The main goal of the thesis is to ascertain whether the deliberate choice of teaching methods influences the emergence of disturbing behavior during school lessons. In the theoretical part, the thesis analyses what is actually the role of a teacher in the school space, what kind of school lessons are modern, how teachers plan school lessons, and to which perspectives they are careful when planning. Furthermore, the thesis analyses which teaching methods are available for the teachers at all (mostly for teaching the subject of Slovenian language) and how they plan school lessons with the available teaching lessons with regards to different lesson plans. The perspective of preventive discipline is presented through the theory. It is analyzed why this is a very important and indispensable part to which the teachers should not forget when planning and performing school lessons. At the end of the theoretical part, the research performed in this field is analyzed and logically connected with the research which is described in the empirical part.
With the empirical research which was performed in autumn 2018, we tested which teaching methods are used in the framework of school lessons of Slovenian language, what significance place the teachers on the planning of school lessons with respect to the preventive discipline, and how this results in the emergence of the disturbing behavior in school lessons. The research was performed by means of a survey questionnaire which was filled in by 86 elementary school teachers. The latter were the teachers who were teaching in the 2nd or the 5th grade at that time. The influence of the use of different teaching methods on the emergence of the disturbing behavior was namely analyzed with regards to five factors, i.e. a grade where the teacher teaches (the 2nd or the 5th), the type of school (urban or rural), the number of the years of service of a teacher, the title of the teacher, and the satisfaction of the teacher with regards to his occupation. The quantitative and qualitative methodologies were used in the framework of the research (comments of teachers in the survey questionnaire). The selected data were statistically processed by the SPSS program.
We ascertained that the teachers use different teaching methods at different frequencies. In individual teaching methods, the disturbing behavior emerges more or less often. The analysis for our sample showed that, above all, the type of school, the number of the years of service of a teacher, and the satisfaction of the teacher with regards to his occupation influence the quantity of disturbing behavior during school lessons. Because it was ascertained in the theoretical part that it is very important that the teacher uses different teaching methods, we focused on analyzing how often teachers use the teaching methods which demand mutual cooperation of the students (for who disturbing behavior is more characteristic) during school lessons. We ascertained that such teaching methods are more often used by the teachers who are satisfied with their occupation. It is interesting that less disturbing behavior emerges exactly during the school lessons of such teachers.
Surely, an important perspective of avoiding the disturbing behavior is also preventive planning (which includes consideration on the use of certain teaching methods). We were interested in what significance the teachers place on the implementation of preventive discipline during school lessons. We ascertained that teachers with more years of service and superior title place greater significance on preventive discipline. In addition, we also ascertained in the research that more often the teachers perceive the disturbing behavior, more often they change their teaching methods in order to prevent the disturbing behavior. Again, these ascertainments show that preventive planning is essential as it enables quick and sensible interventions in a given situation.
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