The Master thesis presents a qualitative research of the possibility of regulating the behaviour standing out among students from 4th grade in a regular primary school. The research was performed in a class, which is described by teachers as “restless and loud”, in which it is very hard to teach due to behavioural incidence and in which the level of fights among students according to the teachers is extremely high. The author, a social pedagogue, has cooperated in the trial as part of Support Services working group as an additional, occasional teacher, with the purpose of looking for an effective pedagogic program for surpassing the standing out behaviour. She included the method, the way of working, which stems from identified needs of students for a higher level of calmness in the classroom, which would enable school work and building skills to overcome the standing out behaviour. She designed a pedagogic program based upon methods and techniques of mindfulness for students and named it “Frogs”. The pedagogic program was based on theoretical knowledge that the behaviour of a student is strongly connected and dependant on the level of the possibility of their self-regulation. The research exposed the meaning of taking into account the student's needs and the needs of social space, experiencing and functioning of the student as an individual, as well as a part of the team, class. The entire research was based on collaborative relationship in the process of socio-pedagogic trial.
Qualitative research method was used in the research. The effectiveness of the teaching program was tested on the level of perception of students, teachers who teach in the class and the perception of the author herself. For the purposes of the research, analysis of reflections of students, teachers and the author were used, as well as notes on observations of the teachers and the author, and various open-ended questionnaires for students and notes of group interviews.
The research confirmed the influence of socio-pedagogic interventions, which are based on mindfulness, development and increase of self-control with students. The results have shown that the majority of students perceived or noted in themselves greater calmness and ability to delay reacting, especially in conflict situations. The mentioned change was noticed also by the teachers of that class. The research did not confirm that at the time of increased self-control in students, the disruptive behaviour in the class as a whole would decrease. During the implementation of the program which enabled a detailed insight into the dynamics of the class and its climate, there has been a realization that disruptive behaviour is not so much a result of the developments among all students, but is related to the functioning of specific students. These show signs of disruptive behaviour which they describe as intentional. Also the students mentioned in concrete situations reveal appropriate degree of self-control, because when they want and decide to work, their intention is carried our entirely appropriately and constructively. The research also found that disruptive behaviour in the classroom was not due to a lack of self-control, but other factors. The author of the research continuously adaptedto the situation and, through a process of cooperation and managing the class also explored the possibility of using socio-pedagogicinterventions, which would affect the increase of cooperative behaviour of certain students with symptoms of disruptive behaviour. The realization of the research is that the pedagogic program of mindfulness for students did not demonstrate efficacy in overcoming disruptive behaviour.The increase in cooperative behaviour of studentsis influenced by factors of cooperation by the author of the research through working in the classroom, an accurate view of the classroom climate, constant search for circumstance accurate socio-pedagogic interventions, and in-depth cooperation of the author/performer with the teachers. The pedagogic program of mindfulness for students thus demonstrates the effectiveness in the possibility of creating socio-pedagogic interventions, based on focusing on students’ needs in providing "non-school" work in the classroom, establishing communication links between teachers and facilitating detection and reflection of feelings and observations by the pedagogic worker. Socio-pedagogic interventions, designed in the process of pedagogic program and intended for regulation of particular disruptive behaviour have shown a strong positive influence on creating a more cooperative and constructive behaviour of all students.
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