljom, uz pomoć koje od ponuđenih platformi žele organizirati nastavu. Predložene platforme za rad od strane Ministarstva znanosti i obrazovanja su: Moodle, Microsoft Teams, Microsoft Yammer, Google Classroom i Edmodo. Cilj rada je navesti mogućnosti organiziranja nastave za vrijeme COVID pandemije uz pomoć platformi koje su predložene za rad učiteljima. Organiziranje nastave na daljinu za vrijeme COVID pandemije bio je složen proces koji je došao iznenada i odgojno-obrazovni sustav se brzo trebao organizirati i prilagoditi. Zahvaljujući IKT i digitalizaciji u odgojno-obrazovnom sustavu koja je u Hrvatskoj počela već 2016. godine nastava na daljinu nije bila velika novost. Radom i organizacijom nastave na daljinu svakodnevno zbog lošeg epidemiološkog stanja, nije bilo teško uočiti prednosti i nedostatke u organizaciji i provedbi nastave na daljinu.With the emergence of the COVID-19 virus pandemic, the Decision to suspend teaching in high school, secondary and primary schools and regular work of preschool and education institutions and establish long-distance teaching (Government of the Republic of Croatia, 2020) has been adopted and distance learning begins. With the help of the Action Plan for the implementation of distance learning for the school year 2020/2021, issued by the Ministry of Science and Education, teachers together with students implement distance teaching. Using information and communication technology (ICT) opportunities for organizing distance teaching have become multiple. Teachers were given a list of platforms and freedom to choose them. It was necessary to decide, freely, with the help of which of the offered platforms they wanted to organize classes. The proposed platforms for work by the Ministry of Science and Education are: Moodle, Microsoft Teams, Microsoft Yammer, Google Classroom and Edmodo. The aim of this paper is to specify the possibilities of organizing classes during the COVID pandemic with the help of platforms proposed for the work of teachers. Organizing distance teaching during the COVID pandemic was a complex process that came suddenly and the educational system quickly needed to organize. Thanks to ICT and digitalization in the educational system that started in Croatia already in 2016, distance learning was not a big news. By working and organizing distance teaching daily due to poor epidemiological condition, it was not difficult to notice the advantages and disadvantages in the organization and implementation of distance teaching
Listening to students in mathematics classes
No full textSlušanje učenika na nastavi matematike donosi mnogobrojne prednosti za učenike i učitelje. Poticanje učenika da izražavaju svoje mišljenje razvija njihovo shvaćanje i razumijevanje matematičkih problema koji su stavljeni pred njih. Razredne diskusije koje se razvijaju rješavanjem matematičkog problema produbljuju matematičko razumijevanje. Tijekom diskusije, učenici uočavaju različite načine promišljanja, shvaćaju da svatko ima drugačiji način razmišljanja i drugačiji način rješavanja problema. Slušanje učenika na nastavi omogućuje učenicima da se razvijaju kao pojedinci, da izraze svoja promišljanja, zbog čega im se povećava interes za nastavnim sadržajem. Cilj ovog rada je ispitati kako slušanje učenika na nastavi matematike utječe na odgojno-obrazovni proces redovite osnovne škole. Pri izradi rada korištena je stručna i znanstvena literatura te mrežne stranice. Podaci u istraživačkom dijelu rada prikupljeni su tijekom provedbe istraživanja u trećem razredu Osnovne škole Većeslava Holjevca u Zagrebu. Postupak istraživanja u radu naveden je redoslijedom onako kako se provodio. Rezultati istraživanja pokazuju kako su učenici vrlo brzo usvojili drugačiji način izvođenja nastave. Također, pokazuju da slušanje učenika na nastavi povećava produktivnost i produbljuje razmišljanja učenika.Listening to students in math class brings many benefits to students and teachers. Encouraging students to express their opinions develops their understanding and comprehension of the mathematical problems posed to them. Class discussions developed by solving a mathematical problem deepen students mathematical understanding. During the discussion, students notice different ways of reflections, realize that everyone has a different way of thinking and a different way of solving problems. Listening to students in class allows students to develop as individuals, to express their thoughts, which increases their interest in the teaching content. The goal of this paper is to examine how listening to students in mathematics affects the educational process of regular primary school. Professional and scientific literature and web pages were used in the preparation of the paper. Data in the research part of the paper were collected during the implementation of the research in the third grade of the Većeslav Holjevac elementary school in Zagreb. The research procedure in the paper is described in the order in which it was conducted. The results of the research show that the students quickly adopted a different way of teaching. They also show that listening to students in class increases productivity and deepens students thinking
