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Students with special needs in a regular class of primary school
Get PDFV zadnjih letih se povečuje število otrok s posebnimi potrebami, ki so vključeni v redno osnovnošolsko izobraževanje.
V magistrskem delu smo se osredotočili na pregled stanja na področju vzgoje in izobraževanja otrok s posebnimi potrebami. V raziskavi je sodelovalo 89 učiteljev/-ic osnovnih šol severovzhodne Slovenije. Podatke smo zbirali s pomočjo anonimnih anketnih vprašalnikov.
Rezultati raziskave so prinesli številne zanimive ugotovitve. Ugotovili smo, da so imeli anketiranci največkrat možnost spremljati otroke s primanjkljaji na posameznih področjih učenja, za delo s katerimi se počutijo tudi najbolj usposobljene. Največ znanja so učitelji pridobili s prakso in branjem strokovne literature. Razveseljivo je, da se večina anketirancev želi še dodatno izobraževati na področju dela z otroci s posebnimi potrebami. Ugotovili smo, da je več kot polovica anketiranih mnenja, da prisotnost otrok s posebnimi potrebami pozitivno vpliva na vrstnike. Postopek usmerjanja otrok s posebnimi potrebami učitelji poznajo povprečno. Skoraj polovica učiteljev je vedno vključenih v pripravo individualiziranega programa, nekaj več kot polovica pa jih pozna v njem zapisane prilagoditve.
Pokazale so se statistično značilne razlike, ki govorijo v prid starejšim učiteljem in učiteljem z višjim nazivom.In recent years, the number of children with special needs included in regular primary education has been increasing.
In the master\u27s thesis, we focused on an overview of the situation in the field of education of children with special needs. 89 primary school teachers from northeastern Slovenia participated in the research. Data were collected using anonymous survey questionnaires.
The results of the research brought a number of interesting findings. We found that respondents most often had the opportunity to monitor children with deficits in individual areas of learning, for work with which they feel even the most qualified. Teachers gained the most knowledge through practice and reading professional literature. It is gratifying that most of the respondents want additional education in the field of working with children with special needs. We found out that more than half of the respondents believe that the presence of children with special needs has a positive effect on peers. On average, teachers know the process of guiding children with special needs. Almost half of the teachers are always involved in the preparation of the individualized program, and a little more than half of them are familiar with the adaptations written in it.
There were statistically significant differences that speak in favour of older teachers and teachers with higher titles
Communicative competence of first to fifth grade teachers in primary school
Get PDFKomunikacijska kompetenca vključuje verbalno in neverbalno izražanje, aktivno poslušanje ter prilagajanje komunikacije glede na situacijo in sogovornika. Pri učiteljih razrednega pouka je to temeljna profesionalna veščina, ki vpliva na kakovost poučevanja in sodelovanja z različnimi deležniki. Namen magistrskega dela je bil raziskati, kako učitelji ocenjujejo pomen verbalne in neverbalne komunikacije, svojo kompetentnost pri delu z učenci, starši in strokovnimi sodelavci ter pomen stalnega strokovnega izpopolnjevanja na tem področju.
V raziskavi je sodelovalo 221 učiteljev razrednega pouka iz Slovenije. Rezultati deskriptivne ravni kažejo, da učitelji visoko vrednotijo pomen verbalne in neverbalne komunikacije, pri čemer je nekoliko bolj poudarjena verbalna. Med verbalnimi komponentami izstopa govorna modulacija, med neverbalnimi pa drža telesa in govorica oči.
