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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.