Анекдоти от училищния живот
The text tells actual events, jokes and misunderstandings, recorded by teachers.
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The text tells actual events, jokes and misunderstandings, recorded by teachers.
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Prvi dan nastave - Prvi dan nastave je vrlo važan kako za nastavnike tako i za učenike jer ono što nastavnik uradi tog dana dat će boju i ton sedmicama koje predstoje, a moguće i semestru ili čak cijeloj godini. Nastavnik mora dobro isplanirati prvi dan. Dan kojim se otvara školska godina može se iskoristiti u nekoliko svrha, kao što su međusobno upoznavanje, objašnjavanje onoga što se od učenika očekuje i šta dotični predmet od njih zahtjeva, ustanovljavanje datuma za kontrolne radove i ispite, isticanje primjera prihvatljivog ponašanja, i razgovor o disciplinskim procedurama i sistemima ocjenjivanja. Nastavnik bi trebao početi čas kratkim uvodnim govorom o samom sebi a potom tražiti od učenika da se predstave jedni drugima. Pošto će se svaki učenik predstaviti svom razrednom kolegi ili koleginici koji sjedi do njega to će pomoći da se probije led kad su u pitanju novi učenici.
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This article presents a class preparation for new teaching content for a class of Islamic religious studies in secondary school. The preparation contains information regarding the form of work, teaching methods, teaching tools, technical assistance, inter-subject correlation, aims and tasks of this teaching unit. Macro-articulation and micro-articulation of this teaching unit are also presented in this article along with detailed instructions for its realization, evaluation parameters, the outcomes of the study and attachment.
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Rutinirani nastavnici su, uglavnom, skloni da na kraju svake nastavne cjeline, kao vid rekapitulacije, postavljaju učenicima pitanja o gradivu koje su upravo zaokružili. Neki nastavnici sastavljaju vlastita pitanja i daju učenicima da na njih pismeno odgovaraju. Ukoliko sam tekst na kraju lekcije sadrži i pitanja, utoliko je posao nastavnika lakši; u tom slučaju on ili ona se mogu pozvati na ta pitanja samo kada daju domaću zadaću. S voljom ili iz nekog drugog razloga učenici se prisile da odgovore na ta pitanja. Najčešće to čine prilično preko volje. Za promjenu, probajte slijedeći metod i pratite šta se dešava. Najavite učenicima da će sami morati sastavljati pitanja o lekciji koja je upravo završena i da će test iz cjelokupnog poglavlja sadržavati i pitanja koja su oni sami pripremili. Ukoliko u razredu ima petnaest učenika, naprimjer, podijelite ih u pet grupa i tražite da svaka grupa pripremi određen broj pitanja.
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The need to prepare foreign language learners for successful cross-cultural communication increases the importance of developing their pragmatic competence. However, due to different factors, classroom procedures are still largely dominated by form-focused instruction and manipulation, and the focus on pragmatic phenomena remains somewhat neglected or marginalised. The present study looks into teachers’ awareness of the pragmatic domain and its impact on their attitudes and approaches to developing the pragmatic component of communicative competence. Data analysis showed that most of the teachers are aware of the main issues involved in teaching pragmatic competence. They were able to name different speech acts and give a variety of appropriate examples. However, about 43% couldn't name any speech acts or gave wrong answers. Teachers’ awareness of pragmatic appropriacy was demonstrated in the extensive lists of topics and behaviours which they considered inappropriate in cross-cultural encounters
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The article aims to describe the application of Suggestology in the pedagogical practice – Suggestopedia/Reservopedia. An overview of “suggestion” as a communicative factor and as a psychological basis for the science of Suggestology is presente together with the main principles, means and laws of Suggestopedia. Some characteristics of the suggestopedic textbook and my work in remodelling the original textbook “Energy for Bulgaria, for the 6-th grade” into a new stopedically adapted version are presented.
