When we talk about “learning” at school, we must keep in mind it takes place in a social situation, and that during the process, students experience a wide range of feelings. Their experience is important for the development of their academic knowledge as well as their social and emotional skills. In my thesis, I explored the topic of social and emotional learning and, more specifically, the effects of non-violent communication on students' social and emotional learning. In the theoretical part, I focused on explaining the basic concepts and presenting the teacher's mission, their competences and their attitude towards students through the scope of three theoretical approaches. In the empirical part, I analysed interviews with teachers and other school professionals who use non-violent communication in their work with pupils. In the context of the research participants' use of non-violent communication, I was interested in the meaning of quality rapport, the impact thereof on their relationship with students, the situations and frequency, the advantages and disadvantages, and additional possibilities for use in the school space. The main findings of the research showed that non-violent communication in social and emotional learning enhances empathetic attitudes, but its impact also depends on the individual experience of each person
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