An Analysis of Communication Art in Class Management of Primary School Head Teachers

2021 ◽  
Keyword(s):  
Primary School ◽  
Head Teachers ◽  
School Head ◽  
Class Management

scholarly journals ФІЛОСОФІЗАЦІЯ ТА ІНТЕЛЕКТУАЛЬНИЙ РОЗВИТОК

2019 ◽  
pp. 5-12
Author(s):  
В. В. Лисенкова
Keyword(s):  
Primary School ◽  
School Environment ◽  
Cognitive Activity ◽  
Daily Basis ◽  
Social Adaptation ◽  
School Teachers ◽  
Head Teachers ◽  
School Head ◽  
The Individual

The article deals with the modern assessment of the role of philosophizing by the representatives of the primary school teachers. In their opinion, the study of philosophy is necessary according to the level of development of children in primary school. In the future, this will provide an opportunity to increase their life competence significantly compared with today's training of senior high school graduates.The article assumes the definition of philosophizing as a way to increase the social adaptation of the younger generation through its initiation into the system of philosophical knowledge.Primary school teachers are directly connected with junior school pupils on a daily basis, with their problems and searches, observe their intellectual and ideological development, and are most interested in answering the questions of their training and education. Most of them noted that primarily the formation of thinking, attitudes, needs, orientations of children are influenced by the characterological behavior of the parents, the family atmosphere, the degree of parental pedagogical literacy, and then comes the importance of the personality of the teacher, his or her worldview, value system and professionalism. In the school environment, the teacher directs the cognitive activity of students, fulfilling a number of roles such as gnoseological, motivating, searching, informational, axiological, communication. Some of the respondents among the primary factors of productive learning include the natural inclinations of the child, the degree of his or her overall development, mental health, the absence or presence of mental adequacy, the ability to be surrounded by pupils for a long time and productively perform communication functions. In the subsequent rank, the role of the curriculum, the nature of the classroom and school partnership, the extra-curricular sphere of communication, the activities of the media, the Internet and the general state of culture in society are noted. School head teachers are worried about the growing lack of spirituality of society, the loss of value of moral and ethical standards, the devaluation of values, the absolutization of the role of money, indifference to evil, and lack of concern for fellows. They indicate the danger of a change in the nature of needs, the development of a new hyper-consumer orientation by the society, on the children's world perception. In this regard, in the course of school or out of school communication, it is impossible to strengthen the sense of welfare among young people, to build self-confidence, to increase self-evaluation, and the ability to navigate in existing conflicts of interest.The school education system focuses not only on obtaining knowledge, but also on the importance of nurturing the competence of the individual for productive life and life support.In the new state standard for teaching pupils the following tasks are set: development of emotional intelligence, critical thinking, understanding of one's feelings, feelings of others, ability to interact in a team, flexibility, innovativeness, financial and environmental literacy.It is impossible to solve the tasks indicated by the Ministry of Education without introducing various levels of philosophical culture. Teachers say about this, stating the need to develop philosophical thinking of children, since it corresponds to the nature of the child, allows curiosity to be turned into cognitive interest and create an integral picture of his/her world. Otherwise, he/she will remain routinely limited, deprived of a purpose in life (people who have it, live longer), who do not see his/her own prospects.

ASSESMENT OF THE POSTURE WITH THE STUDENTS OF THE FIRST GRADE OF PRIMARY SCHOOL

2017 ◽  
Vol 3 (1) ◽  
pp. 457
Author(s):  
Peter Kutis ◽  
Marina Kolarova ◽  
Zuzana Hudakova
Keyword(s):  
Primary School ◽  
Growth And Development ◽  
First Grade ◽  
Physical Structure ◽  
School Students ◽  
Head Teachers ◽  
School Head ◽  
Survey Sample ◽  
The Individual ◽  
Muscular Imbalance

Abstract.During childhood, respectively in adolescence, the human physiological changes due to growth and development of physical and mental functions. There are many factors that affect the growth and development of the individual, and which are reflected in its physical structure. The aim of this study was to determine whether muscular imbalance were observed in the group of pupils in the first grade of elementary school. As methodology, we chose to examinate shortened and weakened muscles by Janda. Survey sample consisted of students of the first grade at two elementary schools in Ruzomberok. The survey was conducted in the years 2015 - 2016, with the consent of parents, children and school head teachers. Students were divided into 4 groups, and we evaluated the incidence of faulty posture in pupils of first, second, third and fourth grade.Key words: primary school students, back pain, back excercises, posture

