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Title:ODNOS UČITELJEV RAZREDNEGA POUKA DO NEPRIMERNEGA VEDENJA UČENCEV
Authors:ID Kunčić, Suzana (Author)
ID Cugmas, Zlatka (Mentor) More about this mentor... New window
Files:.pdf UN_Kuncic_Suzana_2016.pdf (975,38 KB)
MD5: F9E1F15E721AB2965E20AA08DF1F5677
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Namen diplomskega dela je bil ugotoviti, katera so tista neprimerna vedenja, s katerimi učenci najpogosteje kršijo pravila šolskega reda in katera od teh dejanj so najbolj moteča. Cilj je bil ugotoviti tudi vzroke za pojav neprimernih vedenj (po mnenju učiteljev) in metode oz. pristope, ki jih uporabljajo učitelji ob neprimernem vedenju. Prav tako je bil namen spoznati, ali učenci z neprimernim vedenjem spodbudijo negativna čustva pri učiteljih, katera so ta in kaj vpliva na njihovo izčrpanost. Prvi, teoretični del, predstavljajo teoretična spoznanja različnih avtorjev, drugi, empirični del, je prikaz odnosa učiteljev razrednega pouka do neprimernega vedenja učencev na podlagi anketnega vprašalnika, ki so ga reševali učitelji. Rezultati empirične raziskave so pridobljeni s pomočjo spletnega anketnega vprašalnika, ki je vseboval 8 vprašanj zaprtega tipa in so ga reševali 103 razredni učitelji. Rezultati raziskave so pokazali, da je najbolj moteče vedenje po mnenju anketirancev psihično in fizično nasilje med vrstniki, najpogostejše neprimerno vedenje pa klepetanje. Učitelji menijo, da vzroki neprimernega vedenja izhajajo iz družine. Ob neprimernem vedenju učencev doživljajo učitelji negativna čustva, najpogosteje razočaranje. Neprimerno vedenje vpliva na izčrpanost učiteljev. Pri reševanju neprimernih vedenj učitelji uporabljajo pristope zmernega nadzora, prav tako Glasserjev in Dreikurssov model reševanja neprimernih vedenj učencev.
Keywords:učenci, učitelji, neprimerno vedenje, čustva, pristopi oz. modeli reševanja neprimernih vedenj
Place of publishing:Maribor
Publisher:[S. Kunčić]
Year of publishing:2016
PID:20.500.12556/DKUM-60849 New window
UDC:159.9.019.4-052:37.011.3-051(043.2)
COBISS.SI-ID:22677768 New window
NUK URN:URN:SI:UM:DK:OCYRKSQW
Publication date in DKUM:18.10.2016
Views:2052
Downloads:247
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:ATITUDE OF PRIMARY EDUCATION TEACHERS TOWARD STUDENTS' MISBEHAVIOURS
Abstract:The purpose of this diploma thesis was to determine which inappropriate behavioural attitudes that violate school discipline appear among pupils and which of these actions are the most disturbing. The aim was also to determine the cause of such misbehaviour (according to teachers) and methods and approaches that teachers use on inappropriate behaviour. The main objective was also to realise whether those inappropriate actions encourage negative feelings among teachers and whether they affect teachers’ exhaustion. In the theoretical part there are described theoretical findings of different authors and second, empirical part shows the relation of class teachers towards inappropriate behavioural attitudes based on survey among teachers. The online questionnaire contained 8 closed-type questions and was solved by 103 teachers. The results of the research indicated that the most distracting behaviour is psychological and physical violence among peers and the most frequent misbehaviour is chatting. Teachers think that causes of inappropriate behaviour derive from family. By pupils’ misbehaviour, teachers experience negative emotions, especially disappointment. When solving inappropriate behavioural attitudes teachers use moderate-control approaches, alike Glasser’s and Dreikurs’ model.
Keywords:pupils, teachers, inappropriate behavioural attitudes, feelings, approaches and models of solving inappropriate behaviour


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