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Numerous specialists in child development and mental health have recognized that engaging the child in play has innumerable cognitive, socio-emotional and physiological benefits. The play is considered as a key concept in child development. This study investigated the impact of structured therapy through play on the development of the autistic child. The areas investigated refer to socialization, imitation, cognitive and verbal skills, children's mental ages, and last but not least to the play. The children were tested both at the beginning and at the end of the therapeutic intervention through the play, the research design being pre-test-post-test type. Thus, we have selected a group of 40 children (diagnosed with Autistic Spectrum Disorder aged 3 to 7 years, with a IQ of at least 55 - a slight delay in acquisitions) attending an association for children with autism from Timisoara. Over a 6-month period, the children attended play therapy sessions 3 days a week, 30-45 minute per session. These meetings were carried out with the help of specialists from the Casa Faenza Association of Timisoara: 4 social pedagogues for the play therapy part and 2 psychologists for the initial and final assessment parts. It has been found that the structured therapeutic play has positive effects on all areas of development, imitation, cognitive, verbalisation, socialization and play skills.
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This article discusses some of the global problems and practices in TEYL on a macro level, in terms of educational polices, and on a micro levels - in terms of local practices and solutions. The problems are depicted from different perspectives, involving all participants in the educational process - policy makers, teachers and students. It is structured around some main problems and challenges such as: Government policy linked to education, local solutions, training of in-service and pre-service teachers, teachers’ command of English, materials and recourses available, assessment and evaluation process, problems of classroom environment. A comparison is made between English language teaching in Bulgarian primary schools and primary schools around the world in terms of similarities, differences, issues and challenges facing the teachers and the steps taken to overcome such challenges.
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The article focuses on an important aspect of trainee-teachers‟ preparation – thinking about and planning their first lesson taught in authentic classroom environment. This stage of pre-service training is seen as crucial for the successful relation of theory to practice and it shows the methodologist the level of trainees‟ preparation for the high risk/cost real classroom teaching. The methodologist is seen as a facilitator of trainees‟ decision making regarding the lesson content, procedures and management. The facilitation can be done in a freer discussion initiated by the trainee, based on a chronological description of teaching activities, or it can be structured by the methodologist through a series of topics/areas or questions.
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Our use of language depends upon two capacities: a mental lexicon of memorized words and a mental grammar of rules that underlie the sequential and hierarchical composition of lexical forms into predictably structured larger words, phrases, and sentences. The paper discusses the relationship between lexis and grammar as a part of the cognitive model for acquiring the English present progressive construction.
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Presented paper offers theoretical and practical knowledge within the field of assessment and therapy of higher mental functions according to Lurija‑Cvetkova method for a person with severe sensory (hearing) impairments with aphasia after sudden vascular stroke. Authors state, in the clinical speech‑therapeutic practice, very current issue ofcerebral‑vascular diseases, most often sudden vascular strokes, or other bearing brain lesions, e.g. tumours, injuries, which may conclude in speech disorder, aphasias. Aphasias isan obtained disorder of communication skills, which occurs in the lesion injuries in a brainas a consequence of systematic influence of a brain lesion on the higher mental functions in a man. However, through a comprehensive analysis of psychological processes disordersin different brain injuries it is possible to recover higher mental functions only by properly organized recovering learning.
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The cross-sectional research design was used to investigate differences in teachers’ perception of school climate in schools with poor, average and good school’s learning environment, and to explore to what degree is possible to explain six school climate dimensions by school’s learning environment, some teacher’s characteristics and teaching practice experience. Participants in the study were 785 teachers from 44 primary schools in northern part of Croatia, 121 males and 579 females. Participants rated school climate in school where they teach and in addition provided information about various school’s learning environment. Schools which teachers perceived as having good school’s learning environment clearly differ in the level of school climate quality - school climate is significantly better in schools with better school’s learning environment. The performed hierarchical regression analyses, demonstrated in addition, how school’s learning environment and characteristics of teachers and teaching practice (e.g. gender, age, work experience and education level) are powerful predictors of (positive) school climate. In this paper, we provide possible explanation and stress importance on school climate as an essential concept in school effectiveness concerns and activities.
