Pojav neželenega vedenja učencev in strategije učiteljev za preprečevanje ter spoprijemanje z njim v nižjih razredih osnovne šole : magistrsko delo

Grašič, Sara

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Title:	Pojav neželenega vedenja učencev in strategije učiteljev za preprečevanje ter spoprijemanje z njim v nižjih razredih osnovne šole : magistrsko delo
Authors:	ID Grašič, Sara (Author) ID Košir, Katja (Mentor) More about this mentor...
Files:	MAG_Grasic_Sara_2022.pdf (2,19 MB) MD5: 3A50617455A66ED8C70588954022797B
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	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.
Keywords:	neželeno vedenje, pozno otroštvo, vodenje razreda, inkluzija, strategije
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	[S. Grašič]
Year of publishing:	2022
Number of pages:	1 spletni vir (1 datoteka PDF (X, 154 str.))
PID:	20.500.12556/DKUM-82025
UDC:	37.015.3(043.2)
COBISS.SI-ID:	120316419
Publication date in DKUM:	09.09.2022
Views:	925
Downloads:	284
Metadata:
Categories:	PEF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	30.06.2022

Secondary language

Language:	English
Title:	The occurance of unwanted behaviour of pupils and strategies of teachers for preventing and managing it in lower grades in primary school
Abstract:	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.
Keywords:	unwanted behaviour, late childhood, classroom management, inclusion, strategies

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