Comparative analysis of Pinocchi and the Golden Key
No full textOvaj završni rad bazira se na dosadašnjim istraţivanjima o Pinocchiju talijanskog autora Carla Collodija i Zlatnog ključića ruskog autora Alekseja Nikolajeviča Tolstoja. Na temelju tih istraživanja je u ovome rade napravljena usporedna raščlamba ta dva romana. Većina autora koji su istraživali ta dva romana i njihovu povezanost pisali su o njihovoj sličnosti i razlici između dva glavna lika, talijanskog Pinocchija i ruskog Buratina povezujući to s vremenom i politkom doba u kojem je roman napisan. Svrha ovog rada je na temelju dosadašnje literature istražiti i napraviti usporednu raščlambu ta dva romana te na taj način dati doprinos istraživanjima koja su vezana uz stvaralaštvo Carla Collodija i Alekseja Nikolajeviča Tolstoja. Godine 1883. objavljen je Collodijev Pinocchio, a pedesetak godina kasnije, točnije 1936. Tolstojev Zlatni ključić. Godine 1940. Walt Disney objavio je i animirani film Pinocchio koji se znatno razlikuje od originalnog teksta. Tolstoj je u svojoj priči izostavio neke od najbitnijih motiva koji se pojavljuju u Pinocchiju, a to su rast nosa kada glavni lik laže i fantastična pretvorba iz drvenog lutka u dječaka. Tolstoju je površno prepričavanje događaja zapravo poslužilo samo kao duboka analiza onoga što se događalo u to vrijeme.This final work is based on previous research on Pinocchio by the Italian author Carlo Collodi and the Golden Key by the Russian author Alexei Nikolayevich Tolstoy. Based on these researches, a comparative analysis of these two novels was made in this paper. Most of the authors who researched this two novels and their connection have written about their similarities and differences between the two main characters, the Italian Pinocchio and the Russian Buratino, linking this to time and to the political age in which the novel was written. The purpose of this paper is to investigate and make a comparative analysis of these two novels on the basis of previous literature, thus contributing to research related to the work of Carlo Collodi and Alexei Nikolayevich Tolstoy. Collodi's Pinocchio was published in 1883. and then, fifty years later, in 1936, Tolstoy's Golden Key. In 1940, Walt Disney also released the animated movie Pinocchio, which differs significantly from the original text. In his story, Tolstoy left out some of the most important motifs that appear in Pinocchio, and those are the growth of the nose when the main character lies and the fantastic transformation from a wooden doll to a boy. Tolstoy's superficial examination of events actually served only as a deep analysis of what was happening at the time
Physical activity and eating habits of preschool children
No full textZavršni rad temeljen je na analizi literature koja se bavi tematikom tjelesnog vježbanja djece predškolske dobi i prehrambenim navikama u istom uzrastu. Temeljem pregledane literature može se zaključiti da je važnost tjelesne aktivnosti vrlo naglašena za pravilan rast i razvoj djece predškolske dobi. Također se ističe i potreba svakodnevnog tjelesnog vježbanja s obzirom na sve veći broj djece koja i u ovaj ranoj dobi djetinjstva posežu za virtualnim zabavnim igricama koje mogu vezati dijete uz ekran i po nekoliko sati, ako se nedovoljno kontrolira njegov pristup modernoj tehnologiji, odnosno vrijeme koje provodi u takvoj vrsti zabave. Kroz spomenutu analizu također se naglašava potreba usvajanja zdravih prehrambenih navika djece kako bi ih zajedno sa navikom tjelesnog vježbanja ,,ponijeli'' kasnije u život i tako podigli osobnu kvalitetu življenja.The final paper is based on the analysis of the literature dealing with the topic of physical exercise of preschool children and eating habits at the same age. Based on the reviewed literature, it can be concluded that the importance of physical activity is highly emphasized for the proper growth and development of preschool children. The need for daily physical exercise is also emphasized, given the growing number of children who, in this early childhood, reach for virtual entertainment that can tie the child to the screen for several hours if you don’t control over his access to modern technology, or time spent in that kind of fun. The mentioned analysis also emphasizes the need to adopt healthy eating habits of children in order to "take" them later in life together with the habit of physical exercise and raise their personal quality of life in future
