https://doi.org/10.59132/viz/2018/5/20-26
Povzetek
V članku bomo predstavili učiteljevo vlogo pri poučevanju učencev, nekatera temeljna spoznanja v zvezi s čustvi in jih umestili v šolski kontekst oziroma v učiteljevo primarno delovno okolje – razred. Učiteljeva čustva v razredu namreč pomembno vplivajo na učenčevo motiviranost za učenje, na kakovost medsebojnih odnosov in razredno klimo, jeza pa je eno izmed najbolj pogostih čustev, ki jih učitelji doživljajo in izražajo v odnosu do učencev. Sproži se kot odziv na zaznavo učenčevega neustreznega vedenja. Ugotavljali bomo, kako lahko učiteljeva ugodna (na primer ponos) in neugodna čustva (na primer jeza) vplivajo na delo v razredu. Ključni razlogi, zaradi katerih se učitelji jezijo in jih navaja pedagoško psihološka literatura, se po navadi nanašajo na brezbrižnost učencev do svojih stvari, neupoštevanje navodil in nediscipliniranost. Načine izražanja jeze pri učiteljih smo razdelili na dve glavni skupini: na asertivne načine (na primer pogovor o težavi) in na agresivne načine (na primer vpitje). Za učinkovito doseganje ciljev ob izražanju čustev v razredu je pomembno, da učitelji najprej prepoznajo vzroke, ki jih privedejo do občutij, ozavestijo svoja telesna občutja in miselne vzgibe, ki se jim ob tem porajajo, ter s tem predrugačijo neučinkovite odzive v bolj konstruktivne in učinkovite. Vodstvo šole jih lahko ob tem podpre z organiziranjem izobraževalnih dejavnosti glede njihovega čustvenega delovanja v razredu in jim tako zagotovi nov vir znanja na tem področju.
Abstract
Teacher Anger as a Component of Interpersonal Interactions in Class
The paper introduces the teacher’s role in education and some of the core findings about emotions which are placed in school context and the teacher’s primary work environment – the classroom. Namely, the teacher’s emotions in the classroom have an important effect on the students’ motivation to learn as well as on the quality of interpersonal relationships and classroom climate. Among the most common emotions that teachers experience and express in their interactions with students is anger, which is triggered in response to the student’s improper behaviour. We look at how the teacher’s positive (e.g. pride) and negative emotions (e.g. anger) can affect the work in the classroom. The main reasons for the teacher’s anger, according to pedagogical and psychological literature, are usually students’ indifference towards their things, failure to follow instructions and indiscipline. The ways teachers express their anger fall into two categories: assertive behaviour (e.g. discussing the problem) and aggressive behaviour (e.g. screaming). In order to effectively achieve their goals relative to the expression of emotions in the classroom, it is important that the teacher first recognizes the causes that trigger them and develops awareness of the physical sensations and thought impulses that arise. This allows them to transform their ineffective responses into more constructive and effective ones. School management can support them by organizing educational activities on the topic of emotional responses in the classroom, thus providing them with a new source of knowledge about this topic.