Učitelji se pri delu z učenci večinoma ocenjujejo kot komunikacijsko kompetentni, in sicer tako pri ustni kot pisni komunikaciji, pri čemer najvišje ocenjujejo svojo komunikacijsko kompetentnost pri individualnih učnih oblikah dela. Pri delu s starši je komunikacijska kompetenca preko elektronskih sporočil in govorilnih ur ocenjena najvišje, nekoliko nižje pa pri roditeljskih sestankih in družabnih dogodkih. Pri delu s strokovnimi delavci učitelji najvišje ocenjujejo svojo komunikacijsko kompetentnost z učitelji in šolsko svetovalno službo, nekoliko nižje pa z ravnateljem. Raziskava potrjuje tudi, da učitelji pripisujejo velik pomen stalnemu razvijanju komunikacijske kompetence. Izsledki raziskave poudarjajo pomembnost kontinuiranega strokovnega izpopolnjevanja učiteljev na področju komunikacije, saj prispeva k izboljšanju njihove kompetentnosti in kakovosti dela z učenci, starši ter strokovnimi sodelavci.Communication competence includes verbal and nonverbal expression, active listening, and the ability to adjust communication to different situations and conversation partners. For primary school teachers, this is a fundamental professional skill that significantly affects the quality of teaching and collaboration with various groups. The aim of this master\u27s thesis was to explore how teachers evaluate the importance of verbal and nonverbal communication, their competence in working with students, parents, and professional colleagues, and the relevance of continuous professional development in this area. 221 primary school teachers from Slovenia participated in the research. Descriptive results show that teachers place high value on both verbal and nonverbal communication, with a slightly greater emphasis on verbal communication. Among verbal components, speech modulation stands out, while posture and eye contact are the most prominent aspects of nonverbal communication.
Teachers generally rate themselves as competent communicators in their work with students, both in oral and written communication, with the highest ratings given to their competence in individual forms of teaching. In their work with parents, communication competence is rated highest in email correspondence and parent-teacher conferences, while slightly lower ratings are noted for parent meetings and social events. In collaboration with professional colleagues, teachers rate their communication competence highest in interactions with fellow teachers and school counselors, with slightly lower ratings in communication with principals. The study also confirms that teachers attribute great importance to the constant development of their communication skills. The findings highlight the importance of continuous professional development for teachers in communication, as it contributes to the improvement of their competencies and improves the quality of their work with students, parents, and professional colleagues
Developing students\u27 social skills during a pandemic
Get PDFMagistrsko delo preučuje spremembe v pedagoških pristopih, ki so nastale kot posledica prehoda na izobraževanje na daljavo med pandemijo. To je predstavljalo izziv tako za učitelje kot učence, saj je uvedba izobraževanja na daljavo zahtevala prilagoditve na pedagoškem in organizacijskem nivoju. Učitelji so se soočali s spremembami v socialnem vedenju učencev. Zaradi zaprtja vzgojno-izobraževalnih ustanov so bile te veščine pri učencih okrnjene, kar je zahtevalo prilagojene pedagoške pristope.
Namen raziskave je bil preučiti izobraževanje na daljavo med pandemijo, s poudarkom na mnenju učiteljev o spremembah socialnega vedenja učencev. Zanimalo nas je, katere socialne veščine so učitelji najpogosteje razvijali in koliko časa so temu posvetili. V raziskavi je sodelovalo 957 slovenskih osnovnošolskih učiteljev. Raziskava je pokazala, da je večina učiteljev opazila spremembe v socialnem vedenju otrok, predvsem v tem, da učenci manj upoštevajo pravila odraslih in se slabše odzivajo na konflikte. Učitelji so največ časa posvetili razvoju socialnih veščin sodelovanja, odgovornosti, empatije in samokontrole. Najpogosteje so uporabljali individualno svetovanje, sledile so sodelovalno učenje in socialne igre, medtem ko so redkeje uporabljali igre vlog. Večina učiteljev je opazila napredek zaradi krepitve socialnih veščin učencev. Prav tako se je večina učiteljev za razvijanje socialnih veščin počutila kompetentna, a bi se vendar udeležili dodatnih izobraževanj na to temo.The master\u27s thesis examines changes in pedagogical approaches that emerged as a result of the transition to remote education during the pandemic. This transition posed a challenge for both teachers and students, as the implementation of remote learning required adjustments at both the pedagogical and organizational levels. Teachers faced changes in students\u27 social behaviour. Due to the closure of educational institutions, these skills were diminished among students, necessitating adapted teaching approaches.