The impact of the COVID-19 virus pandemic on school work with children with disabilities
No full textOvaj diplomski rad bavi se obradom teme Utjecaj pandemije virusa COVID-19 na rad s djecom s teškoćama. Poznato je kako je rad s učenicima s poteškoćama zahtjevniji te podrazumijeva ulaganje većih napora kako bi se ispunio cilj odgoja i obrazovanja. Učenicima s poteškoćama često je puno teže pratiti nastavu za razliku od ostalih učenika. Potrebna im je pomoć u rješavanju zadataka jer često nisu samostalni. Cilj ovoga istraživanja je ispitati učitelje redovitih osnovnih škola o efikasnosti izvođenja online nastave s učenicima s teškoćama tijekom nastavne godine 2020./2021. Također, rad pobliže objašnjava što su to poteškoće i koje sve vrste teškoća razlikujemo. Izuzev toga, objašnjava se pojam nastave na daljinu do koje je došlo zbog pandemije virusa COVID-19 te na koji se način ona provodila u našim školama. Jasno je kako je pandemija utjecala na svaki dio svijeta pa tako i na sustave odgoja i obrazovanja, kako u svijetu, tako i u Republici Hrvatskoj. Kroz ovo istraživanje uvidjet će se kako je pandemija virusa COVID-19 utjecala na rad s djecom s teškoćama.This thesis deals with the topic The impact of the COVID-19 virus pandemic on working with children with disabilities. It is known that working with students with disabilities is more demanding and involves greater efforts to meet the goal of education. Students with disabilities often find it much harder to follow classes than other students. They need help in solving tasks because they are often not independent. The aim of this research is to examine regular primary school teachers on the effectiveness of conducting online classes with students with disabilities during the 2020/2021 school year. Also, the paper explains in more detail what these difficulties are and what types of difficulties we distinguish. In addition, it explains the concept of distance learning that occurred due to the COVID-19 virus pandemic and how it was conducted in our schools. It is clear how the pandemic has affected every part of the world, including the education systems, both in the world and in the Republic of Croatia. Through this research, it will be seen how the COVID-19 virus pandemic affected working with children with disabilities
Children's folk art as a stimulus for creativity and expression of the child in preschool age
No full textRad prikazuje kako dječje narodno stvaralaštvo može poticati kreativnost i izražavanje u predškolskoj dobi. Dječja se kreativnost ostvaruje kada djeca svoje doživljaje izražavaju u vidu pokreta, crteža i kreiranju priča. Za odgojitelja je izazov kojom će metodom poticati kreativnost i znatiželju. Mnogi oblici narodnog stvaralaštva, kao i folklor, dio su dječjeg stvaralaštva jer su ih djeca stvorila, preoblikovala i prihvatila. S obzirom da djeca imaju izuzetnu sposobnost opažanja i brzine viđenja preporučljivo im je ponuditi mnoštvo već zapisanih i sistematiziranih narodnh sadržaja te ih odgojiteljskim kompetencijama i dodatno emotivno obogatiti. Projekt „Dajmo djeci korijene i krila“ u Dječjem vrtiću Prečko u Zagrebu poslužio je kao pozitivna metoda za ostvarenje ciljeva vezanih uz dječje narodno stvaralaštvo i kreativnost. Odgojno-obrazovni projekt Etnografskog muzeja u Zagrebu i Radija Kaj započeo se ostvarivati darivanjem tradicijskih drvenih igračaka (koje je UNESCO uvrstio na reprezentativnu listu zaštićene kulturne baštine) djeci u vrtićima i dječjim domovima. Akcija „Dajmo djeci korijene i krila“ uključila je starije grupe u provedbu projekta. Aktivnosti su trajale cijelu pedagošku godinu, u sobi dnevnog boravka, predprostoru vrtića, te na dvorištu vrtića. Darivanje kompleta s tradicijskim igračkama nastavlja se i dalje. Prema interesu djece i odgojitelja, aktivnosti vezane uz tradicijsko stvaralaštvo prisutne su i u mlađim grupama. Kroz dječje narodno stvaralaštvo uočilo se da djeca sa slabijim socijalnim