Sources of Stress for Primary School Head Teachers in New Zealand

1986 ◽  
Vol 12 (3) ◽  
pp. 281-288 ◽  
Author(s):  
David Galloway ◽  
Fay Panckhurst ◽  
Kathleen Boswell ◽  
Colin Boswell ◽  
Kathy Green
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Head Teachers ◽  
School Head

scholarly journals E-Readiness Status of Primary Schools Implementing Digital Devices in Kisii County

2020 ◽  
Vol 8 (1) ◽  
pp. 24
Author(s):  
Edwin Obwoge Makworo ◽  
Abuya Teresa Kwamboka ◽  
Nyakoe George Morara
Keyword(s):  
Primary School ◽  
Digital Literacy ◽  
Primary Schools ◽  
Simple Random Sampling ◽  
Global Changes ◽  
Literacy Programme ◽  
Head Teachers ◽  
Digital Devices ◽  
School Head ◽  
The Government

<p>Delivery of education content to learners in many learning environments has greatly been enhanced by the deployment and implementation of Information Communication Technologies (ICTs) in the world today. Many developing countries are putting in place strategies to ensure their education systems use ICT to improve and diversify learning to meet the global changes in technology. In Kenya, ICT Integration in Primary Education is one of the key flagship programmes that has received keen attention by the government in the past few years through the primary schools Digital Literacy Programme (DLP). This research endeavoured to establish the e-readiness of primary schools implementing use of digital devices in Kisii County. Survey research design was applied in the study. The population of the study constituted of 710 primary school head teachers, 1,420 standard one and two teachers and 71,000 standard one and two pupils. Sample size was determined using the fisher formula and the sample consisted of 249 primary school head teachers, 302 standard one and two teachers and 381 standard one and two pupils. Purposive sampling was used to select schools, head teachers and teachers. Simple random sampling was used to select the specific schools to include in the study and proportionate sampling was used to determine the number of respondents from each school. The research instruments applied in the research included self-administered questionnaires for teachers and head teachers and interview schedules for pupils. To ascertain the reliability of the research instruments, a pilot test was carried out and a Cronbach’s alpha coefficient of 0.76 was realized. Data was analysed qualitatively and quantitatively using descriptive statistics in SPSS.The research established that the main impediment to implementation of the DLP was the psychological and financial readiness within the schools. There should be a well planned training schedule for teachers and a budget be put in place for the primary schools for the DLP.</p>

From general dogsbody to whole-class delivery - the role of the primary school teaching assistant within a moral maze

2011 ◽  
Vol 25 (2) ◽  
pp. 78-81 ◽  
Author(s):  
Linda Hammersley-Fletcher ◽  
Michelle Lowe
Keyword(s):  
Primary School ◽  
Policy Development ◽  
Teaching Assistant ◽  
Head Teachers ◽  
Competitive Edge ◽  
School Head ◽  
School Teaching ◽  
Staffing Needs ◽  
And Control

Educational performance has become a global focus of attention in the attempt to demonstrate a competitive edge (Ball, 2007; Bottery, 2000) leading to a drive for greater accountability and control over teachers work (Ball, 2007). A recent policy development in England, ‘Workforce Remodelling’ (DfES, 2003), has impacted upon the role of the ‘teaching assistant’ in ways that potentially significantly shift understandings of acceptable ways of utilising such staff. We argue that schools are now placed in the position where pragmatic solutions to address staffing needs are in tension with a more moral form of accountability about how such staff are utilised and paid. We draw upon questionnaire data gathered from 200 English primary school teaching assistants and interviews with eight primary school head teachers and ask whether the educational drivers and values that risk reducing teaching to a technocratic exercise indicate that we have forgotten what education is all about. Moreover, this article highlights the need for further research that explores the ways in which the educational moral and ethical positioning of school leaders may or may not influence their decision-making.

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