The purpose of the research was to study remote education during the pandemic, with a focus on teachers\u27 opinions regarding changes in students\u27 social behaviour. The study aimed to identify which social skills teachers most frequently developed and how much time they dedicated to this aspect. A total of 957 Slovenian primary school teachers participated in the research. The findings showed that most teachers observed changes in children\u27s social behaviour, particularly in terms of reduced adherence to adult rules and weaker conflict resolution skills.
Teachers primarily focused on developing social skills related to cooperation, responsibility, empathy, and self-control. The most commonly used methods included individual counselling, followed by collaborative learning and social games, while role-playing activities were used less frequently. Most teachers noticed progress in students\u27 social skills as a result of these efforts. Additionally, the majority of teachers felt competent in fostering social skills but expressed interest in attending further training on this topic
The contribution of the Kralji ulice Association to the academic success of Roma students in Maribor
Get PDFPoučevanje romskih učencev v osnovnih šolah še vedno predstavlja velik izziv, saj se ti pogosteje srečujejo z družbenimi, kulturnimi in jezikovnimi ovirami, ki vplivajo na njihovo učno uspešnost. Kljub prilagoditvam in prizadevanjem strokovnih delavcev na osnovnih šolah, so romski učenci še vedno učno manj uspešni od svojih vrstnikov. Zato jih je pomembno vključevati tudi v različne oblike učne pomoči izven šolskega okolja. Kot ena izmed oblik pomoči se v Mariboru v sklopu društva Kralji ulice izvaja učna pomoč za romske učence. Z raziskavo smo želeli pridobiti vpogled v delo društva ter v sodelovanje med društvom in osnovnimi šolami. V ta namen smo pripravili anketna vprašalnika in polstrukturirani intervju. V raziskavi je sodelovalo 153 strokovnih delavcev iz mariborskih osnovnih šol in 3 strokovni delavci društva Kralji ulice.
Raziskava je pokazala, da dobra tretjina strokovnih delavcev v osnovnih šolah pozna društvo Kralji ulice in njihov program dnevnega centra. Poznavanje društva je boljše v osnovnih šolah, kjer sodelovanje že poteka. Večina strokovnih delavcev si želi o društvu izvedeti več in z njim tudi sodelovati. Slaba polovica strokovnih delavcev v osnovnih šolah, kjer poteka sodelovanje, aktivno sodeluje z društvom in ima pri tem zelo dobre ali dobre izkušnje, pri čemer je najpogostejša oblika sodelovanja posredovanje učiteljevih informacij o učencu. Skupno mnenje razrednikov o romskih učencih je, da so ti učno manj uspešni od svojih vrstnikov, pouka ne obiskujejo redno in se redkeje od vrstnikov vključujejo v šolske dejavnosti. Ugotovili smo, da so romski učenci, ki obiskujejo društvo, učno uspešnejši od tistih, ki društva ne obiskujejo, ter da se ti učenci in njihovi starši boljše in aktivneje vključujejo v šolsko okolje.
Strokovni delavci društva pri romskih učencih opažajo več šibkih kot močnih področij. Kot najmočnejše področje so izpostavili številske predstave, kot najšibkejše področje pa znanje slovenskega jezika. Strokovni delavci pri romskih učencih, ki aktivno obiskujejo učno pomoč, opažajo večjo učno motivacijo, boljšo učno uspešnost in hitrejši učni napredek. Romski učenci so izpostavljeni nespodbudnemu in nepodpornemu okolju. V sklopu društva romskim učencem nudijo prostočasne aktivnosti in aktivnosti usmerjene v učno pomoč. Z obiskovanjem teh učenci razvijajo socialne spretnosti in veščine, pridobivajo učne ter delovne navade in kompetence, ki pozitivno vplivajo na njihovo vključevanje v šolo in okolico.Teaching Roma pupils in primary schools remains a challenge, as they are more likely to face social, cultural and linguistic barriers that affect their learning performance. Despite the adjustments and efforts made by professionals in primary schools, Roma pupils still underachieve compared to their peers. That\u27s why it\u27s important to involve them in different forms of learning support outside the school environment. One of the forms of support in Maribor is the Kralji ulice Association, which provides learning support for Roma pupils. The survey was designed to gain insight into the work of the Kralji ulice Association and the cooperation between the association and primary schools. For this purpose, two questionnaires were made and a semi-structured interview conducted. 153 professionals from Maribor primary schools and 3 professionals from the Kralji ulice Association took part in the survey.
