Rewards and punishments in various forms of basic school education

V teoretičnem delu so predstavljeni vidiki, ki učitelja usmerjajo k odločitvi za vrsto nagrajevanja in kaznovanjato so vzgojni stili, tehnike vodenja razreda, postavljanje mej ter druge učiteljeve kompetence. Obravnavane so različne tehnike nagrajevanja in kaznovanja. Predstavljene so tudi osnove montessori pedagogike, njen pogled na nagrajevanje in kaznovanje ter nekaj izhodišč o šolanju na domu v Sloveniji, saj se naloga osredotoča na analizo podobnosti in razlik v uporabi nagrad in kazni pri različnih načinih šolanja šoloobveznih otrok. V empiričnem delu je na podlagi polstrukturiranih intervjujev predstavljeno, kako se nagrajevanje in kaznovanje razlikuje glede na obliko izobraževanjaprimerjava, podobnosti in razlike odgovorov učiteljev, ki poučujejo v javni osnovni šoli, Montessori osnovni šoli ter učiteljev, ki poučujejo v skupnosti, kjer imajo učenci urejen status izobraževanja na domu. V raziskavo je bilo vključenih osem učiteljev. Rezultati so pokazali, da imajo učitelji iz našega vzorca v javnih osnovnih šolah zastavljenih več pravil, katera postavljajo skupaj z učenci, medtem ko imajo učitelji v šolah, kjer poučujejo po Montessori pedagogiki pravil manj, so vnaprej zastavljena in bolj splošno oblikovana. Večina učiteljev iz vzorca ima vnaprej zastavljen načrt nagrajevanja in kaznovanja. Učitelji, ki poučujejo po montessori pedagogiki, namesto nagrad in kazni uporabljajo metodo naravnih posledic, pri kateri izhajajo iz posameznika in situacije, zato so tudi bolj prilagodljivi. Zaradi istega razloga kazni in nagrade izrekajo tam, kjer se je dejanje izvršilo, medtem ko jih učitelji javnih šol izrekajo izključno pred sovrstniki. V nagrajevanje in kaznovanje vključujeta starše v največji meri učitelja, ki poučujeta v skupnosti, kjer imajo učenci urejen status šolanja na domu. Ugotovitve kažejo, da nihče izmed intervjuvancev ne uporablja metode žetoniranja. Pojmovanje graje kot kazni in pohvale kot nagrade se od učitelja do učitelja razlikuje, prav tako se razlikuje mnenje o pomembnosti nagrade in kazni v razredu. Vsi učitelji pa so bili enotnega mnenja, da je pomembno, da v razredu prevladuje pozitivno vzdušje.The theoretical part presents the aspects that guide the teacher towards deciding on the type of rewards and punishments, which include educational styles, class management techniques, boundary settings and other teacher competencies. Various techniques of rewarding and punishing are considered. The thesis presents the fundamentals of Montessori pedagogy, its view on rewarding and punishing, and some aspects of homeschooling in Slovenia, since the focus of this thesis is on the analysis of the similarities and differences in using rewards and punishments in various ways of schooling school-aged children. Based on semi-structured interviews, the empirical part presents how rewarding and punishing differs based on the type of educationthe comparison, similarities and differences in the answers of teachers that teach in public basic school, Montessori basic school, and teachers who teach in a community where the pupils have a homeschooling status. The research includes eight teachers. The results have shown that the teachers from our public school sample have more rules in place, which they make together with the pupils, while the teachers in schools that teach by the Montessori pedagogy have fewer rules, which are structured in advance, and are more generally shaped. The majority of teachers from our sample have a reward and punishment plan structured ahead. The teachers who teach by the Montessori pedagogy instead of rewards and punishments use the method of natural consequences that comes from an individual and specific situation, which is why they are more adaptable. This is also the reason why they give out punishments and rewards at the place of the incident, while the public school teachers give them out only in front of peers. The teachers who teach in the homeschooling community are the ones who include the parents in the process of rewarding and punishing the most. The findings suggest that none of the interviewees use the token system. The notion of scolding as punishment and praise as reward differs from teacher to teacher, as well as a difference in opinion of the importance of a reward and punishment system in the classroom. All teachers, however, were of the same opinion that it is important for a positive atmosphere to prevail in the classroom