Kázeň ve škole z pohledu začínajícího učitele na 1. stupni základní školy
Loading...
Date
2018-12-1
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Začínající učitel je definován jako ten, který má sice příslušné vysokoškolské vzdělání apedagogickou způsobilost, chybí mu však pedagogická zkušenost. Začít s pedagogickou praxí není pro většinu absolventů pedagogických fakult jednoduché. Na rozdíl od jiných povolání je učitel od samého začátku praxe postaven sám před žáky a je nucen převzít všechny úkoly, které vyplývají z povahy jeho práce. Nejčastějším problémem, který musí začínající učitel zvládnout, je udržování kázně ve třídě. To není vždy jednoduché a ne každý to dokáže zvládnout. Pokud učitel kázeň ve třídě nezvládá, může to vést k jeho frustraci a dokonce k tomu, že se rozhodne své povolání opustit. Diplomová práce si klade za cíl zjistit, jak je učiteli na prvním stupni základní školy kázeň vnímána, jakými prostředky jí dosahují a jak případné projevy nekázně eliminují. Chce také vyhodnotit efektivitu jednotlivých přístupů pro udržení kázně, které vychází jednak z odborné literatury, jednak z praxe začínajících učitelů. Ke zjištění požadovaných dat používá práce kvantitativní dotazníkovou metodu. Výsledná data jsou analyzována a je provedena jejich následná syntéza. Bylo zjištěno, že i začínající učitelé si dokáží s kázní dobře poradit. Je to nejen otázkou jejich osobnosti a přístupu k žákům, ale také přemýšlení o žácích, jejich potřebách a neustálé hledání cest k dobré kázni. Jedná se o nikdy nekončící proces. Mnoho učitelů používá metody a prostředky, které k dobré kázni vedou. Snaží se své žáky motivovat. Své postupy konzultují s kolegy nebo uvádějícími učiteli. To vše vede k tomu, že díky dobré kázni ve třídě panuje také pozitivní klima a žáci i učitel se podílí na oboustranné spokojenosti.
A novice teacher is defined as the one who, although having an appropriate higher education and pedagogical qualification, is still missing the pedagogical experience. To begin with pedagogical practice is not easy for most of the graduates. Unlike the other professions, the teacher is placed alone in front of the pupils at the very beginning and is supposed to take over all the tasks, that results from the nature of her work. The most frequent problem the novice teacher needs to deal with, is keeping the discipline in the class. It isn't always easy and not everyone can handle it. If the teacher cannot manage the discipline in the class, it might lead into her frustration that can even lead into the decision to leave the teaching profession. This thesis establishes a goal to find out how is the class discipline perceived by the teachers in a primary school, what measures do they use to reach the discipline, and how do they eliminate possible manifestations of indiscipline. It also wants to evaluate efficiency of each single approach to keeping the discipline based on the professional literature and practice of the novice teachers. To collect data, quantitative questionnaire method is used. Result data analysis is followed by the synthesis of the data. It was found out even novice teachers can handle the discipline. The success of the class discipline depends not only on the teacher's personality and approach towards pupils, but also on teacher's ability to think about the pupils, think about their needs and on the never-ending journey of finding better ways of discipline. Many teachers use methods and measures, which lead to good discipline. They are endeavouring to motivate their pupils. They consult their methods with their colleagues or introducing teachers. As a result of the good class discipline there is a good atmosphere in the classroom and pupils and the teacher both create a satisfying environment.
A novice teacher is defined as the one who, although having an appropriate higher education and pedagogical qualification, is still missing the pedagogical experience. To begin with pedagogical practice is not easy for most of the graduates. Unlike the other professions, the teacher is placed alone in front of the pupils at the very beginning and is supposed to take over all the tasks, that results from the nature of her work. The most frequent problem the novice teacher needs to deal with, is keeping the discipline in the class. It isn't always easy and not everyone can handle it. If the teacher cannot manage the discipline in the class, it might lead into her frustration that can even lead into the decision to leave the teaching profession. This thesis establishes a goal to find out how is the class discipline perceived by the teachers in a primary school, what measures do they use to reach the discipline, and how do they eliminate possible manifestations of indiscipline. It also wants to evaluate efficiency of each single approach to keeping the discipline based on the professional literature and practice of the novice teachers. To collect data, quantitative questionnaire method is used. Result data analysis is followed by the synthesis of the data. It was found out even novice teachers can handle the discipline. The success of the class discipline depends not only on the teacher's personality and approach towards pupils, but also on teacher's ability to think about the pupils, think about their needs and on the never-ending journey of finding better ways of discipline. Many teachers use methods and measures, which lead to good discipline. They are endeavouring to motivate their pupils. They consult their methods with their colleagues or introducing teachers. As a result of the good class discipline there is a good atmosphere in the classroom and pupils and the teacher both create a satisfying environment.
Description
Subject(s)
učitel, začínají učitel, žák, škola, kázeň, učitelova osobnost, teacher, novice teacher, pupil, school, teachers personality