Teacher\u27s anger expressionin a classroom and educational and social-emotional aspects of teaching

V razredu učitelji doživljajo in izražajo različna čustva. Teoretične in empirične ugotovitve domačih in tujih raziskav kažejo, da učiteljeva čustva v razredu pomembno vplivajo na učenčevo motiviranost za učenje, na kakovost medsebojnih odnosov in na razredno klimo. Med najpogostejšimi čustvi, ki jih učitelji doživljajo in izražajo v odnosu do učencev, je tudi jeza. Pri učiteljih se jeza najpogosteje sproži kot odziv na učenčevo vedenje, ki ga učitelji ocenijo kot neustrezno. V znanstveni literaturi nismo zasledili raziskave, v kateri bi avtorji ugotavljali, kako je izražanje jeze učiteljev četrtih in petih razredov devetletnih osnovnošolskih programov povezano s pedagoškimi in socialno-čustvenimi vidiki poučevanja, zato smo se odločili, da bomo omenjeno področje preučili, tako z vidika zaznavanja učiteljev kot tudi z vidika zaznavanja učencev. V empirični raziskavi je sodelovalo 100 učiteljev 4. in 5. razredov ter 1552 njihovih učencev iz različnih osnovnih šol po Sloveniji. Podatke smo zbirali z več različnimi avtorsko oblikovanimi anketnimi vprašalniki. Zanimalo nas je, kakšna so prepričanja učencev in učiteljev o izražanju učiteljeve jeze, kateri dejavniki in situacije sprožajo jezo pri učiteljih, na kakšne načine učitelji jezo v razredu izražajo, katere cilje želijo učitelji s posameznimi načini izražanja jeze doseči v odnosu do učencev in v kakšnem medsebojnem odnosu so te spremenljivke z različnimi pedagoškimi in socialno-čustvenimi vidiki poučevanja. Dobljeni rezultati kažejo, da se učitelji najbolj strinjajo, da se učenci od njih učijo, kako naj tudi sami izražajo jezo, učenci pa se največkrat strinjajo, da se učitelji smejo razjeziti samo takrat, ko imajo za to utemeljene razloge. Tako učitelji kot njihovi učenci zaznavajo, da se učitelji zaradi neustreznega vedenja učencev v povprečju redkokatero šolsko uro jezijo. Učenci menijo, da se učitelji v povprečju redko jezijo zaradi dejavnikov in situacij, ki izhajajo iz njihovega lastnega vedenja in osebnosti, učitelji pa so zase v povprečju mnenja, da se zaradi slednjega nikoli ne jezijo. Tako učitelji kot učenci zaznavajo, da se učitelji pri pouku jezijo na asertivni način, to je tako, da npr. ob svoji jezi opredelijo razloge zanjo in učencem povedo, kako se počutijo. Oboji menijo, da se na tak način v povprečju razjezijo skoraj vsako šolsko uro, na agresivni način – tako, da iz jeze vpijejo, grozijo, grdo gledajo idr. – pa v povprečju menijo, da se jezijo redkokatero šolsko uro. Po mnenju učencev želijo učitelji z izražanjem svoje jeze navzven pri učencih doseči predvsem spremembo njihovega vedenja. Učitelji navajajo, da v situacijah doživljanja jeze z različnimi pristopi poleg spremembe vedenja učencev skušajo doseči tudi bolj kompleksne spremembe, kot npr. spodbuditi učenčevo ozaveščanje, razumevanje in občutenje konkretne situacije. Manj kot so učitelji prepričani, da izražanje jeze pred učenci ni primerno, da bi morali svojo jezo učencem utemeljiti ali da s svojo jezo lahko slabo vplivajo nanje, pogosteje tudi zaznavajo, da npr. hvalijo in spodbujajo učence pri delu, jim predstavijo kriterije ocenjevanja, vključujejo njihove ideje pri delu v razredu ipd. Pogosteje kot učitelji pri sebi prepoznajo jezo iz različnih razlogov (npr. zaradi medsebojnega prepiranja učencev, lastne slabše pripravljenosti na pouk), redkeje prepoznavajo pozitivne značilnosti svojega vodenja učne ure (npr. razumljivo razlagajo učno snov ali pa učencem omogočijo dodatno pojasnilo učne snovi). Učitelji, ki pogosteje pri sebi zaznavajo, da se jezijo na asertivni način, v skladu z rezultati te empirične študije pogosteje zaznavajo pozitivne vidike poučevanja. Učitelji, ki se pogosteje jezijo na agresivni način, pa pri sebi pogosteje zaznavajo nekatere negativne vidike poučevanja (npr. da pogosteje opozarjajo učence, da oni vodijo delo v razredu ali pa opominjajo učence za vsako malenkost). Empirične raziskave izpostavljajo pomen profesionalne refleksije v procesu preoblikovanja prepričanj učiteljev o izražanju jeze v razredu. Primernejše uravnavanje jeze je pri učiteljih mogoče predvsem z večjo čustveno samokontrolo in s spremembo načina odzivanja v različnih situacijah, ki jezo pri učitelju sprožajo. V izobraževalnih institucijah bi bilo v ta namen smiselno uvesti različna izobraževanja, namenjena tako študentom kot učiteljem v praksi, ki bi temeljila na oblikovanju in razvijanju veščin asertivnega izražanja