It was September, and the new school year was starting. A new student was added to the teacher, who had already completed several classes in the role of class teacher. She knew what was waiting for her, the experienced collective, which she had met only last year as their new class teacher, would have to accept a new member. However, it was nothing new for her, she had already experienced similar situations, so she had no great worries about it. However, the first hours already showed that it would not be an easy job. The new student was not very interested in fitting in, and even sometimes insulted a classmate for no reason. Later, complaints about him also piled up from other secondary teachers. It was a fairly common phenomenon where a student caused a conflict during the break, and then blamed his classmates and took the role of the victim himself. However, not all teachers believed this version of his. During some visits to the choir room, he even compared the school to a concentration camp, which did not leave the classroom indifferent. She organized a special class session on Friday afternoon to clarify the issues. Here, he repeatedly claimed that he was the victim of bullying by his classmates. However, the teacher did not really believe it, as she knew her students, and even the more exemplary ones objected to the claims and rejected the accusations. A heated debate broke out in the class, and the teacher decided to stand up for her class. She pointed out to the student that with such an approach, when he invents and causes conflicts, or lies, he cannot fit in.
Class 6.A was the smallest class not only in the year, but in the whole school. It had only 18 students, and they formed a good team from the first grade. There were never serious problems with them, the only things that were solved were inappropriate games during breaks, such as hitting the blackboard with chalks or a sponge. When a new student transferred to the school, this class was an obvious choice, not only because of its reputation, but especially because of the low number of students. Problem-free integration was assumed, even though it was known that the student did not have very suitable social conditions at home, and he had already faced educational measures in the past at his previous school. According to the later statements of the students of the 6th A class, he deliberately provoked conflicts, arguments, or even fights during breaks, and then went to 'sue' and pretend to be the victim. However, the fact that he was really a victim of bullying was not confirmed in the ongoing school investigation.
Lying and cheating, Verbal aggression
As we already mentioned, the situation worsened from week to week. The parents were aware of the situation, but did not make much effort to solve it. When the student compared the school to a concentration camp, the teacher even suggested a reduced grade for behavior. It could also be related to the fact that a few years ago, the police even dealt with an even worse situation with nine-year-olds yelling at the school. In the aforementioned class, the teacher tried to start a democratic debate, but every moment it degenerated into a confusion of mutual accusations. Here, as it seems, the teacher was a little influenced by subjective opinion, and taught the student in front of the class that it is inappropriate to lie and falsely accuse classmates, or cause conflicts, if he wants to be respected in the class. With this statement, she actually expressed distrust of the student in front of the whole class, and this ultimately had a completely inappropriate impact on the overall solution and building further relationships with the already problematic student.
Agreement, Support, Transfer of student, Interview, Warning
The teacher realized the somewhat inappropriate reaction, and tried to save it by inviting the student to an individual interview the following week. Here she tried to show an understanding approach and start from the beginning. She even made an agreement with the student that she would forgive him the mentioned deuce in behavior, and would not insist on it. In exchange, the student was supposed to reevaluate his behavior, and if he had a problem, solve it immediately with her. However, this conversation of trust apparently came too late, because the pupil also transferred from this school to a church school this time. How his fate continued, the teacher did not find out. However, she has learned that even after those unlearned years, she has to be careful to have a healthy perspective on the situation, and not present her subjective opinions as facts before proving them, regardless of whether she is convinced of them.
