Browsing by Subject "käyttäytymisen hallinta"
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(2015)Objectives. In this study, the aim is to examine pupils' behaviour and behaviour management in drama lessons. Drama education is based on student-centred teaching and experimental learning, which is seen as a challenge for behaviour management and a huge risk for misbehaviour. On the other hand, in drama education pupils learn through creating and producing different solutions in groups, which is not possible in a strictly controlled environment. The aim of the study is also to clarify whether the behaviour management prevents group creativity in drama. At the same time, in this study, the observation tool of The Class Assessment Scoring System (CLASS) and its suitability for analysing the behaviour management of drama will be evaluated. Methods. This study is defined as a qualitative case study. The subject of the study was eight drama lessons for pupils ranging from first to third graders. The research material consisted of secondary video data that had been shot in drama lessons of four class teachers all specialised in drama. The material was analysed by using the behaviour management section of the CLASS tool and by categorising the situations of misbehaviour and the means of behaviour management. The results were then compared to previous study results of creative action in the drama lessons. Results and conclusions. The research shows that the pupils behaved as per the expectations and there were only minor occasions of misbehaviour in the lessons. Pupil behaviour received mainly high grades (6–7 on a scale of 1–7) while the grades of behaviour management were constantly lower (3,5–6 on a scale of 1–7). Behaviour management was based on reactivity instead of proactivity. The results endorse previous information that pupil compliance is supported by persistent prevention including created and sustained drama contract as well as active working for good group relations and positive atmosphere. Pupil behaviour was at its best when the teachers did not constantly control the pupils. Previous research shows that high-quality behaviour management supports group creativity in drama. CLASS tool is seen suitable for analysing behaviour management in drama lessons especially when considering drama elements such as the drama contract and pupil devotion.
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(2019)This study examines co-regulation during clean-ups and transitions between activities in ECEC. The main interest of this study was to describe co-regulation and to promote knowledge and understanding of it in these specific situations. This study also investigates the ways teachers co-regulate children’s emotion, behaviour and attention. In this study co-regulation is approached from a socio-cultural perspective, and it is considered an important factor in child’s development and learning. The videodata used in this study was collected in a daycare center in Southern Finland in spring 2017. Data of this study consist of 24 episodes that were identified from the original 51 h video corpus. Children who participated in this study were between 1 to 4 years old. This study employes an ethnomethodological approach and multimodal interaction analysis was used as a method of data analysis. Co-regulation during clean-ups and transitions between activities in ECEC was identified as a specific event which had clearly distinguishable beginning and ending. The situations where co-regulation occurred were different in relation to which situational factors invited teacher to co-regulate with specific child or group of children. Teacher used mostly active-related strategies while co-regulating, and active-related strategies were identified more than emotion-related strategies. The situations where co-regulation occurred ended successfully satisfying both teacher and child. The results indicate that co-regulation during these specific situations in ECEC had an important role in children’s development and learning. Co-regulation supported and scaffolded the children’s participation in these ECEC activities, helped the children to complete tasks and to overcome disappointments and frustrations.
Now showing items 1-2 of 2