Page 315 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 315
Teachers through the Prism of Educational Activity at School
pupils and pupils should be enabled to participate in the creation of life in
the community, and at the same time a part of responsibility for the relation-
ships that exist in their community is handed over to them. A good teacher
is aware that problems are prevented more efficiently than solved, so he has
strategies designed to prevent problems. ‘The best teacher’s preventive ac-
tion in relation to the effectiveness of their educational practices is that he
immediately, before activities, sets up and begins to include them in the net-
work of meanings (teachers’ expectations, pupils’ rights, duties, rules . . .) and
this way prepares place for the Law.’ (Kovač Šebart in Krek 2009, 184)
Violations of school and class rules shall be resolved by disciplinary mea-
sures. These are preventive activities that stimulate the pupil’s self-control.
Disciplining is focused on the creation of a state, which allows the successful
work of pupils and their long-lasting preparation for life. Disciplinary mea-
sures are selected between ‘punishment’ and ‘help.’ When the child is able
to take responsibility for their actions, punishment is more appropriate, but
if the child needs especially protection and he is not developmentally at the
stage of assuming responsibility, he receives professional help.
Conclusion
Social dynamics dictates the restructuring of education, but teachers and
school policy makers strive for the traditional system consistent with human
nature and socialization. It seems that the limited understanding of society
and its dynamics is the reason for too slow restructuring of education. For
now we have new ideals and a school path, which otherwise leads to changes
but still is not compatible with the early socialization of today’s children.
The school policy has also already transformed into a parent-friendly pol-
icy and emphasizes the partner relationship. It tries to cooperate with parents
in several areas in order to surpass the exclusion of parents from the school
community, which includes children with learning and/or behavioural prob-
lems. School counselling service helps in cooperation with these parents, and
teachers also cooperate with it. In this way, the school and the teachers go
beyond the traditional educational system and strive for a culture of coop-
eration and the school as a learning community. Teachers develop in their
approaches, take individual paths, point out the weaknesses of the system,
but still cannot disregard the economic and political system, which weighs
changes for its own benefit. However, they can make aware of the given cir-
cumstances that predict an uncertain future to children, develop their po-
tentials and have influence on the society by developing a responsible, inde-
pendent and critical generation.
315
pupils and pupils should be enabled to participate in the creation of life in
the community, and at the same time a part of responsibility for the relation-
ships that exist in their community is handed over to them. A good teacher
is aware that problems are prevented more efficiently than solved, so he has
strategies designed to prevent problems. ‘The best teacher’s preventive ac-
tion in relation to the effectiveness of their educational practices is that he
immediately, before activities, sets up and begins to include them in the net-
work of meanings (teachers’ expectations, pupils’ rights, duties, rules . . .) and
this way prepares place for the Law.’ (Kovač Šebart in Krek 2009, 184)
Violations of school and class rules shall be resolved by disciplinary mea-
sures. These are preventive activities that stimulate the pupil’s self-control.
Disciplining is focused on the creation of a state, which allows the successful
work of pupils and their long-lasting preparation for life. Disciplinary mea-
sures are selected between ‘punishment’ and ‘help.’ When the child is able
to take responsibility for their actions, punishment is more appropriate, but
if the child needs especially protection and he is not developmentally at the
stage of assuming responsibility, he receives professional help.
Conclusion
Social dynamics dictates the restructuring of education, but teachers and
school policy makers strive for the traditional system consistent with human
nature and socialization. It seems that the limited understanding of society
and its dynamics is the reason for too slow restructuring of education. For
now we have new ideals and a school path, which otherwise leads to changes
but still is not compatible with the early socialization of today’s children.
The school policy has also already transformed into a parent-friendly pol-
icy and emphasizes the partner relationship. It tries to cooperate with parents
in several areas in order to surpass the exclusion of parents from the school
community, which includes children with learning and/or behavioural prob-
lems. School counselling service helps in cooperation with these parents, and
teachers also cooperate with it. In this way, the school and the teachers go
beyond the traditional educational system and strive for a culture of coop-
eration and the school as a learning community. Teachers develop in their
approaches, take individual paths, point out the weaknesses of the system,
but still cannot disregard the economic and political system, which weighs
changes for its own benefit. However, they can make aware of the given cir-
cumstances that predict an uncertain future to children, develop their po-
tentials and have influence on the society by developing a responsible, inde-
pendent and critical generation.
315
