SUMMARYThe purpose of this assignment is to give an insight into how experienced teachers withcompetence within relations, work. Research around bullying and educational environmentagrees that the quality of the classroom management has an impact on the number of pupilswho are being bullied or harassed in a group. The core curriculum of the (LK06) NationalCurriculum for Knowledge Promotion and the school legislation have high demands as tohow the teacher exercise his work and to how the headmaster and school should workactively and systematically to promote an environment without bullying.Consequently I have asked myself: How do teachers assess building of relations and socialcompetence as a tool to prevent and deal with bullying? The question, which also is thefoundation of my assignment, has been a guideline to both the theory and the data I havecollected. The theory is divided into three. Firstly I have tried to see the current theory aboutbullying and classroom management (1), evolved around the work of Olweus and Roland, asa basis. Furthermore I have focused on the theory about social competence and relations(2),to a great extent in the assignment. Gresham & Elliot’s categories of social skills have been aguideline for parts of the interviews. I have used Schön’s theory of silent knowledge, to try tounderstand how teachers develop and share their professional theory and experience.4To find answers to my question, I have used qualitative research as a method and interviewedten teachers from five different schools. As I wished to look further into how teachers withgood qualifications within relations and classroom management practiced, I made a strategicselection. To find the “right” teacher`s, I contacted the headmasters with a specific request tocome in touch with teachers that had succeeded in their work in classes and that had goodrelations to their pupils. I interviewed each teacher for an hour. The interviews whererecorded on Iphone and transcribed afterwards. While I was working with the data that Icollected, I used matrices to get a better thematic view of the data.The interviews with my informants gave me insight in the work of teachers who take interestin preparing children and youngsters for life both socially and professionally. The meetingswith these teachers were often marked by enthusiasm and the love of their subject. More thanone expressed that they found it meaningful to be able to sit down and reflect and be heard ina theme, that they considered the heart of their mission with teaching. As I interpreted myinformants, they regarded practicing social competence and the building of relations, asimportant tools in how to create a secure environment in a class and prevent bullying. Tohave good relations with the pupils were useful when they had to correct and set boundariesfor unwanted behaviour. Perhaps that could be one of the reasons why these teachers rarelyexperienced bullying in their classes? There were no occasions during the interviews, wherewords as difficult or impossible, were used about pupils. On the other hand, I got many goodstories about teachers who through creativity and perseverance, managed to make relationswith pupils that had large or small problems attaching to others. Furthermore I found manygood examples of how teachers through systematic guiding and practise in social competence,could help children adapt in the community of the class. A lot of the pupils I heard of couldhave developed into people bullying others, some could have been the ones that becamebullied and a probably larger group of pupils, could have been in the group of children thatare both bullying other children and being bullied themselves.During the last decade, it has been more and more common that schools are organized inteams. My informants tell me that the solidarity, support and the goodconversations/reflections in the teams has been an important area for developing security andto grow as teachers. On the other hand, none of my informants could say anything about howthe sharing of experience and knowledge from the teams and to the rest of the colleagueshappened
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