Search

Razrednik ima pomembno vlogo pri šolanju vsakega učenca. Je vez med učenci, starši in učitelji, učitelj pa z razredništvom prav tako pridobi pomembne in zahtevne naloge in vloge. V okviru magistrskega dela sem želela raziskati več področij razredništva, in sicer lastnosti dobrega razrednika, naloge, ki jih opravlja, tematike razrednih ur, sodelovanje s starši, zanimal me je tudi pogled razrednika na njihovo vlogo. V ta namen sem oblikovala vprašalnike, ki jih je izpolnilo 310 učencev predmetne stopnje, 89 staršev in 88 razrednikov. Rezultati so pokazali, da se razredniki zavedajo, katere so tiste lastnosti, ki jih morajo imeti za kakovostno opravljanje svojega dela. Učenci menijo, da sta pri razrednikih najbolj izraženi lastnosti natančnost in pravičnost, razredniki pri sebi zaznavajo najbolj izraženi pravičnost in zaupnost, staršem sta najpomembnejši lastnosti dobrega razrednika natančnost in to, da razrednik pri svojem delu uživa. Kot najmanj izraženi lastnosti sta se pokazali ustvarjalnost in strokovnost. Razredniki so najučinkovitejši pri opravljanju administrativnih, najmanj pa pri opravljanju pedagoških nalog. Učenci si želijo več razrednih ur, kot jih imajo sedaj, kot najpomembnejše tematike za obravnavo so se – pri vseh treh skupinah – pokazali medosebni odnosi, medvrstniško nasilje ter pregled ocen oz. učna problematika. Starši in razredniki menijo, da so tri najpomembnejše in najpogostejše oblike sodelovanja med njimi govorilne ure, roditeljski sestanki in pisno obveščanje. Razredniki svoje delo ocenjujejo kot zahtevno, a se hkrati zavedajo, da so nepogrešljiv člen v šoli. Prav tako poročajo, da ne pridobijo dovolj znanja v okviru študija. Rezultati magistrskega dela so lahko v pomoč tako razrednikom kot tudi svetovalnim delavcem, ki z njimi sodelujejo oz. jim želijo pri delu pomagati. Psihologi imamo namreč kot svetovalni delavci pomembno vlogo v odnosu do dela učitelja. Lahko jih opolnomočimo za delo z učenci in starši hkrati je učitelj dober vir informacij o učencu za svetovalnega delavca. Class teacher plays an important role in the education of each student. By being given the role of a class teacher, one receives important and demanding tasks and roles. Class teachers are the link between students, parents and teachers. As part of my master's thesis, I wanted to research several areas of a class teacher’s work, namely the qualities of a good class teacher, the tasks he or she performs, the topics of class meetings, and the cooperation with parents. I was also interested in class teachers’ view of their role. For this purpose, I designed questionnaires, which were filled out by 310 students from sixth to ninth class, 89 parents and 88 class teachers. The results showed that the class teachers are aware of the qualities they must have to perform their work well. Students believe that thoroughness and fairness are the most prominent qualities of class teachers, the qualities that class teachers themselves perceive as the most pronounced are fairness and confidentiality, and the most important qualities of a good class teacher for parents are thoroughness and the fact that the class teacher enjoys his or her work. The least expressed qualities were creativity and professionalism. Class teachers are most effective in performing administrative tasks, and least effective in performing pedagogical tasks. Students want more class meetings than they have now. Most important themes for class meetings are interpersonal relations, peer violence and review of grades or learning problems. Parents and class teachers believe that the three most important and most common forms of cooperation between them are speaking hours, parent meetings and written notifications. Class teachers assess their work as demanding, but at the same time they are aware that they are an indispensable part of the school. They also report that they do not acquire enough knowledge during their studies. The results of the master's thesis can be of help to both classroom teachers and counsellors who work with them or want to help them with their work. As counsellors, psychologists play an important role in relation to the class teachers and their work. They can empower them for their work with students and parents, and at the same time, the teacher can be a good source of information about an individual student for the counsellor.

