Class 9.A has its own 5 class rules that every student in the class should follow. For example 'If I want to speak, I will log in' or 'Only one is speaking'. For each non-compliance, the teacher/assistant gives the pupil a yellow card and, depending on the number of yellow cards, a red card (3 yellow cards – warning, 6 – reprimand). And it was precisely this 'problematic behavior' that I noticed in one of the students. He sat next to his classmates in one of the back benches, with whom he chatted during the lesson, ate a snack and thus disrupted the course of the lesson. After several verbal reprimands from the student, the class teacher asked me to give any student a 'yellow card' if I felt that he was being disruptive.
The pupil responded to the challenge by saying: 'Teacher, why? I did nothing.' To that the teacher replied: 'Try to think why you got it.' When the student again protested 'But I didn't do anything,' the teacher didn't respond anymore. Although the same problems were repeated over the following days, the pupil apologized for his behavior at the beginning of the lesson – for example, in the situation where he forgot his slippers. From what I noticed, the teacher only tolerated misbehavior when the student admitted to it, had an adequate reason for it, and apologized for it.
Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons
All the problems that have been repeated for this pupil since the 6th grade were solved in the form of an interview (teacher - pupil - parent). The person was asked the question 'Can you think of a reason why we met?' It makes no sense to punish the students, but to eliminate the problem itself, at least partially, which was achieved in this case.
Interview
Although the student has learned to respect the teacher's requests, he tries to go to school on time and eat during the reserved break, but he will still have to work on them, as the class teacher told me that the student had already been reprimanded for this inappropriate behavior in the past.
14. rokov, 9. ročník
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Mgr., TV + Geo, (1. a 2. stupeň), Enviromentálna výchova, Globálna výchova
Trieda 9.A má vlastných 5 pravidiel triedy, ktorými by sa mal riadiť každý žiak triedy. Napríklad 'Ak chcem hovoriť, prihlásim sa' alebo 'Hovorí iba jeden'. Za každé nedodržanie učiteľ / asistent udelí žiakovi žltú kartu a podľa počtu žltých kariet potom aj červenú kartu (3 žlté karty – napomenutie, 6 – důtka). A práve toto 'problémové chovanie' som si všimla u jedného zo žiakov. Sedel pri spolužiakoch v jednej zo zadných lavíc, s ktorými sa počas hodiny bavil, jedol desiatu a tým tak vyrušoval chod hodiny. Po viacerých slovných napomenutiach žiaka ma triedny učiteľ požiadal o to, aby som ktorémukoľvek žiakovi dala 'žltú kartu' v prípade, ak mám pocit že vyrušuje.
Žiak na výzvu reagoval slovami: 'Pane učiteli, a proč? Já nic neudělal.' Na to mu učiteľ odpovedal: 'Zkus se zamyslet, proč si ji dostal.' Keď žiak opäť protestoval 'Ale já nic neudělal,' učiteľ už na to nereagoval. Hoci počas nasledujúcich dní sa rovnaké problémy opakovali, žiak sa za svoje chovanie na začiatku hodiny ospravedlnil – napríklad v situácii, kedy si zabudol prezuvky. Z toho, čo som si všimla, učiteľ toleroval prešľapy iba vtedy, keď sa žiak k nemu priznal, mal naň adekvátny dôvod a ospravedlnil sa zaň.
Všetky problémy, ktoré sa u tohoto žiaka opakovali od 6. ročníka, sa riešili formou pohovoru (učiteľ – žiak – rodič). Osobe bola položená otázka 'Napadá ti dôvod, prečo sme sa stretli?' Nemá zmysel žiakov trestať, ale samotný problém, aspoň čiastočne eliminovať, čo sa v tomto prípade aj podarilo.
Žiak sa síce naučil rešpektovať prosby vyučujúceho, teda snaží sa chodiť do školy načas, najesť sa počas vyhradenej prestávky, ale bude na nich musieť ešte popracovať, nakoľko mi triedny učiteľ zdelil, že žiak za toto neprimerané chovanie už v minulosti dostal napomenutie.