Page 23 - Spodbujanje učinkovitega učenja: zbornik povzetkov strokovne konference
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ja Vidic Vzpodbujanje pozitivne klime za učenje in spodbujanje dobrih
Osnovna šola Venclja Perka medsebojnih odnosov
jana.vidic17@gmail.com
V 1. razred osnovne šole vstopajo šest let stari otroci. Njihovo vključevanje v šol-
Zbornik povzetkov strokovne ski proces temelji pretežno na čustveno-socialni ravni. Poučevanje in učenje mora
konference Spodbujanje slediti razvojni stopnji otrok. Zelo pomemben je tudi učni stil učitelja oz. vzgoji-
učinkovitega učenja, telja. Rezultati bodo boljši, če bo učni proces potekal v pozitivni učni klimi in ob
Koper, 26. avgust 2020 vzpostavljanju dobrih medsebojnih odnosov med samimi učenci in prav tako na
Abstracts of the Professional relaciji učenec–učitelj. Če zadostimo osnovnim otrokovim potrebam po čustveni
Conference Developing in socialni bližini, se bomo lažje izognili kasnejšim težavam pri doseganju učnih
Effective Learning, ciljev in disciplinskim težavam. Cilj preučevanja je bil dognati, kako učitelj s svojim
Koper, 26 August 2020 odnosom vpliva na pozitivno, ustvarjalno vzdušje in klimo v razredu. V predstavi-
tvi s posnetki bom predstavila delo v oddelku podaljšanega bivanja v 1. razredu.
Posnetki bodo prikazali načine umirjanja učencev s petjem. Izmišljarije učitelja so
vzpodbudile sproščeno razredno klimo, kar je bila osnova za ustvarjalnost otrok.
Glasba je sprostila napetosti ob učnem delu. Posnetki pokažejo spontano izbiro
dejavnosti, ureditev prostora, rekvizitov ipd., kar vse pripomore, da se učenci do-
bro počutijo. Opazovanje je pokazalo, da so se učenci zelo pozitivno odzivali na
načine učiteljevega usmerjanja, kar se vidi v njihovem izražanju telesne govorice,
mimike, splošnem sproščenem počutju in motiviranosti za delo. Zaključujem, da
mora učitelj spoznati skupino, preizkušati načine dela, da ugotovi, kako jo voditi,
da pride do želenih rezultatov. Videno na posnetkih je rezultat polletnega dela in
ne le enkratne interakcije z učenci.
Ključne besede: učenje, klima, razred, podaljšano bivanje
The Creation of a Positive Learning Environment and Encouraging
Good Interpersonal Relationships
Children enter primary school at the age of six. Their inclusion into the school
process is based mainly on emotional and social levels. Teaching and learning
must therefore follow the developmental stages of the children. The teaching
style of the teacher is an important factor in this equation. Teaching results will
be better if the learning process takes place in a positive environment and care is
taken to establish good interpersonal relationships among the students as well
as between the students and the teacher. If we take care of the child’s basic needs
for emotional and social closeness, then we can more easily avoid problems with
reaching learning goals and with disciplinary issues in later years. The goal of this
research was to find out how the teacher, with his approach and attitude, can
influence the classroom environment in a positive and creative way. The video
clips show my work in the afterschool programme of 1st graders. The clips show
ways of calming students with singing. The teacher’s stories enhance the relaxed
mood in the classroom, which was a good basis for the children’s creativity. The
music relaxed the tensions present during school work. The clips show a spon-
taneous choice of activities, choices in the layout of the classroom and learning
tools, which all contributed to the children’s sense of well-being. The observations
show that the children responded positively to the teaching approach, which can
be seen in their body language, facial expressions, relaxed manner and motiva-
tion for work. The research has led me to believe that the teacher must get to
know the group, and test out different approaches to determine how to conduct
the work in order to achieve the desired result. The video clips show the results
of six months’ work and not only a one-time interaction with the students.