The survey showed that a good third of primary school professionals are familiar with the Kings of the Street Association and their day centre programme. Knowledge of the association is better in primary schools, where collaboration with the association is already taking place. Most professionals want to know more about the association and to collaborate with it. Just under half of the practitioners in the primary schools where collaboration is taking place are actively involved with the association and have very good or good experience of doing so, with the most common form of collaboration being the teacher’s sharing of information about the Roma pupils’ academic performance. The common opinion of class teachers about Roma pupils is that they are less successful than their peers, do not attend classes regularly and are less likely to participate in school activities than their peers. We have found that Roma pupils who attend the association perform better academically than those who do not, and that these pupils and their parents are better and more actively involved in the school environment.
The association\u27s professionals see more areas of weakness than strength in Roma pupils. The strongest area was numerical representations, while the weakest area was knowledge of the Slovenian language. Professionals observe higher learning motivation, better academic performance and faster learning progress in Roma pupils who actively attend learning support. Roma pupils are exposed to an unsupportive and unsupportive environment. The association offers leisure and learning support activities for Roma pupils. By attending these, pupils develop social skills, learning and work habits and competences that have a positive impact on their integration into school and their environment
Primary school teachers about collaboration with parents of children with learning disabilities
Get PDFUčne težave oziroma učenci z učnimi težavami predstavljajo skupino učencev, ki zahtevajo posebno pozornost in obravnavo. Gre za zelo raznolik pojav, saj se za istimi učnimi težavami skrivajo različni vzroki. Učne težave se razprostirajo na kontinuumu od lažjih do težjih, od preprostih do kompleksnih, od kratkotrajnih do tistih, ki so vezane na čas šolanja ali trajajo celo življenje. Učenci z učnimi težavami imajo pri učenju večje težave kot večina njihovih vrstnikov, zato je za optimalni napredek in pomoč učencem z učnimi težavami nujno sodelovanje med učitelji ter starši. Sodelovanje med učitelji in starši kljub morebitnim oviram, s katerimi se pri tem srečujejo, prinaša veliko prednosti za vse vpletene (starše, učence, učitelje in ostale strokovne delavce). Učenci, čigar starši in učitelji dobro sodelujejo, dosegajo boljši učni uspeh, imajo višje cilje, so bolj motivirani za šolsko delo, samozavestnejši, imajo višjo samopodobo, redno obiskujejo pouk, so odgovornejši idr.
Namen magistrskega dela je bil ugotoviti pogled osnovnošolskih učiteljev na sodelovanje s starši učencev z učnimi težavamikako pogosto sodelujejo z njimi, kako ocenjujejo pogostost sodelovanja, katere oblike sodelovanja uporabljajo, s katerimi ovirami se pri tem srečujejo in kako ocenjujejo svojo kompetentnost za sodelovanje z njimi. V raziskavi je sodelovalo 343 osnovnošolskih učiteljev. Rezultati so pokazali, da učitelji s starši učencev z učnimi težavami sodelujejo pogosto in svojo pogostost sodelovanja ocenjujejo kot zadostno. Učitelji so navajali več različnih oblik sodelovanja in ovir, s katerimi se pri sodelovanju srečujejo, pri čemer pa je najpogostejša oblika sodelovanja dopisovanje s pomočjo elektronske pošte. Pri sodelovanju se učitelji srečujejo z ovirami, kot so nerealna pričakovanja staršev glede učnih zmožnosti njihovega otroka, preobremenjenost in pomanjkanje časa staršev ter učiteljev itd. Skoraj polovica osnovnošolskih učiteljev se čuti kompetentne za sodelovanje s starši učencev z učnimi težavami. Learning difficulties, or rather, pupils with learning difficulties form a group of pupils who require special attention and treatment. Learning difficulties are a very diverse phenomenon as there are different reasons for the same learning difficulties. Learning difficulties span a continuum from mild to severe, from simple to complex, from short-term to those linked to schooling years or lasting throughout life. It can be said that pupils with learning difficulties experience significantly greater difficulties in learning than most of their peers. To achieve optimal progress and help pupils with learning difficulties, collaboration between teachers and parents is necessary. Despite possible obstacles collaboration between teachers and parents offers many advantages to everyone involved (parents, pupils, teachers and other education staff). The pupils whose parents and teachers work well together perform better academically, have more ambitious goals, are more motivated for schoolwork, are more self-confident, have higher self-esteem, attend school more regularly, are more responsible, etc.
