The nature of the pupil’s adaptation at the beginning of school attendance is one of the important indicators of his development and a precondition for further school education. The beginning of school attendance includes especially pupil’s everyday joy, achievement of better school results, building positive relationships in the new team. There is unsuccessful adaptation present in the pedagogical practice that is characterized by negative attitudes towards the school education and the appearance of the adaptation difficulties. In the presented theoretical analysis, we specify on adaptation difficulties with the emphasis on the causes of their existence in pupils at the beginning of the school attendance. The paper focuses on the selected areas which have the impact on the start of adaptation difficulties of beginning pupils. A broad-spectrum view of the occurrence of adaptation difficulties of beginning pupils allows the identification of their causes, the provision of adequate support and intervention to eliminate.
{"title":"THE CAUSES OF ADAPTATION DIFFICULTIES OF THE BEGINNING PUPILS","authors":"Radka Teleková","doi":"10.18355/pg.2020.9.2.4","DOIUrl":"https://doi.org/10.18355/pg.2020.9.2.4","url":null,"abstract":"The nature of the pupil’s adaptation at the beginning of school attendance is one of the important indicators of his development and a precondition for further school education. The beginning of school attendance includes especially pupil’s everyday joy, achievement of better school results, building positive relationships in the new team. There is unsuccessful adaptation present in the pedagogical practice that is characterized by negative attitudes towards the school education and the appearance of the adaptation difficulties. In the presented theoretical analysis, we specify on adaptation difficulties with the emphasis on the causes of their existence in pupils at the beginning of the school attendance. The paper focuses on the selected areas which have the impact on the start of adaptation difficulties of beginning pupils. A broad-spectrum view of the occurrence of adaptation difficulties of beginning pupils allows the identification of their causes, the provision of adequate support and intervention to eliminate.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"132 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41266440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study focuses on supporting the use of compensation strategies in foreign language teaching and learning. First, the concept of foreign language strategies in general is explained. Then, the terminology linked to a special group of strategies, labelled either as “communication strategies” or “compensation strategies” is discussed in more detail in terms of their history and classification. The controversial approach of scholars related to the name and the concept is elaborated. The importance of enhancing these strategies in foreign language teaching and learning is highlighted, too. Further, the study provides meta-analysis of research conducted in compensation strategies. Finally, the study delivers results of a questionnaire survey aimed at investigating which compensation strategies secondary school teachers in Slovakia support in developing perceptive and productive skills of their learners.
{"title":"EVELOPING CRITICAL THINKING BY ENHANCING COMPENSATION STRATEGIES IN TEFL","authors":"Božena Horváthová","doi":"10.18355/pg.2020.9.2.8","DOIUrl":"https://doi.org/10.18355/pg.2020.9.2.8","url":null,"abstract":"The study focuses on supporting the use of compensation strategies in foreign language teaching and learning. First, the concept of foreign language strategies in general is explained. Then, the terminology linked to a special group of strategies, labelled either as “communication strategies” or “compensation strategies” is discussed in more detail in terms of their history and classification. The controversial approach of scholars related to the name and the concept is elaborated. The importance of enhancing these strategies in foreign language teaching and learning is highlighted, too. Further, the study provides meta-analysis of research conducted in compensation strategies. Finally, the study delivers results of a questionnaire survey aimed at investigating which compensation strategies secondary school teachers in Slovakia support in developing perceptive and productive skills of their learners.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42999951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents the historical perception of the Treaty of Trianon from 1920 with emphasis on educational texts of (Czech-) Slovak textbooks. The attention of the authors is especially focused on the current state, which reflects the different perceiving of this subject in Slovakia compared to the perceptions of this topic in Hungary. Considering the close links between history didactics and historiography, the authors offer an insight on the subject's reflection in scientific circles, as well as an outline of possible outcomes and perspectives for presenting this differently perceived issue in history teaching as well as provide a platform for future historical research.
