Browsing by Subject "Opettajan pedagoginen auktoriteetti"

This thesis is a theoretical framework of a teacher’s pedagogical authority and classroom management. The main focus is on teacher’s pedagogical authority, authority relationship, pedagogical relationship, didactical relationship, classroom management and classroom management problems. The objective of the thesis is to understand the main concepts of the field. Teacher’s pedagogical authority has changed over time, in such a matter that the society or tradition no longer automatically provide the authority to the teachers, but rather every teacher needs to build their own authority by themselves. Teachers find lack of authority to be one of the reasons of classroom management problems. The authority relationship between student and teacher allows the teaching-studying-learning process, which is a part of the pedagogical and didactic relationship. Classroom management is defined as an unperturbed mode, but it does not mean silence. The improvement of the rights and equality of children has brought challenges to maintain classroom management. The old procedures have needed to be replaced. It has been publicly spoken, that classroom management problems are the reason, why teachers exhaust and loose the sense of meaningful teaching. It is not a new phenomenon, but in the recent years the disturbing behavior of students has increased. Teachers believe the reason behind this is in the upbringing and students believe the reason is in the teachers. There is no single reason behind the disturbing behavior, however a sum of many explanatory reasons can be found. A Teacher cannot avoid dealing with classroom management problems, therefore the prevention and getting involved with the problems facing classroom management problems is highly important. In my upcoming Master’s Thesis I will study what kind of classroom management problems teachers face and how they deal with the challenges that arise.