The purpose of this master’s thesis was to examine how primary school teachers view their collaboration with the parents of pupils with learning difficultieshow often they collaborate, how they assess the frequency of their collaboration, which forms of collaboration they use, which obstacles they face, and how competent they assess themselves to be to collaborate with these parents. There were 343 primary-school teachers participating in this study. Results showed that the teachers often collaborate with the parents of pupils with learning difficulties, and that they assess the frequency of their collaboration as sufficient. The teachers listed several different forms of collaboration and various obstacles, with e-mail correspondence being the most frequent form of collaboration, while the obstacles they face include unrealistic expectations of the parents regarding learning abilities of their child, too heavy workload and lack of time observed by the parents as well as the teachers, etc. Almost half of the primary-school teachers feel competent to collaborate with the parents of pupils with learning difficulties.
The view of kindergarten professionals on work in the development class
Get PDFMagistrsko delo nudi vpogled v delo v razvojnih oddelkih vrtcev skozi perspektivo strokovnih delavcev, ki v omenjenih oddelkih vsakodnevno delujejo. Zadnja leta v vzgoji in izobraževanju zasledimo vedno večje število vrtcev, ki odpirajo razvojne oddelke. Zaradi potrebe po poznavanju dela v razvojnih oddelkih vrtcev za bodoče vzgojitelje in druge strokovne delavce, ki bodo delovali v omenjenih oddelkih, smo omenjeno področje podrobneje raziskali.
V raziskavo smo vključili 74 strokovnih delavcev na področju vzgoje in izobraževanja, ki so zaposleni v razvojnih oddelkih vrtcev. Podatke smo zbrali z anketnim vprašalnikom.
Ugotovili smo, da večina strokovnih delavcev zase ocenjuje, da so usposobljeni oziroma popolnoma usposobljeni za svoje delo. Preobremenjenost strokovnih delavcev se je izkazala za največjo težavo, s katero se strokovni delavci spopadajo v okviru svojega dela. Kot ovira pri medsebojnem sodelovanju z drugimi strokovnimi delavci se je pokazalo pomanjkanje časa zaradi lastne preobremenjenosti. V nadaljevanju so rezultati pokazali, da strokovni delavci pri svojem sodelovanju z drugimi najpogosteje uporabljajo načrtovanje vsakodnevnih dejavnosti za otroke. Prav tako se je pokazalo, da imajo strokovni delavci v sklopu dnevne rutine ravno pri načrtovanju dejavnosti za otroke največje težave, saj dejavnosti velikokrat pripravljajo individualno za vsakega otroka posebej. Ugotovitev, da strokovni delavci sprotno komunikacijo s starši pri prihodu otrok v vrtec ter odhodu otrok in pogovorne ure ocenjujejo kot najpomembnejše za otrokov razvoj, nas ni presenetila, saj takrat poteka največ komunikacije med starši in strokovnimi delavci. Ravno tako smo pričakovali rezultate, ki so se pojavili pri profesionalnem izpopolnjevanju strokovnih delavcev. Pokazalo se je, da so strokovni delavci mnenja, da skozi prakso v vrtcu oz. delovne izkušnje pridobijo največ znanja za delo z otroki s posebnimi potrebami.The Master\u27s thesis provides insight into the work in development departments in kindergartens through the perspective of professionals, who work in the mentioned departments on a daily basis. In recent years, we have seen an increasing number of kindergartens opening development departments. Due to the need for familiarity of future educators and other professionals, who will work in developmental departments, with work in these departments in kindergartens, we researched this field more thoroughly.
