The master thesis deals with the problems of peer-to-peer violence in relation to the group dynamics which develops in the classroom, and can be an inhibitor as well as a promoter of violent acts of individuals.
The theoretical part presents various views and types of peer violence, the role and characteristics of pupils in peer violence and the measurement of these factors in a class. The thesis further deals with the characteristics of small groups and their dynamics, which I associate with classroom developments. I wanted to find out whether and how classroom dynamics can contribute to the occurrence of violence in a class, how it is looked upon by the teachers, and whether the teachers give to positive class dynamics and the well-being of pupils in the class any importance and in which way and whether they encourage it.
The aim of the empirical part is to highlight the significance of group dynamics that affects the various factors of the class activities. By doing so, I encourage all pedagogical workers to work on the creating of positive atmosphere in the class, which, although it may be contrary to some individual approaches, can be another effective way to prevent classroom violence. The research is looking upon peer-to-peer violence from the perspective of teachers and pupils, and the roles they play in doing so. I also deal with the feelings of pupils in the classroom and the importance of the role of observers in which many pupils are apathetic. I have also studied the causes that teachers attribute to the emergence of violence, both in individuals and in the group. In order to obtain data, two different survey questionnaires were used for teachers and pupils, which were answered by 41 teachers - class teachers and 218 pupils.
According to the participants in the survey, violence in classes, especially verbal, is present every day. Pupils usually take on the role of observers, but they often "turn a blind eye" to what goes on. Despite the fact that pupils have a positive opinion about classroom management by the class teacher and their positive assessment of the teacher's ability to deal with violence and that they are well informed about the course of intervention, they still most often trust violence issues to their parents and friends. In the interviewed classes, there is generally a positive atmosphere, but there are still some problems with conflict resolution, tolerance and mutual understanding. The teachers recognize various components of group dynamics as an important factor for non-violence in the classroom, but, for various reasons, they do not sufficiently deal with it, together with the advisory service.
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