11, 5. ročník
Šport, počítačové hry
Lhaní,Potřeba pozornosti
Vysokoškolské 2. Stupňa, (Informačné technológie, Technika a svet práce)
Bol september, a začínal nový školský rok. Pani učiteľke, ktorá už mala za sebou niekoľko tried v roli triedneho učiteľa pribudol do triedy nový žiak. Vedela čo ju čaká, zažitý kolektív, s ktorým sa len minulý rok ako ich nová triedna učiteľka zoznámila bude musieť prijať nového člena. Nebola to však pre ňu žiadna novinka, podobné situácie už zažila, a tak z toho nemala žiadne veľké obavy. Už prvé hodiny však ukázali, že to nebude jednoduchá práca. Nový žiak nemal veľký záujem začleniť sa, a dokonca niekedy bezdôvodne urážal spolužiakov. Neskôr sa sťažnosti na neho hromadili aj od iných druhostupňových učiteľov. Pomerne častý bol jav, kde cez prestávku žiak vyvolal konflikt, a potom z neho vinil svojich spolužiakov a sám sa staval do role obete. Nie všetci učitelia však verili tejto jeho verzii. Pri niektorých návštevách zborovne dokonca prirovnával školu ku koncentračnému táboru, čo už triednu nenechalo ľahostajnou. Zorganizovala špeciálnu triednickú hodinu v piatok poobede, kde chcela problémy ujasniť. Tu opakovane tvrdil, že je obeťou šikany zo strany spolužiakov. Pani učiteľka však tomu veľmi neverila, keďže poznala svojich žiakov, a dokonca tí vzornejší sa voči tvrdeniam ohradili, a odmietli obvinenia. V triede sa strhla búrlivá debata, a pani učiteľka sa rozhodla zastať sa svojej triedy. Upozornila žiaka, že takýmto prístupom, keď si bude vymýšľať a vyvolávať konflikty, či klamať, nemôže zapadnúť.
Trieda 6.A bola najmenšou triedou nielen v ročníku, ale na celej škole. Čítala len 18 žiakov, a od prvého stupňa tvorili dobrý kolektív. Nikdy s nimi neboli vážnejšie probémy, jediné čo sa riešilo boli neprimerané hry cez prestávky, ako vibíjaná kriedami či hubou na tabuľu. Keď do školy prestupoval nový žiak, táto trieda bola jasnou voľbou, nielen kvôli svojej povesti, ale najmä kvôli nízkemu počtu žiakov. Predpokladala sa bezproblémová integrácia, aj keď sa vedelo, že žiak nemá doma veľmi vhodné sociálne pomery, a na predchádzajúcej škole čelil výchovným opatreniam už v minulosti. Podľa neskorších výpovedí žiakov 6.A triedy zámerne cez prestávky vyvolával konflikty, hádky, či dokonca bitky, a potom chodil 'žalovať' a tváril sa ako obeť. To, že by bol skutočne obeťou šikany sa však v prebehnutom školskom pátraní, nepotvrdilo.
Situácia sa, ako už sme spomínali z týždňa na týždeň vyostrovala. Rodičia boli so situáciou vyrozumení, ale veľmi sa o jej riešenie neusilovali. Keď žiak prirovnal školu ku koncentračnému táboru, navrhla dokonca pani učiteľka zníženú známku zo správania. Súvis to mohlo mať aj s tým, že ešte horšiu situáciu s hajlovaním deviatakov na škole pred pár rokmi dokonca riešila polícia. Na spomínanej triednickej hodine sa pani učiteľka snažila zahájiť demokratickú debatu, ale tá sa každú chvíľu zvrhávala na zmäť vzájomných obvinení. Tu, ako sa zdá sa pani učiteľka trochu nechala ovplyvniť subjektívnym názorom, a poučila žiaka pred triedou, že je nevhodné klamať, a falošne obviňovať spolužiakov, či vyvolávať konflikty, ak chce byť v triede rešpektovaný. Týmto výrokom vlastne vyslovila žiakovi pred celou triedou nedôveru, a to malo v konečnom dôsledku úplne nevhodný dopad na celkové riešenie a budovanie ďalších vzťahov s už tak problémovým žiakom.
Pani učiteľka si uvedomila trochu nevhodnú reakciu, a snažila sa ju zachrániť tým, že si žiaka na ďalší týždeň pozvala na individuálny pohovor. Tu sa snažila ukázať chápajúci prístup, a začať od začiatku. Dokonca sa dohodla so žiakom, že mu odpustí spomínanú dvojku zo správania, a nebude na nej trvať. Výmenou za to mal žiak prehodnotiť svoje správanie, a ak by mal nejaký problém, riešiť ho hneď s ňou. Tento rozhovor dôvery však zrejme prišiel neskoro, pretože žiak napokon aj z tejto školy prestúpil na školu tentokrát cirkevnú. Ako ďalej pokračoval jeho osud, už pani učiteľka nezisťovala. Poučila sa však, že aj po tých odučených rokoch si musí dávať pozor na zdravý nadhľad nad situáciou, a neprezentovať svoje subjektívne názory ako fakty pred ich dokázaním bez ohľadu na to, či je o nich presvedčená.