The research included 74 professionals from the field of education, who work in development departments in kindergartens. The data was obtained with a survey questionnaire. We found that the majority of professionals consider themselves to be qualified or fully qualified for their work. Overloading of professionals turned out to be the biggest problem that professionals encounter in their work. Lack of time due to one\u27s own overload appeared as an obstacle in mutual cooperation with other professionals. Furthermore, the results showed that in their cooperation with others, professionals most often use planning of daily activities for children. It has also been shown that within the daily routine professionals have the greatest difficulty precisely with planning activities for children, as they often prepare activities individually for each child. It was not surprising to find that professionals rated the ongoing communication with the parents at the time of the children\u27s arrival and departure from the nursery and the talk time as the most important for the child\u27s development, since this is when the most communication takes place between the parents and the professionals. We also expected the results about the professional development of professionals. It has been shown that professionals feel that they acquire the most skills for working with children with special needs through their practical training in the kindergarten or work experience
Distance education from the perspective of parents of primary school children
Get PDFIzobraževanje je v digitalni revoluciji dobilo nove oblike. Čeprav se izraz e-izobraževanje uporablja in je aktualen drugje po svetu že nekaj časa, se je v letu 2020 morala tudi Slovenija odločiti za tovrstni način izobraževanja. Tako imenovano e-izobraževanje spodbuja fleksibilno izobraževanje učencev, omogoča individualnost in samostojnost pri pridobivanju novega znanja ter ažurno spremljanje lastnega napredka (Jereb in Bernik, 2006). V magistrskem delu smo definirali e-izobraževanje, ga primerjali s tradicionalnim načinom izobraževanja ter predstavili ukrepe, ki so veljali v času e-izobraževanja.
V raziskavi je sodelovalo 630 staršev osnovnošolskih otrok. Podatke smo zbrali z anonimnim anketnim vprašalnikom. V raziskavi nas je zanimalo, ali so otroci imeli doma vsa potrebna sredstva za nemoteno delo v času izobraževanja na daljavo, koliko starševske pomoči so potrebovali, kako je potekala komunikacija z učitelji ter kako so bili starši zadovoljni z izobraževanjem na daljavo. Izkazalo se je, da so otroci imeli doma vsa potrebna sredstva za nemoteno izobraževanje na daljavo. V času izobraževanja na daljavo so starši otrokom nudili pomoč do štiri ure vsakodnevno. Rezultati raziskave prav tako kažejo, da so učitelji s starši komunicirali vsaj enkrat tedensko, starši pa so menili, da bi se lahko izobraževanje na daljavo izvedlo bolje.During the digital revolution, education has evolved considerably, taking on new forms. Even though the term e-education has been used and has been relevant abroad for quite some time, Slovenia opted for such type of education only in 2020. The so-called e-education encourages flexible education of pupils, promotes individuality and independence in new knowledge acquisition and allows timely monitoring of one’s progress (Jereb and Bernik, 2006). In this master’s thesis, we defined education, comparing it to the traditional educational process, and presented measures that were imposed during the e-education period.
630 parents of primary school pupils participated in our research. The data were collected using an anonymous survey. Through our research, we wanted to determine whether children had all the necessary means for undisturbed work at home during the distance education period, how much of their parents’ help they required, how their parents communicated with teachers and to what extent their parents were satisfied with distance education. It turned out that children had at home all the necessary means for undisturbed distance education and that, during this period, parents offered them up to four hours of help on a daily basis. Research results also show that teachers communicated with parents at least once a week, but that, according to parents, distance education could have been provided in a more effective way
Knowledge and application of school rules among Slovenian primary school teachers
Get PDFPravila šolskega reda so dokument, ki skupaj z vzgojnim načrtom in pravili hišnega reda deluje kot sredstvo vzgojnega delovanja v šolskem prostoru. Čeprav pravila šolskega reda in hišni red morda ne prejmejo toliko pozornosti kot vzgojni načrt, so kljub temu pomembna dopolnitev, saj urejajo vedenje učencev ter določajo pravice in dolžnosti vseh udeležencev v šolskem okolju. Njihov glavni namen je zagotavljanje varnega in strukturiranega učnega okolja, kjer se spoštujejo vrednote in normativni okvirji, kar omogoča učinkovito izvajanje vzgojno-izobraževalnih dejavnosti. Pomembnost pravil šolskega reda se odraža v njihovem vplivu na vsakodnevno delovanje šole, saj prispevajo k ohranjanju discipline in reda, kar je bistveno za dobro počutje učencev in učiteljev ter za ustvarjanje pozitivne šolske klime.