kompetencijama uspješnije uspostavljaju kontakt s vršnjacima. Narodne nošnje, frizure i oglavlja, pjesme i plesovi, sviranje, te igre i crtanje narodnih motiva, poslužili su za improvizaciju i stvaranje novih djela kao i za izvedbe već poznatih igara s pjevanjem, brojalica, uspavanki i rugalica koje su dio folklornih sadržaja. Kao rezultat svih aktivnosti potvrđuje se da su djeca usmjerena i fokusirana na stvaralački proces, te su izrazito motivirana za nove aktivnosti i stjecanje znanja. Samostalno ili u grupi obogaćuju doživljaje stvarajući temelje na kojima kreativno nadograđuju vlastiti stvaralački potencijal. Tijekom integriranih aktivnosti osobito se potiče razvoj fine motorike, govora, ritma i intoniranja melodije u cjelovite spontane sadržaje. Slušanjem glazbe folklornog sadržaja i plesanjem nekih poznatih zavičajnih plesova, djeca stječu znanja o kulturi i običajima svoga naroda.The work shows how children's folkloric artistic expression could encourage creativity and expression in pre-school age. Children's creativity realizes when children express their impressions through movement, paintings and making up the stories. It is a challenge for the educator to choose a method for encouraging the creativity and curiosity. Many kinds of folkloric artistic expression as well as folklore are part of the children's creativity since children created them, preformed them and accepted them. Since children have extreme ability to perceive and velocity of seeing, it is advisable to offer them a lot of already existing written and systematized folkloric material and to enrich then additionally emotionally with a help of family competencies. The project „Let's Give the Children Roots and Wings“, in the kindergarten Prečko in Zagreb served as a positive method for realization of goals related to the children's folkloric artistic expression and creativity. Educational project of Ethnographic museum Zagreb and Radio Kaj started to realize by providing traditional wooden toys (included in UNESCO's representative list of protected cultural inheritance) to children in kindergartens and children's homes. The action „ Let's Give the Children Roots and Wings“ joined older groups in the realization of the project. Activities lasted the whole pedagogical year, in the livingroom space, anteroom of the kindergarten and in the kindergarten’s courtyard. The handover of the sets with traditional toys continues further. Depending on the children's and educator's interests, activities related to traditional artistic expression are present also in the younger groups. Through children's folkloric artistic expression it was noticed that the children with weaker social competencies manage to make a contact with their peers with more success. Folk costumes, hairdos and headstalls, songs and dances, playing, games and drawing of the folkloric motives served for the improvisation and creation of new work as well as performance of already known plays with singing, counters, lullabies and gibers which are the part of the folkloric content. As the result of all the activities it was confirmed that children are directed and focused on creative process and are extremely motivated for new activities and gaining knowledge. Individualy or in groups they enrich the impression by creating a foundation on which they creatively upgrade their own creative potential. During integrating activities it is specially encouraged the development of fine motor skills, speach, rhythm and intonation of the melody in complete spontaneous content. Children get the knowledge of culture and customs of their nation by listening to the music of folkloric content and by dancing some of the famous native dances
Dramatic methods and techniques in teaching Croatian language in a combined classroom
No full textU radu se govori o organizaciji nastave u kombiniranim razrednim odjelima u kojima se istodobno ostvaruju dva ili više različitih programskih sadržaja u jednakom vremenskom trajanju nastavnoga dana kao i u redovitom razrednom odjelu. Takva nastava zahtijeva drugačiju odgojno-obrazovnu praksu i didaktičko-metodičke pristupe. Uzimajući u obzir dob i psihofizički razvoj učenika nužno je pripremiti metodičke postupke koji će svim učenicima pomoći ostvariti zadane odgojno-obrazovne ishode učenja.
Metode i tehnike dramskoga odgoja u nastavi mogu biti učinkovito sredstvo pomoću kojega učenici proigravanjem različitih društvenih uloga uče iskustveno te osvješćuju i iznose osobne i skupne spoznaje o odgojno-obrazovnim sadržajima.
