Browsing by Subject "työrauhahäiriö"
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(2022)Aims. Mild disturbances to a calm working environment are part of the everyday life in school. These disturbances can emerge through a wide variety of reasons, and often either the teacher or the teaching assistant will need to intervene to address disruptive behaviour. The teacher or the teaching assistant may intervene in the disruptive behaviour by verbal or non-verbal means. One of the means of non-verbal communication is physical touch. Physical touch is a natural element of multimodal interactions between people and has been found to have various developmental benefits as well as positive effects on well-being. The aim of this thesis was to examine situations where the calm working environment is disturbed and the teaching assistant intervenes by using physical touch. What are the multimodal elements that constitute these situations, how can these elements be grouped, and how does the teaching assistant’s intervention take shape? Methods. The thesis was a qualitative case study based on a data set of 13 lessons that had been video recorded and pre-transcribed for the ‘Long Second’ research project. The data was categorized and five video clips (in total 47s) were selected from the data for closer examination. These clips were selected as they featured specific instances, interpreted as situations where the calm working environment was disturbed and the teaching assistant intervened by using physical touch. The videos were viewed multiple times and the events that unfolded were narrated and recorded with a neutral voice. The events in the videos were then studied by means of microethnography, reflecting back to existing research. Results and conclusions. The thesis puts forward a new nine-dimensional classification of disturbances to calm working environment, extending from the classification developed by Madsen et al. (1968). The situations, interpreted as instances where the calm working environment was disturbed, and where the teaching assistant intervened by using physical touch, consisted of various multimodal elements, such as speech, bodily movement, and fiddling with an object. The teaching assistant’ interventions that employed physical touch comprised two or three distinct parts, and the intervention had an either activating or deactivating effect on the pupil. As the thesis is a case study its findings are not generalizable. However, the findings significantly enhance our understanding of those specific situations where the calm working environment is interpreted to be disturbed and the teaching assistant intervenes by using physical touch.
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(2016)Aim. The purpose of this study was to examine classroom management problems and its effect on teacher's well-being. The objective was also to examine successful classroom management and ways to advance classroom management and teachers' well-being. The study introduces ways to advance classroom management and work related well-being. Class-room management is a current topic in schools. Schools should be safe for both students and teachers. Teachers' well-being has been studied widely but mainly from a negative point of view. Methods. The study was conducted as a qualitative research. The research data consisted of individual interviews with seven teachers who work in the Uusimaa area. The interviews were semi-structured and were held in April 2016. Data from the interviews was analysed by using theory oriented content analysis. Results. The effect of classroom management (problems) on teachers' well-being was evaluated as very strong. A teacher who didn't have classroom management problems in class was able to put more effort on work than a teacher who struggled with classroom manage-ment problems. It seems that it is challenging to recover from stress related to classroom management problems and this stress effects working life as well as personal life. The teachers used several methods to advance classroom management and to interfere with classroom management problems. The reasons for the problems were considered by most of the teachers as student-related. The teachers wished for more effort by schools on advancing teachers' well-being and classroom management. Serious and long-lasting problems could be prevented by advancing teachers' well-being. This study offers viewpoints for current and future teachers and others interested in the subject.
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(2021)Objectives. The aim of the study was to examine early-career craft teachers’ conceptions about classroom discipline and how they prevent and solve classroom discipline issues. The study also examined craft teachers’ attributes related to self-efficacy, especially from classroom discipline’s point of view. Angle throughout the study was craft teachers’ novice state. Theoretical background is combined of two main areas. First, concept of classroom discipline, causes behind classroom discipline and classroom discipline issues as well as means to intervene challenging classroom situations are examined. Second main theory was Albert Bandura’s (1977) theory of self-efficacy and related factors, which in this study was connected to examine teachers’s experiences of solving classroom discipline issues. Methods. Data was collected during April and May of 2021 using online inquiry. The inquiry consisted of standardized open questions. The inquiry form was distributed deliberately in internet and social media to locations where the targeted novice craft teachers were reached. Twelve respondents, who had less than five years of teaching experience, took part in the study. Methodological approach to this study was qualitative phenomenography. Collected data was analyzed with phenomenographic analysis and content analysis. Results and conclusions. According to the respondents, classroom discipline is a state where teaching is not distracted. Classroom discipline was said to enable concentration and fluent work. Positive and safe atmosphere was also mentioned as an attribute of classroom discipline. In managing classroom discipline, craft teachers favor preventive methods over corrective methods. Encouraging students to follow rules was the most common preventive method to manage classroom discipline. The most common unverbal corrective method was waiting the class to be silent before beginning teaching, whereas the most common verbal corrective method was reminding existence of rules, using positive phrases in teaching and one-to-one conversations with students. The most used punishments for discipline disruption was taking the student to separate space from others and contacting parents. Craft teachers felt that their survival and self-efficacy experiences related to classroom discipline management were mostly influenced by modeling (for example practices of more experienced colleagues) and social support.
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(2015)The goal of this study is to find out how class teachers define an ideal working environment in a classroom, how they maintain this ideal working environment and how they react when it's disturbed. An ideal working environment is something every class teacher has to deal with in their job and it plays a great role in it. There's no absolute definition to what an ideal working environment actually is and every teacher creates the definition themselves. In this study knowledge about class teachers' definitions of the term was assembled in a configuration where the interviewed class teachers were experts of their own teacher being and their educational philosophy. The aim was to gather answers from class teachers without making any generalizations depending on the answers. Eight class teachers were interviewed for this study on the area of Uusimaa. Six of them have graduated within the last five years and two of them over 20 years ago. The interviewed teachers were chosen randomly for the interviews. In this study it occurred that the definitions for an ideal working environment that the teachers defined bore a resemblance to one another, even though the theme isn't discussed in the teacher education at the university. It seems that the atmosphere in the classroom plays an important role in the formation of the ideal working environment and so does the teacher's attitude. The teachers have various ways to prevent issues that can disturb the ideal working environment they have built in their classroom, to maintain it and to react to the disturbances. The teachers have taken many of the measures into their repertoire after having heard or read about them elsewhere.
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