Emocjonalne uwarunkowania jakości edukacji z perspektywy nauczyciela i ucznia
Emotional determinants of the quality of education from the perspective of teacher and pupil

Author(s): Katarzyna Michalska
Subject(s): Education
Published by: Wydawnictwo Uniwersytetu Śląskiego
Summary/Abstract: In my professional career, I have the opportunity to refer to the observations of the results of changes in my attitude as a teacher, but also changes in my mutual relationship with learners, resulting from the introduction of my own programme of educating by culture and towards culture. The programme, called Classes of Creative Activity, has enabled me to introduce on a permanent basis additional classes called Education to Creativity, during which, for two hours a week, both I and my pupils touch upon problems and issues whose primary purpose is to stimulate sensitivity, open up to one’s own and others’ emotions, create opportunities to talk about them, experience others and finally express oneself through various forms of creativity. The school should be a place that is ready to receive emotions, expose them and help in their categorization, while my experience as a teacher shows that it is rather a place of their suppression. In my text I summarize the observations I have made for many years, both in the sphere of personal experiences and those based on the utterances of pupils, graduates and their parents. Why is the emotionality of a child perceived as insubordination? Why is the teacher afraid to show his or her emotions? Where does the specific atmosphere in the teacher-parent relationship come from, even if it is so easy to break it? I have many examples of pupil’s work, statements and comments on the basis of which I will try to demonstrate that building relationships with learners based on emotional openness from both sides is not only assessed by learners as a “good school experience”, but also has a positive impact on the quality of the didactic process.

• Details
• Contents