Načini kaznovanja v osnovni šoli, kot jih zaznavajo učenci

Brdar, Selma (author), Batistič Zorec, Marcela (mentor), Peček-Čuk, Mojca (co-mentor)

V magistrskem delu ugotavljam, kakšen odnos imajo učenci do različnih oblik kaznovanja. Zanima me, katerih oblik kaznovanja so že bili deležni, kako jih doživljajo in ali se jim zdijo učinkovite. V prvem poglavju teoretičnega dela predstavim definicije discipline različnih avtorjev. V drugem poglavju predstavim vrste discipline: preventivno disciplino in strategije preventivnega delovanja, s katerimi učitelj ohranja disciplino v šoli; omenim podporno disciplino in malo več pozornosti posvetim korektivni disciplini, ki je usmerjena v odzivanje na neprimerno vedenje. Nato definiram neprimerno vedenje in predstavim najpogostejše vzroke neprimernega vedenja, ki izhajajo iz družine, šole ali iz učenca samega. V četrtem in petem poglavju se posvetim kazni in kaznovanju. Dotaknem se zgodovine šolskega kaznovanja ter razlik med discipliniranjem in kaznovanjem. Predstavim oblike kaznovanja v šoli ter poglavje zaključim z alternativnimi vzgojnimi ukrepi, kot sta restitucija in mediacija. Nazadnje predstavim, kakšne učinke in posledice lahko ima kaznovanje za učenca ter katera čustva lahko učenci doživljajo ob kaznovanju. V empirični raziskavi uporabim kvantitativni raziskovalni pristop. V vzorec vključim 106 učencev obeh spolov, ki so v šolskem letu 2015/2016 obiskovali 3. razred na različnih šolah z območja Gorenjske. Podatke obdelam s programom SPSS in jih prikažem s pomočjo grafov ali tabel. Zanima me, ali imajo v razredu postavljena pravila, ali so učenci sodelovali pri njihovem oblikovanju in ali menijo, da je kaznovanje ob kršenju pravil potrebno. Izvedeti želim, katere oblike kaznovanja uporabljajo učitelji in kako pogosto, kako učenci ocenjujejo učinkovitosti posameznih kazni in kakšna čustva ob tem doživljajo. Proučim tudi, ali se pojavljajo razlike glede na spol v odnosu do posameznega načina kaznovanja in čustev, povezanih z njim. Na osnovi rezultatov večina učencev meni, da sodelujejo pri oblikovanju razrednih pravil. Menijo tudi, da so pravila nujna, z njimi so večinoma seznanjeni in se strinjajo, da mora neprimernemu vedenju slediti kazen. Vzrokov, zakaj jih učitelj kaznuje, ne vidijo v nepriljubljenosti pri učitelju ali v kaznovanju brez vzroka. Najpogostejši načini kaznovanja so graja, mediacija in ukinitev odmora. Najučinkovitejši ukrep je po mnenju učencev pogovor, sledi obvestilo staršev. Najmanj učinkoviti pa so po njihovem mnenju ignoriranje, zapis imena na tablo in graja. Alternativne oblike bolj sprejemajo, saj ob njih doživljajo bolj prijetna čustva kot ob klasičnih oblikah. Med spoloma niso bile opažene bistvene razlike, razlika pa se je pokazala v doživljaju pogostosti nekaterih oblik kaznovanja.

• Language: Slovenian
• Keywords: disciplina
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2017
• PID: 20.500.12556/RUL-94159
• COBISS.SI-ID: 11655497
• Publication date in RUL: 23.08.2017

Secondary language

• Language: English
• Title: Primary school student’s perceptions of school punishments

Abstract

In the master's thesis I research the pupils perceptions of different forms of school punishment. Which forms of punishment did they experience, what are their perception of them and if they find them effective. In the first chapter in theoretical part I introduce the definition of discipline by various authors. In the second one I introduce types of discipline: preventative discipline and strategies that help teachers to eliminate inappropriate behaviour in class; I mention supportive discipline and devote a little more attention to corrective discipline, which is directed towards responding to inappropriate behaviour. In the third chapter I define inappropriate behaviour and present most common causes that are arising from families, school or pupil himself. Fourth and fifth chapters are focused on punishing and punishment. I also look into history of punishment and differences between discipline and punishment. Then I introduce forms of school punishments and looks into modern alternative educational measures, such as mediation and restitution. The effects and consequences of the punishment and which emotions pupils experience during the punishment are presented in the last part. In the empirical study I use the quantitative research approach. In the sample there are 106 pupils from 3rd grade of different elementary schools from Gorenjska. Data are processed using SPSS program and displayed using graphs or tables. Pupils are asked about the classroom rules and whether they helped formulate them and if they believe in the necessarity of the punishment for those who break the rules. My aims are to find out which forms of punishment teachers use and how often, how pupils evaluate the effectiveness of individual punishment and what emotions do they experience. I want to find out if there are differences according to sex, in relation to particular forms of punishment and emotions associated with it. The results have shown that pupils participate in the formulation of classroom rules. They know the classroom rules, think that rules are necessary and believe that punishment is necessary after inappropriate behaviour. They don't see reasons why the teacher punished them in the unpopularity or punishment without cause. The most common forms of punishment are complains, mediation and when teacher take the break from him. The most successful approach is conversation, then notice to parents. In their opinion the less effective punishments are ignoring, writing the names on the board and complains. Modern alternative educational measures are more accepted then classic ones, also having them experience more pleasant emotions than the classical forms of punishment. Difference according to sex was shown in the frequency of perceptions in some forms of punishment.

• Keywords: discipline