The management of discipline has been and continues to be a thorny issue globally for educational managers. Collaborative decision making is one of the alternative disciplinary methods that governments have come up with for management of students’ discipline in schools to replace corporal punishment. This paper sought to investigate the influence of principals’ use of collaborative decision making as an alternative disciplinary on students’ discipline in public secondary schools. The study objective sough to establish the extent to which principals’ use of class meetings for collaborative decision making as an alternative disciplinary method influences students’ discipline in public secondary schools. The study employed Ex post facto research design and targeted 333 public secondary schools in Kitui County, Kenya. Stratified proportionate sampling and purposive sampling were used to select the sample size. Questionnaires and interview guides were used for data collection. Descriptive statistics was used to analyse, tabulate and present data. The Chi-square (x2) test was used to determine the strength of association between holding class meetings for collaborative decision making and students’ discipline and to test whether the observed relationship is significant or not. The study established that collaborative decision making was done within the school set up to enhance discipline. Of the principals contacted, 83.7 per cent indicated that there was use of class meetings as an alternative disciplinary method. Results of chi square had a P-value of 0.373. This indicates that there is no significant difference between class meetings for collaborative decision making and students’ discipline. The study concluded that there is no significant difference between holding class meetings with students for collaborative decision making and students’ discipline. The study recommends an improvement in implementing the resolutions arrived at during class meetings for this could lower tensions regarding areas that could be potentially divisive.

V magistrskem delu z naslovom Različni pristopi izvajanja ur oddelčne skupnosti na predmetni stopnji osnovne šole smo raziskovali različne vzgojne pristope, ki jih uporabljajo razredniki predmetne stopnje za izvajanje ur oddelčne skupnosti v javnem in zasebnem šolstvu in jih med seboj primerjali. Delo je nadaljevanje diplomskega dela z naslovom Vloga razrednika na predmetni stopnji osnovne šole. V ta namen smo pričujočo magistrsko delo razdelili na dva dela. V teoretičnem delu smo poglobljeno analizirali različne vloge in vzgojne pristope učitelja in razrednika tako s pravno formalnega kakor s pedagoškega vidika znotraj različnih vzgojnih konceptov. Osredinili smo se na odnosno raven učitelja do učenca ter primerjali vzgojne pristope in pristope vodenja razreda v različnih pedagoških javnih in alternativnih konceptih. Pri vsaki veji alternativne pedagogike smo predstavili posamezen oris učenca kakor tudi lastnosti učitelja, ki te pedagoške metode aplicira. V empiričnem delu smo izvedli kvalitativno raziskavo in s pomočjo polstrukturiranih intervjujev pridobili vpogled v življenje in delo učitelja razrednika v dveh javnih in dveh zasebnih šolah. Podrobneje smo želeli izvedeti, katere vzgojne pristope uporabljajo razredniki pri svojem delu v oddelčni skupnosti, s pomočjo katere literature se na te ure pripravljajo ter katere metode uporabljajo za vzpostavitev povezanosti učencev v razredu in katere za reševanje morebitnih konfliktnih situacij. Ugotovili smo, da učitelji razredniki ne glede na to, ali delajo v javni ali zasebni šoli, zasledujejo cilje, ki so si jih zastavili na začetku šolskega leta, in da prednost posvečajo aktualni problematiki, ki jo rešujejo s pogovori z učenci in drugimi deležniki šole, prav tako pa s pomočjo strokovne literature, timskim delom, intuicijo ter nadaljnjim izobraževanjem in usposabljanjem. Največ pozornosti posvečajo odnosom znotraj razreda, zato se veliko pogovarjajo, lotevajo se socialnih iger, poudarjajo medsebojno pomoč in spodbujajo medsebojna druženja. In this Master's thesis titled Different Approaches to Class Meetings in Elementary Grades 6 through 9, we studied and compared different educational approaches that class teachers of both public and private schools use for class meetings of elementary grades 6 through 9. This Master's thesis is a continuation of my Diploma thesis titled Role class teachers in upper level of primary school. Master's thesis is divided into two parts. In the theoretical part, there's a detailed analysis of the different roles and educational approaches of a teacher and a class teacher, both from legally formal and pedagogical views within different educational concepts. We focused on the relationship between a teacher and a student and compared educational approaches and approaches of leading a class in different pedagogical concepts, both public and alternative. For each branch of alternative pedagogy, we presented an individual image of a student as well as the qualities of a teacher, who is applying these methods. In the empirical part, we conducted qualitative research where we obtained data by using semi-structured interviews that allowed us to get an insight into the life and work of class teachers from two public and two private schools. We wanted to find out in detail which educational approaches class teachers use for their class meetings, which literature they use to prepare for these meetings, which methods they use to foster connections between students and to resolve potential conflict situations. We found out that class teachers in both public and private schools follow the goals set at the beginning of the school year and focus on current problems, which they try to resolve with conversations with students and other participants in the school, as well as using professional literature, teamwork, intuition and further education and training. They pay the most attention to relationships within the class, communicate a lot, and try social games, emphasizing mutual aid and encouraging socializing.