S obzirom na to da u Hrvatskoj postoji vrlo malo literature o organizaciji nastave i strategijama podučavanja u kombiniranim odjelima, cilj je ovoga rada pokazati na koji se način integracijom dramskih postupaka može organizirati nastava hrvatskoga jezika u trorazrednoj kombinaciji te koje su prednosti takvoga načina rada. Opisom provedenih nastavnih aktivnosti te njihovom evaluacijom ponudit će se primjer dobre prakse.This paper is about the organization of teaching in combined classrooms in which two or more different program contents are carried out at the same time in the same duration of the teaching day, as well as in the regular classroom. Such teaching requires a different educational practice, didactic and methodological approaches. Methodological procedures should be prepared in such way to help all students achieve the required learning outcomes, considering the age and psychophysical development of students. Methods and techniques of drama education in teaching can be an effective tool where students, by playing different social roles, learn through experience and become more aware of the educational content of which they present personal and group insight. Given that in Croatia there is very little literature about the organization of teaching and teaching strategies in combined classes, the aim of this paper is to show how the integration of drama procedures can help organize the teaching of Croatian in a three-grade combination and what are the advantages of such work. An example of good practice will be offered by describing and evaluating the lessons which were taught
Distance Teaching Among Roma Students In The 2019/2020 School Year During The COVID-19 Pandemic
No full textŠkolske godine 2019./2020. cijeli svijet, pa tako i Republika Hrvatska, susreće se s izazovima pandemije virusa COVID19. Virus je sa sobom donio brojne promjene i novitete u društvenim sustavima pa tako i odgojno- obrazovnom sustavu. Najveći od svih noviteta koji je sa sobom virus donio u školstvo jest nastava na daljinu. Do tada se nastava na daljinu izvodila u vrlo rijetkim situacijama i u većini slučajeva individiualno. Prilikom prelaska na nastavu na daljinu nije postojala metodologija prema kojoj bi se radilo stoga je Ministarstvo znanosti i obrazovanja, u srpnju 2020. godine, izdao jedinstveni dokument pod nazivom Akcijski plan za provedbu nastave na daljinu za školsku godinu 2020./2021. Unatoč Akcijskom planu, ovakav oblik nastave bio je velika promjena i izazov svim učiteljima, roditeljima i učenicima. „Najgore“ u nastavi na daljinu je prošla ranjiva skupina učenika u koju uključujemo i učenike romske nacionalne manjine koji i bez nastave na daljinu imaju problem s postizanjem dobrih obrazovnih ishoda.
Upravo zato, provedeno je istraživanje kojim se ispitalo kakva je bila uspješnost održavanja online nastave kod učenika romske nacionalne manjine u školskoj godini 2019./2020., kakav je bio odnos učenika Roma prema radu, kako su se učenici i roditelji romske nacionalne manjine snašli u izazovima nastave na daljinu te na koje su poteškoće naišli. Istraživanje je provedeno na području Međimurske županije koja ima najveći broj romske populacije na području Republike Hrvatske.
Provedenim istraživanjem potvrđena je teška i nezahvalna pozicija učenika Roma za vrijeme održavanja online nastave. Prema mišljenju učitelja učenici romske nacionalne manjine nisu imali jednake uvjete za praćenje online nastave kao učenici većinskog stanovništva. Loši socijalni i materijalni uvjeti, nerazumijevanje hrvatskog jezika i niski obrazovni status roditelja dodatno su utjecali na praćenje nastavnog sadržaja koji ova skupina učenika ionako teško prati. Unatoč lošim uvjetima praćenja nastave na daljinu, napredak u odgoju i obrazovanju romske populacije i dalje je vidljiv.In 2020 the whole world, including the Republic of Croatia, was facing the challenges of the COVID19 virus pandemic. The virus has brought numerous changes and innovations in social systems, including the educational system. The biggest of all the novelties that the virus has brought to education is distance learning. Until then, distance learning was performed in very rare situations and in most cases individually. When moving to distance learning, there was no methodology to work with, so the Ministry of Science and Education, in July 2020, issued a single document called the Action Plan for the implementation of distance learning for the school year 2020/2021. Despite the Action Plan, this form of teaching has been a major change and a challenge to all teachers, parents, and students. The "worst" in distance learning was a vulnerable group of students in which we include students of the Roma national minority who, even without distance learning, have a problem with achieving good educational outcomes.
Because of that, a study was conducted which examined the success of online classes for Roma national minority students in the 2019/2020 school year, the attitude of Roma students towards work, how students and parents of the Roma national minority coped in the challenges of distance learning and the difficulties they encountered. The research was conducted in the area of MeĊimurje County, which has the largest number of Roma population in the Republic of Croatia.
The conducted research confirmed the difficult and ungrateful position of Roma students during online classes. According to teachers, students of the Roma national minority did not have the same conditions for following online classes as students of the majority population. Poor social and material conditions, lack of understanding of the Croatian language, and low educational status of parents additionally affected the monitoring of teaching content, which is difficult for this group of students to follow. Despite poor remote monitoring conditions, progress in the education of Roma populations remains visible
