| Abstract [eng] |
In this Master’s degree work was done the analysis of conflict’s concepts, attitudes and structure dealing with the problems which occur in school community: the features of students and teacher communication, the interface of the period of adolescence and behavior, the role of social pedagogue and teacher in solving conflicts and training their management skills. Also, the opportunities for education, students’ positive behavior and conflicts’ management skills training were suggested. The hypothesis was brought up that teachers often talk with their students about the understanding of the conflict during their teaching subject or class lessons, but rarely students are taught concrete useful skills to behave in conflict situations. The method of questionnaire survey was carried out to determine how often teachers face with conflicting schoolchildren at schools, which aid work and what methods, to their mind, are considered suitable dealing with such students. The statistical (descriptive, frequencies, percentage) data analysis was done. The study included N = 118 senior school teachers who have educational classes and N= 15 general education (basic) school students. On the basis of the quantitative results of the study using the elements of experimental test the qualitative study was conducted. Using D.Shapiro program “Conflicts and Communication” 10 classes were held to train students to specific useful skills in order to help them to cope with conflicts. The study results showed that the majority of surveyed teachers every day face with the conflicting students in their work. As the most effective ways working with such students teachers emphasize: positive interaction with a student, professional assistance, the need for cooperation. One of the specific means to develop students’ positive behavior and manage conflict skills, as the results of this work show, could be the program of D. Shapiro “Conflicts and Communication” applied in this study. According to the assessment of the study respondents, the experience was interesting and useful. The hypothesis brought up was verified partly. The vast majority of teachers often talk with their students about the understanding of the conflict during their teaching subject or class lessons, but rarely teach adolescents specific useful skills which help to behave in conflict situations. |