jeze v razredu in na kritičnem (samo)reflektiranju neustreznih odzivov v tovrstnih situacijah.Teachers experience and express different emotions in the classroom. Theoretical and empirical findings of research in Slovenia and elsewhere show that teachers’ emotions in the classroom have a significant impact on learners’ motivation for learning, the quality of their relations and the classroom climate. Anger is among the most common emotions that teachers experience and express in relation to pupils. Teachers’ anger is most often triggered by pupils’ behavior that teachers consider inappropriate. We have found no study in the literature that would examine the correlations between how teachers of fourth and fifth grades of nine-year elementary school programs express anger and the pedagogical, as well as social and emotional aspects of teaching. Based on this, we decided to study the subject, both in terms of teachers’ self-perception and the perception by pupils. The empirical research included 100 teachers of 4th and 5th grades from different primary schools in Slovenia and 1552 of their pupils. Data were collected using a number of own questionnaires. The survey covered the views of both teachers and pupils on teachers’ anger, which factors and situations cause anger among teachers, how teachers express anger in the classroom, what teachers want to achieve with different ways of expressing anger with respect to pupils, and how all these variables relate to different pedagogical, as well as social and emotional aspects of teaching. The results of the survey show that teachers agree most strongly that pupils learn from them how to express anger, while pupils agree the most that a teacher should be angry only when he or she has a valid reason. Both teachers and their pupils perceive that on average teachers rarely get angry due to pupils’ inappropriate behavior. Pupils also believe that sometimes although rarely teachers get angry due to factors and situations resulting from their own behavior and personality, while teachers, on average, think they never get angry because of their own traits. Both teachers and pupils said teachers express anger in an assertive manner, for example clearly defining the reasons for their anger, telling pupils how they feel, etc. Moreover, both consider this type of anger to be present in almost every class session. On the other hand, anger is, on average, rarely expressed in an aggressive manner, i.e. by yelling angrily, threatening, or giving angry looks. According to pupils, teachers express anger in order to achieve a change in pupils’ behavior. Teachers state that, in addition to changing pupils’ behavior, their different approaches in expressing anger are also aimed at more complex changes, such as encouraging pupils’ awareness, understanding and getting a sense of a concrete situation. The less teachers believe that expressing anger in front of pupils is inappropriate, that they need to justify their anger to pupils, or that their anger is a bad influence, the more they think they do things such as lauding and encouraging their pupils, clearly presenting grading criteria, including pupils’ ideas in class work, etc. The more teachers notice their own anger for different reasons (e.g. pupils quarreling, their own lack of preparation for class), the fewer positive aspects of how they conduct classes they see (e.g. teaching in a way that is easy to understand, allowing the chance to give additional explanations). The results of this empirical study further indicate that teachers who said they more commonly express their anger in an assertive way also see the positive aspects of their teaching more often. On the other hand, the teachers who more often express anger in an aggressive way also found more negative aspects in their teaching (e.g. they give pupils strict warnings more often, they manage all the work in class, or they remind pupils of every detail). Research findings indicate that professional reflection can be an effective tool in transforming teacher’s views on anger. Teachers can achieve better anger management above all with a high level of emotional self-control and by changing the way they respond to situations that make them angry. In educational institutions, it would be reasonable to introduce special training for students and in-service teachers to acquire and develop skills for expressing anger in an assertive manner, based on critical (self)reflection of inappropriate responses in such situations