{"title":"THE HISTORICAL PERCEPTION OF THE TREATY OF TRIANON ON THE PAGES OF EDUCATIONAL TEXTS","authors":"Martin Hetényi, Adriana Kičková","doi":"10.18355/pg.2020.9.2.11","DOIUrl":"https://doi.org/10.18355/pg.2020.9.2.11","url":null,"abstract":"The article presents the historical perception of the Treaty of Trianon from 1920 with emphasis on educational texts of (Czech-) Slovak textbooks. The attention of the authors is especially focused on the current state, which reflects the different perceiving of this subject in Slovakia compared to the perceptions of this topic in Hungary. Considering the close links between history didactics and historiography, the authors offer an insight on the subject's reflection in scientific circles, as well as an outline of possible outcomes and perspectives for presenting this differently perceived issue in history teaching as well as provide a platform for future historical research.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48391088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstact In the teaching learning process in the classroom setting, the harmonious relationship between teachers and students in the classroom is the cornerstone for achieving learning goals. This study aims to explore teacher’s positive politeness strategies in EFL classroom interaction. In this present study, one conversation class at an English course in Makassar was recorded and observed by the reseachers to find out the positive politeness strategies employed by teacher and students in the classroom. The classroom interaction is transcribed, and analyzed through coding. The strategies of positive politeness can be seen in three sections of the teacher’s activities in the classroom, pre teaching, whilst teaching, and post teaching. The findings show that there are 2 (two) positive politeness strategies in pre teaching: Asking A Persuasive Question and Greeting The Students As In-Group Membership. In the whilst-teaching 9 (nine) strategies are detected: Reviewing the Last Subject Using Motivating Expressions; Encouraging The Student Coming Late; Letting The Students Coming Late Take A Seat Using “Please”; Addressing Students “Guys” And “We/Let’s”; Checking The Students’ Understanding Using Polite Questions; Building Students’ SelfConfidence; Giving A Funny Example; Giving instruction Using “please”; and Using A Polite Expression “Could you please ....” instead of “Can you .....” In the post teaching stage, 6 (three) strategies are found: Using Appreciating Expressions; Praising Student’s Comment; Expressing disagreement in a polite expression; Replying Students’ Answers without No; Telling the Next Activity using “Let’s”; and Giving Homework as a “Gift” . These strategies contribute to create effective interaction between teacher and students, and students and students.
{"title":"TEACHER’S POSITIVE POLITENESS STRATEGIES IN EFL CLASSROOM: A QUALITATIVE DESCRIPTIVE STUDY AT AN ENGLISH COURSE IN MAKASSAR, INDONESIA","authors":"Haryanto Atmowardoyo, S. Weda, Nurmawati","doi":"10.18355/pg.2020.9.2.10","DOIUrl":"https://doi.org/10.18355/pg.2020.9.2.10","url":null,"abstract":"Abstact In the teaching learning process in the classroom setting, the harmonious relationship between teachers and students in the classroom is the cornerstone for achieving learning goals. This study aims to explore teacher’s positive politeness strategies in EFL classroom interaction. In this present study, one conversation class at an English course in Makassar was recorded and observed by the reseachers to find out the positive politeness strategies employed by teacher and students in the classroom. The classroom interaction is transcribed, and analyzed through coding. The strategies of positive politeness can be seen in three sections of the teacher’s activities in the classroom, pre teaching, whilst teaching, and post teaching. The findings show that there are 2 (two) positive politeness strategies in pre teaching: Asking A Persuasive Question and Greeting The Students As In-Group Membership. In the whilst-teaching 9 (nine) strategies are detected: Reviewing the Last Subject Using Motivating Expressions; Encouraging The Student Coming Late; Letting The Students Coming Late Take A Seat Using “Please”; Addressing Students “Guys” And “We/Let’s”; Checking The Students’ Understanding Using Polite Questions; Building Students’ SelfConfidence; Giving A Funny Example; Giving instruction Using “please”; and Using A Polite Expression “Could you please ....” instead of “Can you .....” In the post teaching stage, 6 (three) strategies are found: Using Appreciating Expressions; Praising Student’s Comment; Expressing disagreement in a polite expression; Replying Students’ Answers without No; Telling the Next Activity using “Let’s”; and Giving Homework as a “Gift” . These strategies contribute to create effective interaction between teacher and students, and students and students.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42661033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper describes institutional care in the Czech Republic with a subsequent focus on the children's home and the motivation of children educated in this facility. A historical overview of institutional care in the Czech Republic is presented. The aim is to present a research survey that found out how children educated in an children ́s homes are motivated to learn. A qualitative strategy was chosen, an anamnestic study using the interview method (N = 20). The result shows that children are insufficiently motivated to learn by the children's home and the biological family. The results of studies are related to low motivation, which show that children from a children's home most often receive education at the level of a
