Browsing by Subject "differentiering och klassrumsledarskap"

Today there are many class teachers who experience that their professions have changed and the pupils in the schools today have also changed. The heterogeneity in today’s classroom is big and class teachers need to have competence in many different areas to meet every pupil's needs, which leads to many class teachers feeling powerless to be able to meet every pupil’s needs. This leads to class teachers abandoning their profession or in the worst case they get a burnout, resulting in long term sick leave. In my opinion class teachers should get more support to fulfill their role of being a teacher in today’s school. The purpose of this study is to contribute with knowledge about class teachers’ positive experiences and methods in the areas of inclusion, differentiation, and classroom management and what is included in a good collaboration between the class teacher and remedial teacher. The research questions were formulated as follows: 1. What are class teachers’ thoughts about the development of the school, the need for knowledge regarding special education and the development of the increased heterogeneity in the classroom? 2. What are the class teachers' own thoughts and experiences of functioning methods in the areas of inclusion, differentiation, and classroom management? 3. How has the class teachers obtained their knowledge about methods and solutions that the teacher uses in their own classroom? 4. Which form of collaboration and support from the remedial teacher does a class teacher think is valuable? This thesis was conducted as a qualitative study, and the data was collected with semi-structured interviews. Seven class teachers were interviewed. Content analysis with a deductive approach was used to analyze the answers from the interviews. The result shows that the class teachers have a very positive approach to the areas of inclusion, differentiation, and classroom management. It is shown that support from the colleagues and allocation of resources are very important for the class teachers to be able to do the practical work in these areas and for the constructing of a functioning collaboration with the remedial teacher. Functioning methods in differentiation are to redo assignments, cut short or extend homework, flexible grouping, and to do assignments in different levels. Functioning methods in classroom management are rules and boundaries, self-reflection - who am I as a teacher, building safety and to see all pupils. The most common way to get knowledge of inclusion and differentiation is experience and in-service training. The most common way for the teachers to obtain knowledge about classroom management was that it is a part of their nature and it is one of their foremost interests but also through discussions with colleagues. For the collaboration between the class teacher and remedial teacher to be good, the class teacher needs to utilize the expertise that the remedial teacher has to offer, have good communication with the remedial teacher and aim to co-teach.