[ES] La posibilidad de crear salas partidas es una funcionalidad interesante en las plataformas para las reuniones remotas. Sobre todo, cuando el trabajo autónomo de los alumnos, bien sea de manera individual o en equipo, es una parte importante del tiempo de tus sesiones de clase. En este trabajo os explico como configuro yo esas salas partidas en MS Teams y qué hago durante las clases remotas síncronas mientras mis alumnos trabajan en grupos., [EN] The possibility to create breakout rooms is an exciting feature on platforms for remote meetings. Above all, when students work autonomously individually or as a team, most of the time, in your synchronous class sessions. In this work, I explain how I set up those breakout rooms in MS TEAMS and what I do during synchronous remote classes while my students work in groups. La posibilidad de crear salas partidas es una funcionalidad interesante en las plataformas para las reuniones remotas. Sobre todo, cuando el trabajo autónomo de los alumnos, bien sea de manera individual o en equipo, es una parte importante del tiempo de tus sesiones de clase. En este trabajo os explico como configuro yo esas salas partidas en MS TEAMS y qué hago durante las clases remotas síncronas mientras mis alumnos trabajan en grupos.

Šola ne predstavlja zgolj okolja, ki izobražuje, ampak tudi okolje, v katerem lahko otrok razvija socialne veščine, ki mu omogočajo učinkovito vedenje v socialnem prostoru. Zato je pomembno, da tudi v šoli skrbimo za razvoj in vzdrževanje socialnih veščin, saj lahko v nasprotnem primeru prihaja do težav, ki se znajo odražati na učnem področju, na področju odnosov in duševnem zdravju, ter se lahko pojavljajo tudi v obdobju adolescence in kasneje v življenju. Za preprečitev morebitnih posledic primanjkljajev na področju socialnih veščin, smo v ta namen oblikovali trening socialnih veščin, ga izvedli in tudi evalvirali. Izvedli smo ga v četrtem razredu osnovne šole pri urah oddelčne skupnosti, ki so med drugim namenjene ravno ustvarjanju optimalnih pogojev za osebnostni razvoj posameznika ter pripravi učencev za kakovostno življenje v skupnosti. Podatke o evalvaciji intervencije smo zbrali s kvantitativnimi in kvalitativnimi metodami pedagoškega raziskovanja. Analiza intervjuja, vprašalnika, evalvacijskih vprašalnikov in lastne refleksije izvajalca je pokazala, da je po izvedbi prišlo do manjših sprememb na področju odnosov in socialnega položaja posameznikov ter do določenih pozitivnih sprememb na področju obravnavanih socialnih veščin. Prav tako smo iz strani učencev in učiteljice zaznali naklonjenost do delavnic treninga socialnih veščin pri urah oddelčne skupnosti in željo po tovrstnem delu v prihodnosti. School does not only represent an environment for education but it is also an environment in which a child is able to develop social skills that enable effective behaviour in social space. Therefore, it is important for school to take care of the development and maintenance of social skills. This is important in the event of different problems, which can reflect in the educational sphere, in relationship and mental health field and can occur during adolescence and later in life. In order to prevent possible consequences of social skills deficits we have designed and performed a social skills training and evaluated it. The training was performed in the 4th grade of primary school in class meetings, which are among other things meant for the creation of optimal conditions for individual personal development and the preparation of pupils for high quality life in a community. The information regarding the evaluation of the intervention was collected with quantitative and qualitative methods of educational research. The analysis of the interview, questionnaire, evaluation questionnaires and self-reflection of the performer have shown that small changes occurred after the performance. Changes occurred in the area of relationships and the social status of the individuals and some positive changes happened in the area of the involved social skills. We have also perceived some affections towards social skills training workshops not only from the teacher but also from the pupils and their desire for this type of work in the future.

