Page 314 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 314
ja Krajnčan and Andreja Butolo
Juriševič (1999) also establishes that teachers are aware of their roles in
shaping the child’s personality. We can also agree with the fact that teach-
ers solve specific pedagogical situations on the basis of intuitive and com-
mon sense principles, which are largely conditioned by personal experience
and individual pieces of information from seminars within the framework of
vocational training.
The teachers at the class level strive for clear rules and coordinate them
with the parents, because they have to teach the children appropriate social
interactions in a completely new environment. Considering that they under-
stand education also as their mission, we can conclude that they are aware of
their educational activities a little more than subject teachers. Subject teach-
ers expect appropriate behaviour from pupils and they find any dealing with
educational issues unnecessary, blaming their parents and the school sanc-
tion policy for it (Butolo 2016).
In the Journal of Elementary Education Jernej Kovač (2009) establishes that
partner cooperation of the school and parents, on which mutual trust and re-
spect are built, the consideration of each other and individuality, is necessary
for pupils’ optimal educational success. He also emphasizes that the quality
of this cooperation depends not only on the expectations, standpoints and
experiences of parents, but also on the knowledge and skills of teachers. It is
necessary to overcome the attitude that involving parents in the educational
process means the execution of teachers’ instructions, and to establish the
relationship of participating in decision-making. Teachers should be aware
that this cooperation is essential and that a genuine and personal relation-
ship needs to be established with parents through the formal and informal
forms of cooperation. Forms of cooperation are also an integral part of ed-
ucational documents and programmes, constant communication between
teachers/school and parents is important, and not only upon the occurrence
of problems. At that time, parents enter the communication burdened. Juul
(2014, 16) also writes that it is necessary to persist in these situations and seek
solutions: ‘It is not a pleasant, considerate attitude, but the attitude that is
able to bear also conflicts and crises, and the teachers must assume the lead-
ership role.’
Solving the problem of education is an urgent condition for educational
effectiveness. Children do not know the self-evident acceptance of institu-
tional rules, and for this reason they should get used to them by experiencing
them in the school community where more individuals live, and they need to
be reasonably justified. The teacher should present the requirements clearly
and concisely, and where possible, the rules should be formed together with
314
Juriševič (1999) also establishes that teachers are aware of their roles in
shaping the child’s personality. We can also agree with the fact that teach-
ers solve specific pedagogical situations on the basis of intuitive and com-
mon sense principles, which are largely conditioned by personal experience
and individual pieces of information from seminars within the framework of
vocational training.
The teachers at the class level strive for clear rules and coordinate them
with the parents, because they have to teach the children appropriate social
interactions in a completely new environment. Considering that they under-
stand education also as their mission, we can conclude that they are aware of
their educational activities a little more than subject teachers. Subject teach-
ers expect appropriate behaviour from pupils and they find any dealing with
educational issues unnecessary, blaming their parents and the school sanc-
tion policy for it (Butolo 2016).
In the Journal of Elementary Education Jernej Kovač (2009) establishes that
partner cooperation of the school and parents, on which mutual trust and re-
spect are built, the consideration of each other and individuality, is necessary
for pupils’ optimal educational success. He also emphasizes that the quality
of this cooperation depends not only on the expectations, standpoints and
experiences of parents, but also on the knowledge and skills of teachers. It is
necessary to overcome the attitude that involving parents in the educational
process means the execution of teachers’ instructions, and to establish the
relationship of participating in decision-making. Teachers should be aware
that this cooperation is essential and that a genuine and personal relation-
ship needs to be established with parents through the formal and informal
forms of cooperation. Forms of cooperation are also an integral part of ed-
ucational documents and programmes, constant communication between
teachers/school and parents is important, and not only upon the occurrence
of problems. At that time, parents enter the communication burdened. Juul
(2014, 16) also writes that it is necessary to persist in these situations and seek
solutions: ‘It is not a pleasant, considerate attitude, but the attitude that is
able to bear also conflicts and crises, and the teachers must assume the lead-
ership role.’
Solving the problem of education is an urgent condition for educational
effectiveness. Children do not know the self-evident acceptance of institu-
tional rules, and for this reason they should get used to them by experiencing
them in the school community where more individuals live, and they need to
be reasonably justified. The teacher should present the requirements clearly
and concisely, and where possible, the rules should be formed together with
314
