Načela disciplinskega pristopa

• Main Author: Pšunder, Mateja
• Format: Other/Unknown Material
• Language: Slovenian
• Published: Zveza društev pedagoških delavcev Slovenije 2015
• Subjects: vzgoja in izobraževanje; disciplina; disciplinski pristopi; pravice učencev; dolžnosti učencev; razredni menedžment; education; discipline; disciplinary methods; pupils' rights; pupils' duties; classroom management; info:eu-repo/classification/udc/371.5; sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=52864; https://dk.um.si/Dokument.php?id=77424&dn=; http://www.cobiss.si/scripts/cobiss?command=DISPLAY&base=cobib&rid=14581512&fmt=11

Raziskave kažejo, da je disciplina v šolah še vedno precej tradicionalna in kot takšna problematična, saj pri učencih ne podpira razvoja samodiscipline in odgovornosti. Če želimo aktualizirati disciplino v šolah, je treba disciplino najprej ustrezno razumeti, jo pojmovati. Danes je prevladalo prepričanje, da o tem, kateri disciplinski pristop je dober ali učinkovit, ne morejo soditi zunanji strokovnjaki, temveč lahko o tem presojajo učitelji sami. Namen prispevka je stališča nekaterih sodobnih avtorjev o disciplini obupoštevanju izsledkov raziskavo navedeni tematiki v tujini in pri nas združiti v načela, ki naj bi učitelje vodila pri presojanju disciplinskega pristopa. Izhodišča za oblikovanje načel so nam pomenile skupne točke med posameznimi avtorji. Načela, ki so usmerjena v doseganje obeh temeljnih ciljev discipline, bi po našem mnenju lahko bila aktualna tudi pri nas. Research shows that discipline at school is still quite traditional and, as such, problematic as it does not stimulate the development of self-discipline and responsibility in pupils. In order to make discipline in schools topical, it must first be appropriately understood. Today, the prevailing conviction is that the quality or efficiency of disciplinary methods cannot be assessed by external experts, but only by teachers themselves. The purpose of the article is to bring together the viewpoints of certain contemporary authors about discipline, taking into account the results of researches into this issue in Slovenia and abroad, into the principles which are to lead teachers in their assessment of disciplinary methods. We employed the common points of individual authors as the starting points for formulating the principles. We believe that the principles oriented to the achievement of both basic goals of discipline could also be relevant in Slovenia.