Timetable > 19.11.2020 > Izzivi učitelja pri delu z nadarjenimi učenci

Parallel sessions II.

Izzivi učitelja pri delu z nadarjenimi učenci
Slovene

Thu 19.11.2020 16:15-17:45
Lecture hall: Room F
Chair: Janja Vozelj
  • Delo z vedenjsko in učno izstopajočimi dijaki – kazen ali izziv?
    Paper
    Practice
    Slovene
    Presenter(s): Helena Pečarič
    Delo z dijaki v nižjem poklicnem izobraževanju je zelo specifično. V oddelku je nekaj dijakov z učnimi težavami, nekaj z vedenjskimi težavami, vedno pa je v skupini tudi kakšen dijak tujec. Učitelj pogosto doživlja delo v takšnem razredu kot kazen, veliko lažje pa je vse skupaj, če tovrstno nalogo sprejmemo kot izziv. V prispevku bom nakazala položaj mladih v sodobni družbi. Predstavila bom pojem izstopajoče vedenje, ki je značilno za to populacijo, ter njihove najpogostejše učne težave. V nadaljevanju bom prikazala izziv, ki sem si ga zastavila, in sicer, da vsak dijak prebere in predstavi svojo knjigo iz mladinske književnosti. Na koncu sledijo ugotovitve in evalvacija. Skozi celoten prispevek se pojavljajo vprašanja in ugotovitve o učiteljevem načinu dela v programu nižjega poklicnega izobraževanja.

    Working with students in short upper secondary vocational education has many specifics. In a class there are several students with learning difficulties, some with behavioural problems, and there’s always one or two from a foreign country. Their teacher often considers working in such a group, as a form of punishment but it’s much easier for us to consider such a task a challenge. In this article I will touch upon the situation of young people in the modern society. I will present the concept of unruly behaviour typical for this population and their most common learning difficulties. Later on I will present the challenge I have taken on, namely, getting each student to read and make a presentation of a youth literature book. Finally, there are conclusions and evaluation. Throughout the article there are questions and findings regarding the teacher’s methods in the short upper secondary vocational education programme.
  • Do we prefer "good" students or those who are aware?
    Paper
    Scientific
    Slovene
    Presenter(s): Janez Perpar
    Teaching is a beautiful profession. Everyone who has chosen to teach has a sense of responsibility and is on a mission to help young people on their path to adulthood. But all too often, we seem to be moulded and constrained by the curricula and expectations of both our government and parents. So what should a »good« teacher be like? I believe they must be brave. In the sense of taking responsibility and stepping out of the framework of expectations (not completely, of course). We should not succumb to the platitude of us being in the classroom primarily to pass the subject matter to our students. Learning for life, building respectful interpersonal relationships and educating critical but responsible individuals – all of these aspects should also guide us. The teacher should retain classroom authenticity, and their actions should be dominated by acceptance, respect and humour. Society does not need hard-working individuals to progress, but rather those who are aware and responsible.
    The work of a teacher damands plenty of communication skills. Unnecesary conflicts can be prevented or resovled easier, with effective and knowledgeable communication. Students need to be heard and given a feeling of understanding and encouragement. Positive climate can be maintained in a class using a responsible and empathic way to converse. Such an approach will enable the students to cooperate with the learning process and will have a feeling of integration. Instructions on how to achieve a respectful relationship with a class of students, as seen from my perspective can be found in the final chapter of this article.
  • Teacher's challenges in the classroom
    Paper
    Practice
    Slovene
    Presenter(s): Janja Vozelj
    As a long-time classroom teacher, I gained a lot of experience in teaching. Modern times require the teacher to constantly develop. In the classroom work, the teacher must be flexible in choosing strategies and approaches and adapting methods to different students in the classroom. Pupils come to school with different backgrounds and they are also very different in character. Some are very adaptable and obedient, some are hyperactive, some pupils are behaviorally very disruptive. In the field of learning, some students are very successful, some are less successful, and still others barely follow learning goals. Some pupils need special treatment. In the meantime, some strangers appear among these diverse children, who you have to treat and work with in a special way. Pupils with learning difficulties are a great challenge for a good and effective teacher, because each individual is different and therefore also needs an individual approach. Pupils from very different families, as well as from different cultural and linguistic backgrounds, come to school. A special group of students are also immigrants (foreign students). These are not children who would have any kind of disorder, yet they are “different”. Slovene is not their mother tongue, so at least at the beginning of school they cannot express their opinions, feelings and emotions, as the language barrier is too great. They move to Slovenia from other countries, mostly from the republics of the former Yugoslavia. Their integration is more or less successful. Some foreign students get involved very quickly, yet others need more time to do so. We need to find a way to approach such a child, how to help him, to prepare adapted differentiated and individualized tasks for him. It is also important that classmates take the child into play, into conversation before and after class and during the breaks, to include him, and even if they do not fully understand him. Of course, they should talk to foreign students as much as possible in the language of instruction, Slovene. Namely, immigrant children should be encouraged to use the Slovene language in various functions and in various activities. Another stimulus for a child's faster understanding of a foreign language is, of course, parents. For a successful progress of a student, there must be as much cooperation as possible between parents and teachers. Motivation, which is an integral part of the quality work of teachers in school, is also of great importance. We can also use any social games or relaxation exercises.