20.500.12556/DKUM-82025 Pojav neželenega vedenja učencev in strategije učiteljev za preprečevanje ter spoprijemanje z njim v nižjih razredih osnovne šole magistrsko delo The occurance of unwanted behaviour of pupils and strategies of teachers for preventing and managing it in lower grades in primary school V magistrskem delu je naslovljen problem pojavljanja neželenega vedenja v nižjih razredih osnovne šole ter predstavljeni odzivi učiteljev nanje in strategije, ki jih uporabljajo za preprečevanje neželenega vedenja ter strategije, ki jih uporabljajo, ko se neželeno vedenje že pojavi. Namen magistrskega dela je bil tudi raziskati zaznave učiteljev glede pojavnosti neželenega vedenja pri učencih, ki imajo usmeritve v primerjavi z učenci brez usmeritev. Neželeno vedenje se lahko pojavlja zaradi različnih dejavnikov, ti lahko izvirajo iz bioloških osnov, družine, šole ali vpliva vrstnikov. Velik vpliv na pojav neželenega vedenja ima učitelj s svojim stilom vodenja razreda. Pomemben je tudi odnos, ki se razvije med učiteljem in njegovimi učenci. Neželeno vedenje je pogosto povezano z nezmožnostjo samouravnavanja lastnega vedenja, ki je posledica pomanjkanja empatije, slabe samopodobe in občutka nesprejetosti učenca, zato je pomembno, da učitelji v pouk vnašajo elemente socialnega učenja. Raziskava, ki smo jo izvedli s pomočjo intervjuja sedmih učiteljic, ki poučujejo na razredni stopnji, je pokazala, da se učiteljice zavedajo pomembnosti podpornih odnosov znotraj razreda in vnašanja preventivnih ukrepov za preprečevanje neželenega vedenja. Učiteljice v nižjih razredih osnovne šole zaznavajo lažje oblike neželenega vedenja. Raziskava je pokazala, da največ neželenega vedenja zaznavajo pri učencih, ki so usmerjeni kot ADHD ali kot učenci s čustveno-vedenjskimi motnjami. Raziskava njihovega stališča do vključevanja učencev, ki so usmerjeni, je pokazala, da imajo pretežno pozitivna stališča do vključevanja, vendar zaznavajo vsako šolsko leto več odločb o usmeritvah učencev.   The master's thesis addresses the problem of the occurrence of unwanted behaviour in the lower grades of primary school, the teachers' reactions to them, the strategies they use to prevent unwanted behaviour and the strategies they use after unwanted behaviour has occurred. The purpose of the thesis was also to examine teachers' perceptions regarding the occurrence of unwanted behaviour in pupils with a SEN Guidance Decision compared to pupils without it. Unwanted behaviour can occur as a result of different factors influencing the child and stimulating the occurrence of unwanted behaviour. These factors can stem from the biological basis, the family, school or peer influence. The teacher has a major impact on the occurrence of unwanted behaviour through his/her classroom management style and the preventive measures he/she is introducing into classroom management. Unwanted behaviour is often connected with the inability to self-regulate one's behaviour, which is the result of a lack of empathy, a poor self-image and a feeling of rejection. The survey, which was conducted by interviewing seven female teachers teaching at the primary level, has shown that teachers are aware of the importance of supportive relationships within the class and of the importance of introducing preventive measures for preventing unwanted behaviour. The teachers do detect mild forms of unwanted behaviour in the lower grades of primary school, which nevertheless disrupt the teaching process. The survey has shown that most teachers notice differences in the occurrence of unwanted behaviour between pupils with a SEN Guidance Decision and those without it. They have noticed unwanted behaviour especially in pupils diagnosed with ADHD or pupils with emotional and behavioural disorders. The research into their attitudes towards the inclusion of pupils with a SEN Guidance Decision has shown that they have mostly positive attitudes towards inclusion; but they are noticing a growing number of such decisions each school year. neželeno vedenje pozno otroštvo vodenje razreda inkluzija strategije unwanted behaviour late childhood classroom management inclusion strategies true true false [S. Grašič] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2022-06-30 10:40:24 2022-09-09 07:45:46 2022-09-10 03:10:53 0000-00-00 00:00:00 2022 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (X, 154 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.015.3(043.2) 120316419 MAG_Grasic_Sara_2022.pdf MAG_Grasic_Sara_2022.pdf 1 3A50617455A66ED8C70588954022797B 54d04d06a30edd26620a8cdc2a57ffc3290c16e983692ad1db02cde3644f9dc8 d946dac2-f906-11ec-99d0-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=159089 Pedagoška fakulteta 0 0 0