Browsing by Subject "käyttäytymisen arviointi"

The good manners and behaviour were an indication of decency and good citizenship at the beginning of elementary schools. When a new millennium approached, the significance of the school began to change. Instead of the teaching of the people, a speech about raising citizenship began. Instead of pursuing good citizenship emphasising and strengthening individuality was raised. In the Finnish curriculum of 2014 the subjects of evaluation are working, learning and behaviour. The curriculum is both administrative and pedagogic document which has been democratically created and the purpose of which is to direct schools and breeders and to create suitable guidelines to their operation. The 2014 curriculum obliges the organiser of the education to draw up the objectives to the evaluation of the behaviour. The aim of the research is to find out how local curricula justify evaluation of the behaviour, what kind of well behaving member of the society the curriculum texts build and how the power appears in the school's everyday life on the basis of them. The material of the qualitative study was objectives of the evaluation of the behaviour of the curricula of the elementary schools from Helsinki and of uniform comprehensive schools. The curricula of schools can be found with the own web pages of schools. The point of view of the study was sociological. The theoretical part covered the development of a Finnish school system, curriculum and evaluation of the behaviour. The material was examined and was encoded at the beginning of the analysis stage with the methods of the content analysis. The final analysis was achieved through the discourse analysis. According to the results, the evaluation of the behaviour was justified by the benefits of the community, the benefits of the individual and the benefits of learning. In the evaluation of the behaviour, attention is paid to the individual's ability to act as an active member of society. The well behaving individual was on the basis of the material the member of the community who is mostly behaving kindly and is responsible and observes rules. Having a good behaviour means a nice pupil who works as an example to others. There is no room for the individuality in spite of the individuality emphasising speech of other parts of the curriculum. The power was manifested in multiform, continuing and reaching one-way network of the power of the evaluation of the behaviour. The techniques of power guide the pupil from the outside to the expected and generally accepted action.