The thesis named Consultation teacher - student - parent at primary school with focus to providing feedback deals with specific role of consultations in the process of education as a form of cooperation between family and school. The aim of this thesis is to closer describe consultations teacher - student - parent in the extensive context and point out their potential in particular from the point of view of the formative assessment. It is a special educational opportunity that facilitates students' personal development and improvement in the process of learning via providing feedback which comes simultaneously from three sides. The theoretical part deals with defining term consultation teacher - student - parent, describing their functions and development as a communication platform. Part of the text offers an inspiring application of this untraditional appointment in Sweden. Attention is also focused to implementing students'sources that work as essential support for work with the formative feedback. The second, empirical part deals with reconstruction of three consultation meetings at primary school and reflects development of this event from the side of teacher, student as well as parent in the form of a case study. This research confirms the value of all three approaches and formation of...

Uloga škole je odgoj i obrazovanje učenika. Dok učitelji u razrednoj nastavi svakodnevno provode vrijeme sa svojim učenicima i mogu u velikoj mjeri utjecati na njihov odgoj, učitelji u predmetnoj nastavi za taj su dio često zakinuti budući da provode manje sati tjedno sa svojim učenicima. I jednima i drugima kao obvezan dio njihova posla određuje se sat koji ima posebnu odgojnu ulogu, a to je sat razrednog odjela ili sat razrednika. On je planom i programom određen jednim satom tjedno neposrednog rada učitelja s učenicima. Cilj ovoga istraživanja bio je analizom 20 prikupljenih planova i programa sata razrednog odjela istražiti i utvrditi koji se sadržaji planiraju u razrednoj i predmetnoj nastavi, planira li se suradnja sa stručnim suradnicima te planiraju li se na satu razrednika neki od oblika integriranog poučavanja kao što je projekt, korelacija ili tematsko poučavanje. Provedenim intervjuom s 15 učenika cilj je bio dobiti uvid u realizirane sate razrednih odjela, kao i ispitati zadovoljstvo učenika provedenim satovima razrednih odjela. Rezultati istraživanja pokazuju da je u 20 planova i programa ukupno planirana 231 različita tema te da razrednici najviše planiraju teme kojima se obilježavaju važni dani, a najmanje teme iz kategorije učiti kako učiti. Stručni suradnici koji se najviše spominju su knjižničari (9 puta) te liječnici (8 puta), a provedenim intervjuom s učenicima utvrdilo se da su na njihovim satima razrednika pedagozi najčešći suradnici koji provode različite radionice na satu. Utvrdilo se da učitelji za sate razrednika planiraju i tematsko poučavanje, a najveći broj planova i programa odnosi se na projekt, no od 14 planova i programa, samo u dva se projekt pojavljuje u više od jednoga sata. Intervjuom se utvrdilo da učenici ne sudjeluju pri odabiru tema, a 7 od 15 učenika odgovorilo je da sat razrednika mijenjaju s drugim predmetima. The role of schools is upbringing and education. While teachers in elementary school spend every day with their students affecting their upbringing, subject teaching teachers spend considerably less time per week with their students. As a compulsory part of their job, there is a subject with a special upbringing role which is called a class meeting or a homeroom class. It is defined by the teaching plan and program as one hour a week of immediate work between a teacher and his/hers students. The goal of this research was to analyze 20 plans and programs of homeroom classes and determine which contents are planned to be implemented in the grade school, are teachers willing to cooperate with professional associates and if teachers are planning some sorts of integrated teaching, projects, correlation or thematic teaching. The goal of the conducted interview with 15 students was to gain an insight into the realized homeroom classes, as well as to examine the satisfaction of students attending them. The research results have shown that, in 20 plans and programs, 231 different topics were planned. Most of them were about important days of the year. However, least of them were devoted to learning how to learn. The most frequently mentioned professional associates in plans and programs are librarians (9 times) and doctors of school medicine (8 times), while interviews with students showed that pedagogues are the most common associates doing different workshops. It was determined that teachers are planning integrated teaching on homeroom classes and that most of them are referred to projects, but only 2 out of 14 plans and programs have dedicated more than one hour to its implementation. The interview showed that students do not participate in the topic selection. Moreover, 7 out of 15 students answered that sometimes homeroom class is replaced with another subject.

