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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.

Razrednik je vloga, ki jo prevzame večina učiteljev na predmetni stopnji osnovne šole. To je odgovorno in zahtevno delo, ki dopušča malo časa za samo pedagoško delo z oddelčno skupnostjo. Diplomsko delo je razdeljeno na dva dela. V teoretičnem delu je najprej predstavljena vloga učitelja in njegove potrebne kvalitete, saj Pšunder (2006) meni, da je vsak razrednik najprej učitelj. Nato smo opredelili tudi vlogo razrednika in naloge, ki jih s svojim nazivom odgovorno prevzema. Naloge smo podrobneje opisali s pomočjo različnih avtorjev. V nadaljevanju smo se osredotočili na pedagoške naloge razrednika, ki so bile tudi osrednja vsebina našega raziskovanja. Teoretično smo raziskali, kako se razredniki pripravljajo in kako izvajajo razredne ure ter po katerih vzgojnih strategijah posegajo za učinkovito vodenje oddelčne skupnosti tako preventivno kot kurativno. V empiričnem delu smo s pomočjo anketnega vprašalnika pridobili odgovore na zastavljena raziskovalna vprašanja. Zanimalo nas je, kako pomembne so razrednikom pedagoške naloge, kako se pripravljajo na razredne ure, kdo jim pri tem pomaga in na kakšen način jih realizirajo. Želeli smo dobiti povratno informacijo tudi o pogostosti in uspešnosti izvajanja določenih vsebin na urah oddelčne skupnosti. Zanimalo nas je še, katere metode uporabljajo za učinkovito komunikacijo in katere, ko je ta neuspešna in se v oddelčni skupnosti začnejo pojavljati konflikti. Na koncu anketnega vprašalnika smo dali razrednikom možnost za njihovo splošno mnenje o razredništvu, na katerega so se v veliki meri odzvali. Odgovore smo skrbno interpretirali in primerjali s podobnimi raziskavami ter primeri dobre prakse. A class teacher is a role most teachers acquire in specific subjects level of primary school. It is a responsible and demanding task, which allows little time for the pedagogical work with the class itself. Diploma thesis is divided into two parts. In the theoretical part the class teacher’s role and the necessary qualities are presented, since according to Pšunder (2006) every class teacher is primarily a teacher. Later we have also determined the class teacher’s role and tasks he or she responsibly acquires with his or her role. The tasks were thoroughly described using sources by various authors. Further on we have focused on pedagogical tasks of the class teacher, which were also the focal point of our research. We have theoretically researched how class teachers prepare and how they execute class meetings and also which educational methods they use for effective class management, both preventive and curative. In the empirical part we have acquired answers to our research questions using a survey questionnaire. We wanted to learn how important pedagogical tasks were to class teachers, how they prepare for class meetings and who helps them and in what way do they realise them. We wanted to receive feedback on frequency and effectiveness of performing certain contents at class meetings. We also wanted to know which methods they use for effective communication and which when communication is not effective and conflicts in class start to emerge. At the end of the survey questionnaire we gave class teachers an option to express their general opinion on class teaching and most of them responded. The answers were carefully interpreted and compared to similar researches and examples of good practice.

V diplomskem delu raziskujemo odnos učencev osnovne šole do barve. Zanima nas, kako vpliva barva na učence, kakšne lastnosti ji pripisujejo ter na kakšen način bi se učenci z barvami izrazili. Namen diplomskega dela je preverjanje teoretičnih izhodišč glede lastnosti barv in njihovega vpliva na konkretni populaciji osnovnošolcev. Vzorec v raziskavi predstavljajo učenci predmetne stopnje od 6. do 9. razreda. Rezultati raziskave kažejo, da učenci v večini primerov uporabljajo barve zavestno in z namenom. Ugotovili smo, da barve v veliki meri vplivajo na učence in to predvsem na pozitivna občutja in čustva. Pri spremljavi fiziološkega vpliva barv smo ugotovili, da le-tega učenci pripisujejo predvsem rdeči, modri in črni barvi. V zelo majhnem odstotku pripisujejo učenci pozitivna občutja in čustva nekromatičnim barvam. Večini barv pa učenci pripisujejo fiziološke in psihološke lastnosti, medtem ko je simbolnih označitev zelo malo. Le-te najdemo le pri črni in beli barvi. V raziskavi smo ugotovili, da sta učencem najljubši barvi modra in rdeča. Ta izbora sovpadata s teoretično razlago teh dveh barv, saj sta povezani z izražanjem sreče. V raziskavi smo potrdili pričakovano konotativno vrednost črne barve, saj so jo učenci v visokem odstotku označili za barvo, ki izraža žalost. Rezultati raziskave so pokazali, da starost učencev ne vpliva na zavedanje barv, medtem ko spol vpliva. Zavedanje in doživljanje barv je pri dekletih večje kot pri dečkih. V raziskavi se je potrdila tudi predpostavka o stereotipnih barvah glede na spol in o povezanosti najljubše barve z izražanjem veselja. In this diploma thesis the attitude of primary school students towards colours is discussed. The areas of interest include the following: what effects colours have on students, what characteristics are attributed to a particular colour, and how students express themselves with the help of colours. The objective of the diploma thesis was to verify the theoretical starting points of colour characteristics, as well as to determine their effects on the concrete population of primary school students. The research was conducted among students in the upper primary school level, ranging from 6th to 9th grade. The results of the study show that students mostly use colours consciously and purposively. It has been determined that colours greatly affect the students, especially their positive feelings and emotions. By monitoring the physiological effect of colours, it was established that students attribute such an effect above all to the colours red, blue and black. A low percentage of students attribute positive feelings and emotions to achromatic colours. It is primarily physiological and psychological characteristics that are attributed, whereas symbolic characterization is rare it can only be found for the colours black and white. The research showed that blue and red are the students’ favourite colours. These choices coincide with the theoretical explanation they are associated with expressions of happiness. The anticipated connotative value of the colour black was confirmed a high percentage of students consider it a colour expressing sadness. The results of the research show that age does not play a role in colour consciousness, whereas gender does. Colour consciousness and colour experience are higher in girls than in boys. The presumption about gender-connected stereotypical colours was also confirmed, as well as the connection between one's favourite colour and expression of happiness.