Classroom management - pledoaje za efikasno delovanje u učionici

Abstract

The development of teaching involves the totality of systematic tendencies to optimize teaching practice in the direction of meaningful and effective learning. Learning this way through the exchanges of guided and independent work often deals with open and authentic problems. These endeavors open up a series of questions that want to give an answer on what conditions the successful classroom management should take into consideration, which occurs in the school in the form of a wide range of direct and indirect activities that the teacher should realize in order to overcome various and unexpected tasks of school everyday life . The range of activities ranges from the perspectives of teachers through the perspective of students to the perspective of teaching and teaching process. Different elements and forms in which classroom-management appears vary with the intensity, the time and the duration, and occur in numerous combinations and with varying degrees of representation. In order to understand the effects of classroom management, we need transparent and challenging goals, understanding of the dynamics and structure of learning, success criteria, good will of students and teachers, logic and strategies to achieve the desired goals. In doing so, one should not ignore the multidimensionality of the teaching process: teaching and learning have their own focus, effect, tendency, types, their fidbek, as binding or complex interactions, communication and relationships mediated in the teaching and learning process.