Fostering a sense of comunity in classroom

When the children are six years of age they enter primary school. In it they are included in the peer group called class or homeroom. Together with their peers, they are gaining a wide variety of skills to help them to participate in the society. Children also need social skills, which are taught in groups at school and in the wider environment. Responses of others that surround the pupil behaviour have an impact on later outcomes in the adulthood. Undergoing the processes, that take place during lessons and breaks, are important for the development of each individual. What are the relationships between classmates is evident through classroom climate and communication between the peers. Particularly important is the connection in homeroom because it contributes to better results for each student. Head of the class plays an important role because the students perceive him/her as a model of behaviour. In each school there is also an outstanding behaviour which is defined by the observer. In the empirical part, I was focused on various forms and definitions of such behaviour. In particular, I was interested in how they see and experience the pupils themselves. I also investigated what influences classmates have to each other and how we can work with the entire class to increase connectivity among the peers within the class community. During the research I have worked with students of the third triad of the secondary school in Pomurje. As data gathering technique I used a free file and based on the written program I developed activities to promote good relations between the classmates. Results showed that the students pay more attention to the negative impact of others on them. However, working with the class contributes to a better climate in the departmental community and thus reduces the negative perception of the behaviour of others