Page 313 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
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Teachers through the Prism of Educational Activity at School
teachers and conflict situations with parents (Butolo 2016). Teachers define
education as the formation of personality, setting boundaries for children,
establishing interpersonal relationships, creating moral principles, learning
proper behaviour, complying with the rules and transmitting values. The
task of teachers is to be aware of the standpoints and values of pupils, and
that they are responsible for them to some extent, because the teacher’s be-
haviour, ways of reacting in the classroom, the teacher’s own standpoints
have influence on the formation of values (Polak in Razdevšek-Pučko 1995).
Teachers educate children in accordance with the generally accepted values,
such as: honesty, fairness, respect, tolerance, acceptance of diversity, equal-
ity, empathy, cooperation, team work, solidarity, interculturalism, peer help
and nonviolent problem solving (Butolo 2016).
Resman (2007) highlights school’s educational strength, which emphasizes
the mutual life of teachers and pupils on school premises in relation to the
values that each of them brings from their environments in their own ways to
the common area. It is essential here to establish relationships of successful
cooperation, which is so important in teaching and forming a person.
Interpersonal communication between teachers and pupils is part of ev-
eryday life, not only information is exchanged through it, but also interper-
sonal relations are defined through it and it is therefore important how a
message is transmitted. When teachers discipline, they not only deliver infor-
mation about the expected behaviour to pupils, but reflect also their attitude
towards them, which can be (dis)respectful, (dis)trustful. The teacher shows
with the attitude towards pupils whether the he/she supports the autonomy
of pupils and whether he/she encourages self-discipline and responsibility
(Lewis 2001 in Pšunder 2005).
Teachers strongly emphasize that upbringing is primarily the parent task in
which they are willing to help, if parents accept this help. Parents’ upbringing
is only complemented and upgraded at school.
It seems that teachers educate intuitively as they are all aware that their
work is more than just education, but they have not precisely defined the
‘more.’ They accept various fragments of education in the educational frame-
work of their own activities (role model, disciplining, transmitting values,
rules of behaviour, teaching of interactions . . .), depending on the individual.
Teachers prepare for the transmission of educational contents according to
the curriculum, which contain a number of educational tasks, but they mostly
do not count this part or class to education and they believe that they do not
prepare specifically for it. Disciplining is often the first association of teachers
to education.
313
teachers and conflict situations with parents (Butolo 2016). Teachers define
education as the formation of personality, setting boundaries for children,
establishing interpersonal relationships, creating moral principles, learning
proper behaviour, complying with the rules and transmitting values. The
task of teachers is to be aware of the standpoints and values of pupils, and
that they are responsible for them to some extent, because the teacher’s be-
haviour, ways of reacting in the classroom, the teacher’s own standpoints
have influence on the formation of values (Polak in Razdevšek-Pučko 1995).
Teachers educate children in accordance with the generally accepted values,
such as: honesty, fairness, respect, tolerance, acceptance of diversity, equal-
ity, empathy, cooperation, team work, solidarity, interculturalism, peer help
and nonviolent problem solving (Butolo 2016).
Resman (2007) highlights school’s educational strength, which emphasizes
the mutual life of teachers and pupils on school premises in relation to the
values that each of them brings from their environments in their own ways to
the common area. It is essential here to establish relationships of successful
cooperation, which is so important in teaching and forming a person.
Interpersonal communication between teachers and pupils is part of ev-
eryday life, not only information is exchanged through it, but also interper-
sonal relations are defined through it and it is therefore important how a
message is transmitted. When teachers discipline, they not only deliver infor-
mation about the expected behaviour to pupils, but reflect also their attitude
towards them, which can be (dis)respectful, (dis)trustful. The teacher shows
with the attitude towards pupils whether the he/she supports the autonomy
of pupils and whether he/she encourages self-discipline and responsibility
(Lewis 2001 in Pšunder 2005).
Teachers strongly emphasize that upbringing is primarily the parent task in
which they are willing to help, if parents accept this help. Parents’ upbringing
is only complemented and upgraded at school.
It seems that teachers educate intuitively as they are all aware that their
work is more than just education, but they have not precisely defined the
‘more.’ They accept various fragments of education in the educational frame-
work of their own activities (role model, disciplining, transmitting values,
rules of behaviour, teaching of interactions . . .), depending on the individual.
Teachers prepare for the transmission of educational contents according to
the curriculum, which contain a number of educational tasks, but they mostly
do not count this part or class to education and they believe that they do not
prepare specifically for it. Disciplining is often the first association of teachers
to education.
313
