Methods of how primary school teachers cope with adverse behaviour of children at school

Magistrsko delo obravnava vzgojne stile in njihov vpliv na vedenje otrok in ljudi, ki so vključeni oz. prisotni pri vzgoji otrok. Predstavljeno je, kako družina, vrstniki, okolje in šola vplivajo na oblikovanje osebnosti otroka. Veliko strokovnjakov meni, da ima družina izjemno velik vpliv na vedenje in osebnost posameznika, saj, ta veliko časa predstavlja otrokovo prevladujoče okolje. Vse te okoliščine in vplivi pa imajo vpliv tudi na oblikovanje posameznikove osebnosti. V magistrskem delu so najprej je predstavljeni družina, njen vpliv, vzgoja in vrste družin. V nadaljevanju so opredeljeni vzgojni stili. Nato je predstavljen tudi pomen komunikacije, ki predstavlja izjemno vlogo pri delovanju družine. Natančneje so opisani vplivi vrstnikov in šole, sodelovanje med učitelji in starši ter predvsem vloga učitelja, kar je zelo velikega pomena za otrokovo uspešnost in razvoj tudi v šoli. Zaradi pomena razumevanja vzgojnega stila družine s strani učiteljev smo se odločili za preučevanje poznavanja vzgojnih stilov učiteljev razrednega pouka in povezave med vzgojnimi stili ter vedenjem otrok v šoli. Zanimalo nas je, kako se učitelji spopadajo z neželenim vedenjem otrok v šoli, v kolikšni meri upoštevajo vzgojni stil družine in kako po njihovem mnenju vpliva vzgojni stil družine na vedenje otrok v šoli. V raziskavi je sodelovalo 12 učiteljic razrednega pouka. Rezultati kažejo, da učiteljice v šoli večinoma ne uporabljajo enakega vzgojnega stila, kot ga uporabljajo pri svojih otrocih doma. Veliko učiteljic meni, da je situacija v šoli in doma različna, zato se tudi uporaba vzgojnih stilov razlikuje. Večinoma vzgojni stil družine, iz katere prihaja otrok, učiteljic ne zanima, čeprav se zavedajo, da je otrokovo vedenje odvisno od vzgoje doma. Nekatere učiteljice so zelo zainteresirane za poznavanje vzgojnih stilov družine otrok, saj so mnenja, da na tak način lažje razumejo, zakaj prihaja do določene vrste vedenja in kako se s tem spopasti. Informacije o vzgojnem stilu pridobijo predvsem od staršev, nekaj pa tudi od otrok preko neformalnega pogovora. Zanimajo jih predvsem metode, s katerimi starši obvladujejo neželeno vedenje doma. Učiteljice poznajo vzgojne stile predvsem za problematične učence, saj se jim zdi poznavanje vzgojnih stilov za neproblematične učence nepotrebno. Pri svojem delu se učiteljice najpogosteje srečujejo z lažjimi oblikami neželenega vedenja, občasno pa se pojavljajo tudi težje oblike. Veliko težavo jim predstavlja psihično nasilje, ki je v veliko primerih prikrito. Večinoma se neželena vedenja pojavljajo vsakodnevno, pri nekaterih učencih bolj, pri drugih manj, pri nekaterih pa sploh ne. Večina učiteljic meni, da je pogostost pojavljanja neželenega vedenja nespremenjena v primerjavi z začetkom njihove kariere. Tiste učiteljice, ki opažajo spremembe, jih pripisujejo predvsem vzgoji doma in svoji neizkušenosti na začetku kariere. Rezultati kažejo, da sta najpogostejša vzroka za nastanek neželenih vedenj predvsem vzgoja doma in vpliv moderne tehnologije. Vse učiteljice pri reševanju težav postavljajo na prvo mesto učenca kot posameznika, nato pa upoštevajo še druge okoliščine. V pogovor so v prvi vrsti vključeni učenec ali učenci in učiteljica, po potrebi pa se v pogovor vključijo tudi starši in drugi. Večinoma so starši v pomoč pri reševanju težav, najdejo pa se tudi takšni, ki zaradi pretirano zaščitniškega odnosa do otroka niso pripravljeni sodelovati z učiteljicami. Učiteljice večinoma ne poznajo vzgojnega stila družine in ga tudi ne upoštevajo pri reševanju težav v šoli. Večinoma se odločajo na podlagi svoje presoje, kazni pa določajo glede na stopnjo in pogostost prekrška. Učiteljicam, ki poznajo vzgojni stil družine, so informacije o ukrepih v veliko pomoč pri razumevanju vedenja, poznavanja vzgojnega stila pa ne upoštevajo pri kaznovanju in nagrajevanju, ampak se odločijo po lastni presoji.This paper deals with educational approaches and their influence on children\u27s behaviour, with people that take part in children\u27s education process, a family\u27s influence on the development of the child\u27s personality and how all of the above is influenced by children\u27s peers, their environment and school. Many experts believe that a child\u27s family has a strong influence on his or her behaviour and personality since, for a long period of time, it represents the child\u27s primary environment. All of these circumstances and influences also have a strong impact on the formation of a child\u27s personality traits. This paper first researches the child\u27s family, its influence, education and types of families. It also defines different educational approaches and the importance of communication, which is of the utmost importance for a functional family. It then provides details on the role of a child\u27s peers, school, cooperation between teachers and parents and particularly the role of the teacher – which is extremely important for a child\u27s success and development. Since it is important for teachers to grasp the concept of a family\u27s educational approach, we decided to closely examine the educational approaches of elementary education teachers and the correlation between these educational approaches and children\u27s behaviour in school. Our goal was to identify how teachers deal with undesirable behaviour of children in school, to what degree do they take the educational approach of a child\u27s family into consideration and how they feel the family\u27s educational approach influences the child\u27s behaviour in school. 12 teachers of elementary education took part in our research. The results of our investigation show that the educational approaches in school and home usually differ. A number of the teachers feel that the situation in school is different than the one home, which is why another approach is necessary. The overwhelming majority of teachers does not take an interest in the educational approach of a child\u27s family, even though they are aware of its influence on a child\u27s behaviour. On the other hand, some teachers do take interest in it since they feel this enables them to understand certain types of behaviour and how to deal with it. They mostly acquire the necessary information from the child\u27s parents, but also by talking to the child in question in an informal manner. They are usually interested in the methods that parents use to restrict the unwanted behaviour at home. Teachers are mostly acquainted with educational approaches for troublesome pupils since knowing the educational approaches for model students is – in their opinion – not necessary. Teachers usually come across mild variants of unwanted behaviour, but sometimes they deal with more troublesome behaviour as well. Psychological violence, which can easily go unnoticed, presents a significant problem. Unwanted behaviour usually appears on a daily basis, depending on the student. Many teachers believe that the frequency of such behaviour has not changed since the beginning of their career. The teachers that did notice some changes in the frequency believe these are due to the child\u27s upbringing and their own inexperience at the beginning of their career. The results of our research show that the most common reasons for unwanted behaviour is a child\u27s upbringing and the influence of modern technology. All of the teachers included in our research first and foremost consider the child as an individual, it is only later that they take all of the other circumstances into consideration as well. They first talk to the troublesome pupil or pupils, if necessary, parents join the conversation. Parents generally help with solving problems, but some of them are overprotective and present an obstacle to finding a solution