Namen raziskave zaključnega dela je bil ugotoviti poznavanje in uporabo pravil šolskega reda med osnovnošolskimi učitelji ter njihovo mnenje o pogostosti posodabljanja teh pravil. V raziskavi je sodelovalo 311 osnovnošolskih učiteljev iz celotne Slovenije. Rezultati so pokazali, da učitelji dobro poznajo pravila šolskega reda, pri čemer učitelji z višjimi strokovnimi nazivi in razredniki ocenjujejo, da pravila poznajo bolje. Sodelovanje pri pripravi pravil je boljše med učitelji z višjimi nazivi in razredniki, pri čemer večina učiteljev meni, da to sodelovanje prispeva k izboljšanju učnega okolja. Učitelji s pravili šolskega reda seznanjajo učence in starše na različne načine, kot so pogovori, roditeljski sestanki in informacijsko-komunikacijska orodja. Pravila šolskega reda ocenjujejo kot koristna, zlasti pri urejanju uporabe pametnih naprav, obravnavi neprimernega vedenja in drugih disciplinskih vprašanj. Večina učiteljev podpira redno posodabljanje pravil, pri čemer se nagibajo k letni prilagoditvi glede na spremembe v šolskem okolju.School rules are a document that, along with the educational plan and house rules, functions as a tool for educational activities within the school environment. Although school rules and house rules may not receive as much attention as the educational plan, they are still an important complement as they regulate pupil behavior and define the rights and responsibilities of all participants in the school setting. Their primary purpose is to ensure a safe and structured learning environment where values and normative frameworks are respected, which facilitates the effective implementation of educational activities. The importance of school rules is reflected in their impact on the daily functioning of the school, as they contribute to maintaining discipline and order, which is essential for the well-being of pupils and teachers and for creating a positive school climate.
The aim of the research was to determine the awareness and use of school rules among primary school teachers and their opinions on the frequency of updating these rules. The study involved 311 primary school teachers from across Slovenia. The results showed that teachers are well-acquainted with school rules, with teachers holding higher professional titles and class teachers reporting a better understanding of the rules. Participation in the preparation of rules is higher among teachers with higher titles and class teachers, with the majority of teachers believing that this participation contributes to improving the learning environment. Teachers introduce pupils and parents to school rules in various ways, such as through conversations, parent-teacher meetings, and information and communication tools. School rules are considered particularly useful in regulating the use of smart devices, addressing inappropriate behavior, and other disciplinary issues. Most teachers support the regular updating of rules, favoring an annual adjustment based on changes in the school environment
Extracurricular activities of primary school students in Carinthia
Get PDFInteresne dejavnosti so prostovoljne dejavnosti, ki jih posamezniki izberejo glede na svoje zanimanje, hobije ali strasti. Vključujejo lahko različna področja, kot so šport, umetnost, glasba, ples, znanost, tehnologija in drugo. Namen teh dejavnosti je spodbujati osebni razvoj, razvijanje spretnosti, izražanje kreativnosti, socialno interakcijo in zadovoljstvo do dejavnosti. Igrajo pomembno vlogo pri krepitvi interesov, talentov ter celostnem razvoju posameznikove osebnosti.
