Prominent and conflict behaviour of scholars in the Slovenian school is still a frequent occurrence. Teachers normally perceive it as inappropirate, unsuitable, obstructing, conflict, violent behaviour which is part of more or less subjective and represive measures of teachers (class teachers) and/or school boards. Measures are mostly directed into a scholar and usually do not meet desired result. Social pedagogical treatment includes an integrated contextual help of solving problems in sensing prominent and confrontational behavior by affecting the whole social network of individuals and taking into account their individual characteristics. Help is shown in particular by empowering individuals of solving life problems, if necessary with synchronous empowerment of certain parts of the social network. With the help of the theory of constructivism and self-guiding systems we can theoretically extend and deepen Sociopedagogical knowledge in dealing with disturbances during lessons and reasons for the emergence of conflict situation with possibilities of finding solutions in collaboration and co-creation of knowledge and behaviour. In the context of the master's work will theoretically be designed a model of dealing with disruptive and conflict behaviour during classes in terms of sociopedagogical treatment and self-guiding systems within the process-development strategy of curriculum planning.
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