https://doi.org/10.59132/viz/2018/3-4/17-24
Povzetek
Vključujoča šola temelji na dobrih odnosih med vsemi učenci in odraslimi. Velja tudi obratno, da se dobri socialni odnosi v šoli krepijo z vključevanjem vseh. Za posebno ranljive skupine učencev oz. za učenca, ki je v osebni stiski, so socialni odnosi še posebno pomembni za njegov napredek v šoli. Odnosne potrebe ljudi potrjujejo tudi nevroznanstveni dokazi. Učitelj, ki se zaveda pomena odnosov z učenci oz. načrtno razvija svojo odnosno kompetenco, ima boljši dostop do razumevanja delovanja posameznega učenca. To bo povečalo in izboljšalo njegovo pedagoško odzivanje pri bolj kompleksnih pojavih v šolskem prostoru, kot je npr. učenčevo odklanjanje šole.
Abstract
Importance of Good Social Relationships between Teachers and Pupils, and of Teacher’s Relational Competence
An inclusive school is founded on good relationships between all the pupils and the adults, and vice versa; good social relationships in school are strengthened by including everyone. For particularly vulnerable groups of pupils or for a pupil in personal distress, social relationships are especially important for their progress in school. The relational needs of people have been confirmed by neuroscientific evidence. A teacher who is aware of the importance of relationships with pupils or who intentionally develops his/her own relational competence can better understand how an individual pupil functions, which will increase and improve his/her pedagogical response to more complex phenomena in the school setting, such as a pupil’s aversion to school.