Key words: learning, teaching, classroom environment, after school programme
https://doi.org/10.26493/978-961-293-002-8.21 21
Osnovna šola Venclja Perka medsebojnih odnosov
jana.vidic17@gmail.com
V 1. razred osnovne šole vstopajo šest let stari otroci. Njihovo vključevanje v šol-
Zbornik povzetkov strokovne ski proces temelji pretežno na čustveno-socialni ravni. Poučevanje in učenje mora
konference Spodbujanje slediti razvojni stopnji otrok. Zelo pomemben je tudi učni stil učitelja oz. vzgoji-
učinkovitega učenja, telja. Rezultati bodo boljši, če bo učni proces potekal v pozitivni učni klimi in ob
Koper, 26. avgust 2020 vzpostavljanju dobrih medsebojnih odnosov med samimi učenci in prav tako na
Abstracts of the Professional relaciji učenec–učitelj. Če zadostimo osnovnim otrokovim potrebam po čustveni
Conference Developing in socialni bližini, se bomo lažje izognili kasnejšim težavam pri doseganju učnih
Effective Learning, ciljev in disciplinskim težavam. Cilj preučevanja je bil dognati, kako učitelj s svojim
Koper, 26 August 2020 odnosom vpliva na pozitivno, ustvarjalno vzdušje in klimo v razredu. V predstavi-
tvi s posnetki bom predstavila delo v oddelku podaljšanega bivanja v 1. razredu.
Posnetki bodo prikazali načine umirjanja učencev s petjem. Izmišljarije učitelja so
vzpodbudile sproščeno razredno klimo, kar je bila osnova za ustvarjalnost otrok.
Glasba je sprostila napetosti ob učnem delu. Posnetki pokažejo spontano izbiro
dejavnosti, ureditev prostora, rekvizitov ipd., kar vse pripomore, da se učenci do-
bro počutijo. Opazovanje je pokazalo, da so se učenci zelo pozitivno odzivali na
načine učiteljevega usmerjanja, kar se vidi v njihovem izražanju telesne govorice,
mimike, splošnem sproščenem počutju in motiviranosti za delo. Zaključujem, da
mora učitelj spoznati skupino, preizkušati načine dela, da ugotovi, kako jo voditi,
da pride do želenih rezultatov. Videno na posnetkih je rezultat polletnega dela in
ne le enkratne interakcije z učenci.
Ključne besede: učenje, klima, razred, podaljšano bivanje
The Creation of a Positive Learning Environment and Encouraging
Good Interpersonal Relationships
Children enter primary school at the age of six. Their inclusion into the school
process is based mainly on emotional and social levels. Teaching and learning
must therefore follow the developmental stages of the children. The teaching
style of the teacher is an important factor in this equation. Teaching results will
be better if the learning process takes place in a positive environment and care is
taken to establish good interpersonal relationships among the students as well
as between the students and the teacher. If we take care of the child’s basic needs
for emotional and social closeness, then we can more easily avoid problems with
reaching learning goals and with disciplinary issues in later years. The goal of this
research was to find out how the teacher, with his approach and attitude, can
influence the classroom environment in a positive and creative way. The video
clips show my work in the afterschool programme of 1st graders. The clips show
ways of calming students with singing. The teacher’s stories enhance the relaxed
mood in the classroom, which was a good basis for the children’s creativity. The
music relaxed the tensions present during school work. The clips show a spon-
taneous choice of activities, choices in the layout of the classroom and learning
tools, which all contributed to the children’s sense of well-being. The observations
show that the children responded positively to the teaching approach, which can
be seen in their body language, facial expressions, relaxed manner and motiva-
tion for work. The research has led me to believe that the teacher must get to
know the group, and test out different approaches to determine how to conduct
the work in order to achieve the desired result. The video clips show the results
of six months’ work and not only a one-time interaction with the students.
Key words: learning, teaching, classroom environment, after school programme
https://doi.org/10.26493/978-961-293-002-8.21 21