The purpose of this study was to determine if students’ self-concept and perception of peers would be impacted positively by implementing daily bibliotherapy-based class meetings over a four-week period. This study utilized a quasi-experimental one-group pretest-posttest design with no control group. The researcher hypothesized that there would be no significant change in self-concept or perception of peers based on the intervention. Data were collected using a pre- and post-intervention survey and daily student reflections. After completing the intervention, students demonstrated improvement in the areas of self-concept and peer perceptions, and all five null hypotheses were rejected, suggesting most notably that ratings of selves and peers increased, and gains in peer ratings were statistically significantly higher than gains in self-ratings. Self-ratings were higher at pre and post testing intervals (32.591 and 34.455, respectively) than ratings of peers (21.091 and 26.909, respectively), although t-tests revealed that the mean gains for both self (3.994) and peer (5.395) ratings increased statistically significantly over the study. The significant increase in ratings of peers may indicate that bibliotherapy has implications for enhancing peer relations as well as students’ self-concepts. Further research appears warranted to learn more about the nature of the potential benefits of bibliotherapy-based meetings in the classroom for more diverse samples.

The purpose of this study was to examine the correlation between frequency of class meetings and instances of bullying in two fifth grade classrooms. The measurement tool was a simple three question survey given to students at the end of the six-month study. No statistically significant difference was found between the frequency of class meetings and instances of bullying. Future research should attempt to measure the impact of class meetings on other areas of school climate rather than simply focusing on bullying.

V magistrskem delu z naslovom Razrednik in razredna ura z vidika učencev nas je zanimalo, kaj učenci menijo o razredniku in razrednih urah. V teoretičnem delu smo najprej opredelili osnovne pojme, povezane z razredništvom. Zanimalo nas je, kako je pojem opredeljen v zakonodaji in katere vloge ter kakšne naloge opravlja razrednik. Nekatere naloge razrednika so prijetne, druge pa nekoliko manj. Ugotovili smo, da se mora učitelj za vlogo razrednika usposabljati in razvijati svoje kompetence. Usposabljanje razrednika poteka na različne načine, šola pa jih mora pri tem podpirati. Posvetili smo se oddelku in uram oddelčne skupnosti, ki jih imenujemo tudi razredne ure. Spoznali smo, da oddelek sestavljajo učenci podobne starosti in predznanja, ki jih vodi učitelj – razrednik. Zanimali so nas namen razrednih ur in njihove značilnosti ter kako se pripraviti nanje. Ker razredne ure vplivajo na razredno klimo, smo nekaj besed namenili tudi tej temi in na splošno vodenju oddelka. Razrednik mora ustvariti dobro voden razred, kar bistveno poenostavi učenje in poučevanje. Spodbudno učno okolje se povezuje z dosežki učencev in s pozitivnimi odnosi med njimi, kar ustvarja pozitivno klimo. Razrednik se mora torej na razrednih urah poleg obravnave aktualnih vsebin posvetiti tudi medsebojnim odnosom. Če vse skupaj sklenemo v celoto, so v dobro vodenem oddelku dobri medsebojni odnosi, kar vpliva na pozitivno klimo, to pa zagotavlja boljše učno okolje in dosežke. Razrednik kot vodja se lahko tako tudi nenehno izboljšuje. V empiričnem delu so nas zanimale želje učencev glede razrednih ur ter njihov pogled na delo in lastnosti razrednika. O istih področjih smo povprašali tudi anketirane razredničarke, da smo odgovore učencev lahko primerjali z njihovimi odgovori. Ugotovili smo, da so učenci zadovoljni s pogostostjo in trajanjem razrednih ur, želeli pa bi si tudi razrednih ur zunaj učilnice. Rezultati kažejo, da učenci večinoma lahko predlagajo teme za razredne ure. Na razrednih urah se večinoma počutijo prijetno in na njih rešijo večino težav. In this master thesis we were interested in students’ opinion about the class teacher and class meetings. In the theoretical part we first defined the basic concepts related to class meetings and class teacher. We were interested in how the term is defined in the legislation and what tasks do the class teacher have. Some of the tasks are pleasant, others not so much. We found out that the teacher must train and develop his competences to become a good class teacher. This is done in various ways and schools need to provide support for the teachers. We focused on class meetings lead by class teacher and found out that students there are of similar pre-knowledge and age. We were interested in the purpose of class meetings and their characteristics and how to prepare for them. Since class meetings affect classroom climate, we also devoted a few words to this topic and to the overall management of the class. The class teacher should create a well-managed class of students, because learning and teaching is much easier that way. Having a stimulating learning environment is linked to students' achievements and positive relationships between them, which also creates a positive classroom climate. The class teacher should, therefore, also focus on relationships in the class. We can conclude that in a well-managed class of students, there are good relationships which contribute to good classroom climate, which brings a better learning environment and better achievements. The class teacher can also constantly improve in that way. In the empirical part, we were interested in students’ wishes regarding class meetings and their opinion about their class mentor. We also asked class mentor similar questions, so we could compare students’ answers to theirs. We found out that students are satisfied with the frequency and the duration of class meetings, but they would like for them to be sometimes held outside the classroom. The results show that students can suggest the topic of class meetings and declare what they want to talk about. They mostly feel comfortable and solve most of the problems during that time.