V raziskavi je sodelovalo 136 učencev iz naključno izbranih osnovnih šol na Koroškem. Rezultati kažejo, da se učenci bolj vključujejo v šolske interesne dejavnosti v primerjavi z obšolskimi interesnimi dejavnostmi. Pri čemer se učenci najpogosteje vključujejo v športne interesne dejavnosti. Pomemben dejavnik, ki spodbuja učence k vključevanju v interesne dejavnosti, je lasten interes, ki hkrati predstavlja tudi pomemben pogoj za sodelovanje v teh dejavnostih. S samo ponudbo interesnih dejavnosti so učenci v veliki večini zadovoljni, a ugotavljamo, da so bolj zadovoljni s ponudbo obšolskih interesnih dejavnosti. Posledica vključevanja v interesne dejavnosti je lahko tudi preobremenjenost učencev.
S tem smo pridobili vpogled v obiskovanje interesnih dejavnosti učencev na Koroškem, kar je lahko učiteljem v pomoč pri njihovem pedagoškem delu.Extracurricular activities are voluntary activities that individuals choose based on their own interest, hobbies or passions. They can include various fields such as sports, art, music, dance, science, technology and more. The purpose of these activities is to promote personal development, skill development, expression of creativity, social interaction and satisfaction to activities. They play an important role in strengthening interests, talents and holistic development of individual\u27s personality.
136 students from randomly selected elementary schools in Carinthia participated in the research. The results show that students are more involved in school extracurricular activities compared to extracurricular activities of interest. Whereby students are most often involved in sports extracurricular activities.
An important factor that encourages students to engage in extracurricular activities, is one\u27s own interest, which at the same time also represents an important condition for participation in these activities. The students are largely satisfied with the offer of extracurricular activities, but we have observed that they are more satisfied with the offer of after-school extracurricular activities.One consequence of participating in extracurricular activities can also be student overload.
With this we gained an insight into the attendance of interesting activities by students in Carinthia, which can help teachers in their pedagogical work.
Encouraging classroom climate with an emphasis on social and emotional competences of children in the second cycle of primary education
Get PDFV magistrskem delu predstavljamo znanstvena spoznanja na področju razvoja socialnih in čustvenih kompetenc učencev, ki se kažejo skozi razredno klimo in temeljijo na vseživljenjskem učenju. V šoli je treba razvijati socialne in čustvene veščine tako, da vzpostavimo spodbudno učno okolje, s katerim krepimo pozitivno razredno klimo. Pri tem ima pomembno vlogo razrednik. Z akcijskim raziskovanjem smo proučevali razredno klimo 5. razreda, s ciljem ozaveščati učence o pojmih socialne in čustvene pismenosti. Za posamezno delavnico so učenci podali svoje vtise o všečnosti, počutju in ravni sodelovanja na delavnici. Na koncu smo na podlagi izvedbe in evalvacije strategij oblikovali smernice za spodbujanje razredne klime. Ugotovili smo, da so bile večini učencev delavnice všeč, njihovo počutje pa je bilo odvisno od vzdušja v razredu na dan izvajanja posamezne delavnice, pri čemer je večina aktivno sodelovala na vseh delavnicah. Na koncu izvedbe vseh delavnic se razredna klima sicer ni bistveno izboljšala, smo pa ugotovili, da je treba za krepitev socialnih in čustvenih kompetenc učencev izvesti več delavnic v daljšem časovnem obdobju in da k razredni klimi prispeva razrednik s svojim vedenjem in vodenjem razreda.The master thesis presents scientific discoveries in the field of social and emotional competences of children, which are indicated through the classroom climate and based on lifelong learning. In primary school it is necessary to develop social and emotional skills by maintaining a stimulative learning environment which strengthens a positive classroom climate. In this process the class teacher has an important role. By applying the action research, we researched the classroom climate in the fifth grade of primary school with the aim of making children aware of the concepts of social and emotional literacy. For each workshop, the children gave their impressions on their agreeability,
well-being and level of participation in the workshop. Ultimately, based on the execution and evaluation of the strategies, we created guidelines for encouraging classroom climate. We discovered that most children liked the workshops and their well-being depended on the classroom climate on the day of each workshop, wherein most of the children actively participated in all workshops. At the end of all workshops, the classroom climate did not fundamentally change, but we discovered that it is necessary to hold several workshops over a longer period in order to strengthen social and emotional competences and that the teacher\u27s behaviour and classroom management contribute to the classroom climate
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