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The aim of this paper is to discuss the potential of primary school teachers for governing roles in schools. The level of teacher’s financial literacy is used as a proxy for their managerial potential – managerial competences. Using the Competence Motivation Theory as framework, the authors postulate that teachers with the higher perceived competence in financial literacy are at the same time intrinsically motivated to achieve mastery in this field. Therefore, the teacher’s perceived competence and type of motivation are combined with a set of individual and contextual determinants, highlighted in the previous research, and the framework for assessing teacher’s potential or aptness for the governing position in the school is proposed. The design of this framework is based on data collected via survey which included 954 primary school teachers from Serbia, and analysed by linear and multinomial regression and cluster analysis. The results demonstrate that teachers can be categorized into four different groups, with variable degree of their potential for the governing roles. Clusters vary according to teachers’ gender, subject they teach, location of the school, level of education and whether they are driven by extrinsic or intrinsic motivators.
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One of the main goals of the education system modernisation is to introduce as many activities as possible aimed at developing the necessary skills to meet the challenges and needs of a modern society. In addition to basic literacy skills, young people need to learn how to apply the acquired knowledge in the real-world situations. By examining literacy and evaluating students’ achievements, they want to identify competencies (skills) for performing the educational process, understanding concepts and the ability to apply them in problem solving. A survey was conducted in four primary schools in the Sarajevo Canton in order to determine whether and to what extent students’ educational achievements contribute to their training for future modern life and active participation in the society. The sample includes students of the seventh and eighth grades of the elementary school, their parents, teachers and pedagogues. The purpose of this research was to answer the question of whether the assessment of students’ achievements and the analysis of the conditions in which these achievements are made contribute to the creation of favourable educational conditions in which the intellectual and other capacities of students are developed, thus enabling young people for better solving problems in everyday life situations. The findings obtained by this research oblige all actors of educational policy to reflect on the values of our educational system, with the aim of finding guidelines in preparing young people for facing the challenges of the modern society.
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The world of values for young people, and not only for them is opened; it is continually renewing, through the disappearance of some and the apparition of others. The adolescent, the young one passes, many times, preferentially the values through the filter of its own thinking and experience, achieving so the passage from concrete to abstract thinking. For the young who is growing up, the legitimacy of the axiological system proposed is very important, his thinking becoming more and more critically doubtful and presenting rational arguments, explicit for different practices, standards and values with which society operates at a certain point.
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The paper provides a theoretical and an empirical analysis of pro-health education (education to health) in Roma students from socially disadvantaged backgrounds. The data, knowledge and experiences obtained by means of a questionnaire survey enable us to come up with proposals and recommendations for teachers and school managers in relation to pro-health education within the primary school level. The paper emphasises the modification and innovation of health-preventing education strategies and procedures by drawing on systematic evaluation of the current situation in education. Furthermore, there are specified specifice forms and methods of education that make it possible to generate, stabilize and interiorize health-related values and principles in Romany students from socially disadvantaged backgrounds. These can potentially be projected onto Romany families and communities. In addition, we discuss the future of the education to health in the process of developing the cognitive, socio-affective and psychomotor facets of personality of Romany students from socially disadvantaged backgrounds. Finally, the paper takes into consideration the position of a primary school teacher as a person responsible for pro-health education.
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Introducing antique and medieval physics to high-school students within the educational and upbringing framework and its plan and program for the subject of physics is of an imperative significance. The article presents results of a research with a topic Awareness of high-school student regarding antique and medieval physics executed in high-school JU Gimnazija Živinice. Theoretical part of the article is dominated by a rational- deductive approach, whereas in direct instrument application and data collection empirical-deductive approach was used. In the final part where collected data was assessed we used mathematical-statistical approach.
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