V diplomski nalogi smo obravnavali razredne ure, ki so lahko odlična priložnost za usposabljanje učencev za nadaljnje življenje. Razredne ure se od šole do šole razlikujejo. Nekatere šole izvajajo razredne ure samo z namenom opravljanja administratitnih nalog, medtem ko se na nekaterih šolah obravnava kakovostna tematika. V teoretičnem delu diplomske naloge smo najprej na kratko predstavili razrednika in razred, nato pa smo se osredotočili na razredne ure. Predstavili smo njihov pomen, metode dela, značilnosti, pripravo, namen izvajanja in vsebino. V empiričnem delu je predstavljena raziskava, ki smo jo izvedli med dijaki treh srednjih strokovnih oz. tehniških šol s Koroške. Namen empiričnega dela je bil raziskati pričakovanja učencev glede izvajanja razrednih ur, vsebine, katere si učenci želijo obravnavati na razrednih urah, sodelovanje med učenci in razrednikom pri izbiri vsebin in vpliv razrednih ur na osebnostni razvoj učencev, na odnose s sošolci in razrednikom ter na sposobnost reševanja težav. Prav tako pa smo ugotavljali, kakšne spremembe razrednih ur predlagajo učenci. Pri omenjenih sklopih smo preverjali obstoj razlik glede na spol in letnik učencev. V raziskavi je uporabljena deskriptivna in kavzalno neeksperimentalna metoda empiričnega pedagoškega raziskovanja. Rezultati kažejo, da se učenci, vključeni v raziskavo, na razrednih urah počutijo dobro. Učenci menijo, da bi morale razredne ure potekati enkrat tedensko po 45 minut, da bi morala biti udeležba na razrednih urah obvezna in da je najprimernejša metoda za izvajanje razrednih ur frontalno delo razrednika z vsem razredom. Ugotovili smo, da pri izbiri vsebin ne sodelujejo z razrednikom, saj ta le-te izbere sam. Po mnenju učencev pa so najprimernejše vsebine za obravnavanje na razrednih urah ravno administrativne zadeve, kot je pregled izostankov in pregled ocen. Prav tako smo ugotovili, da razredne ure ne vplivajo na osebnostni razvoj učencev in na njihove odnose s sošolci in razrednikom. Prepričanje učencev o tem, ali so se na razrednih urah naučili reševati težave, je razdeljeno, večina pa jih meni, da na razrednih urah, ki jih obiskujejo, ni potrebe po spremembah. The diploma thesis deals with class meetings, which can provide excellent opportunities for preparing students for life. Class meetings differ from school to school. Some schools hold class meetings with the sole intention of handling administrative tasks, while others introduce quality topics. The theoretical part of the thesis first introduces the class teacher and the class, and then focuses on class meetings. The significance of class meetings is looked into, as well as particular work methods employed, the features and preparations for class meetings, and their purpose and content. The empirical part of the thesis relays the research that has been conducted among students of three different vocational high schools from the Koroška region. The purpose of the empirical part was to determine the students’ expectations regarding class meetings, which topics they would like to discuss, how the students cooperate with the class teacher when choosing topics, and the impact of class meetings on the students’ personal growth, relations among students as well as the relationship between students and the class teacher, and the ability to solve problems. The research also inquired into what changes to class meetings the students would propose, all the while taking into consideration possible differences in opinion with a view to gender and age of the students in question. The research employed a descriptive and non-experimental method for causal analysis of empirical pedagogical research. The results show that the students included in the research feel positive about class meetings. The students think that class meetings should be held once a week for 45 minutes, that participation should be mandatory, and that the best method for conducting class meetings is traditional frontal teaching. It has been established that students have no say in setting the topics for class meetings since these are chosen by the class teacher alone. According to the students, the most suitable issues to be raised at class meetings are administrative matters, such as reviewing absences and grades. It has also been determined that class meetings have no impact on the personal growth of the students nor do they influence relations among students or the relationship between the students and the class teacher. Student opinion on whether class meetings taught them how to solve problems is divided, while the majority think that the class meetings they attend have no need for alterations.

