Pupils' behavior during online classes was not very recognizable and only became more apparent when they started face-to-face classes. I began to observe behavior in them that was not very pleasant during teaching, and both I and the other teachers had a problem with it. Specifically, it was a group of five students, one of whom was more extroverted, so most of the attempts to solve the situation took place with him at the head of the other four of his classmates. Their behavior began to manifest itself in constant convergence, as an example of a situation where we were sitting in a computer classroom and the computers are two meters apart. Even so, the students turned their computers around to have them closer to each other and leaned on each other's shoulders like very close friends. This behavior was displayed among different students in this group of five, and I did not notice any specific LGBT couples, as if all five had some very close relationship with each other. Two students had an average of around 1.7 during distance learning, two had an average of around 3 and one particular one, who was more extroverted, had an average of 3.5. However, towards the end of the third year, the average of the whole group began to approach 3, so I assume that the students were pulling each other down.
tried to discuss the situation with the rest of the class as well, who did not know what was going on and they described to me that these five boys do not communicate with them, they also do not join in common class activities and are very apathetic in most situations.
Not attending to teaching/Inattention to teaching
tried to solve the situation by sitting down with the whole class and trying to explain to them what I and the other teachers see as a problem, what kind of behavior bothers us in class and that their average has worsened compared to previous years and I demanded some explanation. But since the students behaved very apathetically and didn't answer me and didn't know what to say, they just shrugged their shoulders, so I tried to slowly ask if it was related to their orientation and I came across the LGBT issue. At which a few of the other classmates smiled and chuckled, and it caused a very negative reaction in the particular five. I was called a homophobe and other rude words. Why did I give up trying to solve it in class?
Interview
In a month it was the end of the school year and for them the third year, which also meant the parents' association. Where I presented this situation to the parents of the students, who were shocked by it and told me mixed reactions from that their student is not gay to that they will try to solve it somehow at home. At the moment, I have completed the first week of teaching in the classroom and from what I have observed so far, the behavior has not changed in any way and I don't even know much about how to proceed, since I have a lot of responsibilities outside of classes and I don't know if I am able to solve this situation sensitively enough without , so that I don't hurt students, parents or burn out myself.
18/3 sš
-
Phd.
Chovanie žiakov počas online vyučovania moc nebolo poznatelne a začalo sa viacej prejavovať až ked nastupili do prezenčnej výuky. Začala som na nich pozorovať chovanie, ktoré pri výuke nebolo moc príjemné a mali sme s tým problém jak ja tak aj ostatní učitelia. Konkrétne išlo o skupinku piatich žiakov, z ktorých jeden bol viac extrovertný, takže väčšina pokusov o riešenie situácie prebiehalo s ním v čele ostatných štyroch jeho spolužiakov. Ich chovanie sa začalo prejavovať v neustálom zbližovaní, ako príklad situácia, kde sme sedeli v počítačovej učebni a počítače sú od seba vzdialené dva metre. Aj napriek tomu si žiaci otočili počítače, aby ich mali bližšie pri sebe a opierali sa o seba ramenami ako veľmi blízki kamaráti. Toto správanie sa prejavovalo medzi rôznymi žiakmi v tejto skupine piatich a nezaznamenala som nejaké konkrétne LGBT páry, ako keby všetkých päť malo medzi sebou nejaký veľmi blízky vzťah. Dvaja žiaci mali priemer počas dištančného vyučovania priemer okolo 1.7, dvaja mali priemer okolo 3 a jeden konkrétny, ktorý sa prejavoval viac extrovertné, mal priemer 3.5. Avšak ku koncu tretieho ročníka sa začala priemer celej skupiny približovať k 3 a tak predpokladám, že sa navzájom žiaci stahovali dole.
Situáciu som sa snažila konzultovať aj so zvyškom triedy, ktorý nevedeli, čo sa deje a opísali mi, že týchto päť chalanov s nimi nekomunikuje, tiež sa nepridávajú ku spoločným triednym aktivitám a k väčšine situácií sa stavajú veľmi apaticky.
Situáciu som sa snažila riešiť tak, že som si sadla s celou triedou a snažila som sa im vysvetliť, v čom ja a ostatní učitelia vidíme problém, aké chovanie nám na hodinách vadí a že ich priemer sa v porovnaní s predchádzajúcimi rokmi zhoršil a požadovala som nejaké vysvetlenie. Ale keďže žiaci sa chovali veľmi apaticky a neodpovedali mi a nevedeli, čo majú hovoriť, len krčili ramenami, tak som sa snažila pomaličky pýtať, či to náhodou nesúvisí s ich orientáciou a narazila som na LGBT problematiku. Na čo sa pár ostatných spolužiakov pousmialo a uchechtlo a u konkrétnej päťky to vyvolalo veľmi negatívnu reakciu. Bola som nazvaná homofobom a inými neslušnými slovami. Načo som pokusy o riešenie v triede vzdala.
O mesiac už bol koniec školského roka a pre nich tretieho ročníka, čo znamenalo aj rodičovské združenie. Kde som túto situáciu predniesla rodičom žiakov, ktorí boli z toho zarazení a povedali mi zmiešané reakcie od toho, že ich žiak nie je gej až po to, že sa to pokúsia doma nejak vyriešiť. Momentálne mám za sebou prvý týždeň výuky v triede a z toho, čo som zatiaľ odpozorovala, sa chovanie nejak nezmenilo a ani neviem moc, ako ďalej postupovať, keďže mám veľa povinností ešte mimo výuky a neviem, či som schopná túto situáciu dosť citlivo vyriešiť bez toho, aby som neublížila žiakom, rodičom alebo sama nevyhorela.