Half of the students in the total section of 275 students want to learn to play an instrument. These activities are always organized as written assignments in the concluding part of the lesson. Investigation of the students' perceptions, beliefs, attitudes and values regarding a parallel problem posed in the third story (The lost doll).
However, the composition of the students' previous classes is related to the father's position in the labor market.
Data Collected
The data of the experiment was collected by the professor himself, who had a map of the classroom with every seat and computer (see Figures 4 and 5). Every day he registered the exact position of each student in both the laboratory and the classroom where theory was taught.
Results Obtained
This means that students did not know each other at the start of the course, so they were randomly placed in the first class. All the above characteristics of Drama and Play can be detected and identified in the process. The teacher's learning agenda must be sympathetic to and in line with the concurrent learning of the child in the play center.
Similarly in the case of the complainant who learns how to best state his/her case in order to influence a satisfactory outcome. In the process, children can achieve a greater sense of understanding of their body's power and agility. In the drama entitled, 2 Adventures of Traveling Toys, the infant class first meets the Teacher as the Station Master, who complains that a bag of toys has been thrown onto the platform.
The open-ended nature of the drama episode is crucial for children's investment and participation. What is the impact of the environment and school on children's skills. In the first part of the paper, I will present the results of the survey, which was used to check teachers' opinions about the goals and methods of primary school education.
Description of the scales that characterise the opinions of the teachers
Is there any connection between the opinions and statements of the teachers about the aims and teaching methods in elementary education, and the achievements of the school children. While the second part will be devoted to the comparison of opinions with the educational practice, these are the results of the observance of lessons carried out in 20 third-grade classes in the primary schools in large Polish cities. This scale includes items that express the belief about minimal intellectual abilities, as well as skills of pupils from the first three grades of primary school.
It therefore includes opinions about the lack of cognitive independence of students, teachers did not believe that school children could find some interesting solutions for a given task, as well as statements expressing teachers' reluctance to allow children something less. formal and more spontaneous educational activities. It is a general belief that language or math tasks that are carried out in a group have a lower educational effect, because the result is that only the best student is active, while the rest of the schoolchildren who cannot participate in the task simply waste their time . The content of the items included in this scale measures the intensity of the attitude, which consists of a not very reflective and rigid teaching of simple schemes and the acquisition of rules, which can be verified with simple tasks.
A teacher who agrees with the statements on this scale believes that the most important thing is to introduce a formal knowledge of the language, as well as practice the algorithms for. The scale contains statements that accept the need to develop students' independence during the educational process. The statements in this scale create an image of a teacher who is willing to lead lessons in a creative and flexible way; a teacher who is ready to use div.
Hierarchical Structure of the Scales
Therefore, it can be assumed that a teacher who agrees with the statements of this scale values and reinforces the individual and spontaneous initiative of children, both for solving tasks and for the willingness to share ideas with others.
Relations between the results of the school children and opinions of the teachers
Due to the changes, it was necessary to conduct a new psychometric analysis of the tool created.
Correlations between the achievements of the school children and opinions of the teachers
During the survey, the teachers were asked to express their opinion according to the following scale: "strongly agree" - "agree" - "disagree" - "strongly disagree", on statements that describe factors that can hinder the achievement of educational goals in primary school. Coding was used and the results presented in Table 4 show the correlation between the school children's results and giving one of two positive responses to a given statement by the teacher. Calculating the effect of agreeing with given statements in the question "What obstacles do you face when carrying out educational goals in integrated education?" on school children's results.
One statement that had a statistically significant effect for five out of seven skills analyzed was "Children are not willing to learn and do not work systematically", which is strongly related to the previously analyzed pessimism scale. For grammar scale for the statement "Lack of good textbooks for integrated teaching" - students of teachers who agree with this statement achieve higher results in grammar than student teachers who do not agree with it. It is worth mentioning that for writing scale, also for this statement, we obtained a significant.
Other negative statistically significant effects were visible when the teachers accept the statement "Lack of clear educational objectives to be used in classes 1-3", and this amounts to: 0.18 for reading and -0.30 for the ability to solve text exercises. For the statement "Lack of experience exchange between 1-3 class teachers", there was a significant negative effect on spelling. For “Lack of sufficient cooperation with parents” statement, significant negative effects were observed for algorithmic skills and solving text problems.
Teacher’s opinions and educational practice
To create an effective learning environment, the teacher must be attentive to the students' intentions, especially when there is a lack of amalgamation. As the leader of the class, the teacher is responsible for the quality of the relationships. The understanding that the students have of the teacher is that she controls the class and gives content to the subject.
The students' learning process will then be kick-started by the teacher's introduction, which is expected to be clear and engaging. He cannot find the right words to explain that it is the teacher's personality that captures him. Robert explains it in the presence of the teacher: … looks me straight in the eyes and is seriously committed, as he says.
Studies also show examples of the opposite effect, that students experience that the teacher's personality is an obstacle to their learning. The teacher knows what the students don't know - and she knows what they are expected to know. When presenting new material, the teacher may run the risk of hitting a wall of dissociation from the students.
Professionel personality
Their ability to do this depends on the quality of the teacher-pupil relationship and can be observed in this very special and in a sense sensitive time when the teacher succeeds or fails to make the students interested in the subject. The ability to create a feeling in the students that this case means something to each and every one of them "all 25", gives the communication a social validity that makes them dare to lose themselves on the way to new learning. She needs to listen to what it is I'm trying to tell her and look at it from my point of view.
The teacher's values are the basis for the choice he makes, and the professional personality (red) is the basis for how he interprets his task, how he thinks about his didactics and how he behaves in his role.
Qualifications Competences
Let me be like you” – the teacher's part is to be a role model, not a seducer. Challenge me without oppressing me” – the teacher's part is to be a good other, to offer appropriate interventions. 2008 "Student Teacher Pairing: An Alternative to Traditional Placements in Secondary Schools" Teaching and Teacher Education.
Once in the role of teacher, "there are higher expectations of students and their behavior than when I was a head teacher: this was probably due to ownership of the lessons." (Teacher G) The use of the QTS standards was sometimes seen as a framework to help them think as a teacher and as a prompt to consider specific issues to develop their learning. This was also noted by another respondent: “The school prepared me for different abilities and needs, so I had to quickly learn how to adapt the lessons.” Respondents cited behavior management training: “I took away from the course ideas and strategies for immediate classroom use'; the career preparation profile that one respondent reflected in his teaching; quality school INSET and observations of other teachers.
However, he felt that "the (EBITT) course prepares you more quickly for promotion opportunities as you continue in the same school, so you are seen as a competent teacher more quickly". The challenge was enormous – work-life balance; work-work balance; what to do at work and what to take home..the biggest challenge is not to let people down.(Teacher B). The data collection from our teachers suggests that learning from personal experiences of immersion in the classroom is a starting point for many teachers - "the first year was hard work because you have to learn how to do all the elements of teaching." up with this teacher, he found it.
The above report also found that teachers who learned on the job through training at school or on the job were most likely to remain in the profession. The report recommends giving more weight to school-based training programs. We looked at the feather together – the children were even more interested in it. learn more, more about almost everything it felt.