The bachelor's thesis is focused on the contact between parents and teachers (representatives of the institutions of school and family). In the theoretical part, concepts as contact or pedagogical communication are explained. The next part concerns the question how the participants of the contact (family, school, and child) are perceived by the society and which assumptions they have when entering the communication. Furthermore, the paper deals with the social conditions in which the contact is brought about, the process itself and the means of establishing the contact. A special focus is laid on specific forms of the contact, mainly the parent's evening. The empirical part is based on a brief research concerning the contact between school and parents, focused on parent's evenings. It lays on an enquiry carried out among parents, children and teachers on several occasions: in a school during a parent's evening, during an outdoor school and in a physician's waiting room where mothers came with their children. The aim of the enquiry was to verify the correspondence of my theoretical outcomes with the practice. Key words Class meetings, Parents, Teacher, pupil, communication

Sat razrednog odjela u hrvatskim je školama dugo godina bio ideološki obojen. Izraz koji se danas upotrebljava, sat razrednog odjela, ustaljen je tek petnaestak godina. Do uspostave samostalne Hrvatske bio je to sat razredne zajednice, ali je i on doživljavao niz izmjena i nadogradnji. Šezdesetih se godina prošloga stoljeća spominje kao sat razrednika i, prema svemu sudeći, tada u Hrvatskoj nastaju prve konceptualizirane ideje o tome nastavnom satu. Tijekom 19. i prve polovine 20. stoljeća odgojni problemi razrednog odjela rješavani su isključivo na satu vjeronauka ili u sklopu ostalih nastavnih aktivnosti. Neposredno nakon Drugoga svjetskog rata hrvatski su učitelji, pod utjecajem ruskih, njemačkih i američkih pedagoga, pisali prva hrvatska djela o toj temi. Nešto poslije hrvatski autori promišljaju o tom satu na nov način u društveno uvjetovanom kontekstu socijalističkog uređenja. Danas je to jedan obavezan sat tjedno koji izvode razrednik u predmetnoj i učitelj u razrednoj nastavi. Ne postoji neki službeni program za taj sat, već učitelj ima veliku mogućnost izbora o tome koje će odgojno-socijalizirajuće sadržaje implementirati u taj sat i kakve će metodičke scenarije prakticirati. Također, na učiteljskim fakultetima nema sustavnog osposobljavanja učitelja za taj oblik pedagoški i stručno složene učiteljske zadaće. Ideje nekih poznatih pedagoga izvan Hrvatske mogu znatno pomoći učiteljima u osmišljavanju toga važnog načina upravljanja razrednim odjelom. Autorica ovdje prikazuje i komentira koncepte Done Styles i Jane Nelsen., The classroom lesson in Croatian schools has a history which, for a long number of years, carried an ideological connotation. The term used today, the classroom lesson, has been in use for only some fifteen years. Until the establishment of Croatia as an independent state, this was the class community lesson, but as such it also saw a number of amendments and improvements. In the 1960s it was referred to as the form teacher’s lesson, and it seems that this was the time when the first conceptualised ideas about this lesson emerged in Croatia. During the 19th and first half of the 20th century, the educational issues of the class were resolved only in the catechism lesson, or as part of other teaching activities. Soon after the Second World War, Croatian teachers were influenced by Russian, German and American educationalists, and the first Croatian works on this topic appeared, which were influenced by these ideas. Somewhat later, Croatian authors began to view this lesson in a new way in the socially conditioned context of socialism. Today, this is a mandatory lesson held once a week led by the form master in subject-based teaching, or by the class teacher in classroom teaching. There is no official programme for this lesson, and the teacher is left with various options in selecting the educational and socialisation contents to be implemented in this period, and the methodological scenarios that will be practised. Teacher education faculties do not have any systematic training for this pedagogically and professionally complex task. The ideas of some renowned pedagogues from outside Croatia may significantly help teachers in planning this new and important manner of managing a class. The author herein presents and comments on the concepts of Dona Styles and Jane Nelsen.