{"title":"THE MOTIVITY OF CHILDREN FROM A CHILDREN´S HOME TO EDUCATE","authors":"J. Krátká","doi":"10.18355/pg.2020.9.2.1","DOIUrl":"https://doi.org/10.18355/pg.2020.9.2.1","url":null,"abstract":"The paper describes institutional care in the Czech Republic with a subsequent focus on the children's home and the motivation of children educated in this facility. A historical overview of institutional care in the Czech Republic is presented. The aim is to present a research survey that found out how children educated in an children ́s homes are motivated to learn. A qualitative strategy was chosen, an anamnestic study using the interview method (N = 20). The result shows that children are insufficiently motivated to learn by the children's home and the biological family. The results of studies are related to low motivation, which show that children from a children's home most often receive education at the level of a","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47749847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to find out (1) the vocabulary teaching strategy used by teacher for students with hearing impairment, (2) how to implement the strategy to teaching English vocabulary for students with hearing impairment. This research applied qualitative method. The participants of this research were one English teacher and four students of eight grades SMPLB at SLB Negeri 1 Makassar, Indonesia which were taken through purposive sampling technique. The data of this research were collected by observation, interview, and documentation. The obtained data were analyzed in four major phases namely data collection, data display, data condensation, and drawing conclusion. The result of this research revealed that, (1) there were five strategies used by an English teacher in teaching English vocabulary for students with hearing impairment namely rehearsal, sign language, gesture, writing language and discussion; (2) The teacher implemented the strategies by combining all of those strategies. The teacher showed the material such as explanation and vocabularies to students by writing it on the whiteboard. Next, the teacher explained it to the students by using sign language and gesture, when the teacher gave the students exercise, the students were allowed to discuss the exercise with their friends. All vocabularies the students had learned would be repeated until they were familiar and memorized the those vocabularies.
{"title":"A STUDY ON VOCABULARY TEACHING STRATEGY FOR STUDENTS WITH HEARING IMPAIRMENT AT SPECIAL EDUCATION SCHOOL (SLB), MAKASSAR, INDONESIA","authors":"Reskiana, Haryanto, S. Weda","doi":"10.18355/pg.2020.9.2.5","DOIUrl":"https://doi.org/10.18355/pg.2020.9.2.5","url":null,"abstract":"This research aims to find out (1) the vocabulary teaching strategy used by teacher for students with hearing impairment, (2) how to implement the strategy to teaching English vocabulary for students with hearing impairment. This research applied qualitative method. The participants of this research were one English teacher and four students of eight grades SMPLB at SLB Negeri 1 Makassar, Indonesia which were taken through purposive sampling technique. The data of this research were collected by observation, interview, and documentation. The obtained data were analyzed in four major phases namely data collection, data display, data condensation, and drawing conclusion. The result of this research revealed that, (1) there were five strategies used by an English teacher in teaching English vocabulary for students with hearing impairment namely rehearsal, sign language, gesture, writing language and discussion; (2) The teacher implemented the strategies by combining all of those strategies. The teacher showed the material such as explanation and vocabularies to students by writing it on the whiteboard. Next, the teacher explained it to the students by using sign language and gesture, when the teacher gave the students exercise, the students were allowed to discuss the exercise with their friends. All vocabularies the students had learned would be repeated until they were familiar and memorized the those vocabularies.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48375743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study focuses on the pilot verification of the COR Observation Items Preschool Child Observation Record (2003) adapted to the Czech environment and presents a pilot analysis of the social skills of children in selected kindergartens. Data from observations of 153 children from selected kindergartens were used for the analysis. The study confirms the possibility of using the tool for diagnosing children's social skills in kindergarten. The tool responds sensitively to the age and gender differences of children and class homogeneity.
{"title":"POSSIBILITIES OF DIAGNOSTICS OF SOCIAL SKILLS OF PRESCHOOL CHILDREN","authors":"K. Kubíková, Milan Podpera, A. Boháčová","doi":"10.18355/pg.2020.9.2.9","DOIUrl":"https://doi.org/10.18355/pg.2020.9.2.9","url":null,"abstract":"The study focuses on the pilot verification of the COR Observation Items Preschool Child Observation Record (2003) adapted to the Czech environment and presents a pilot analysis of the social skills of children in selected kindergartens. Data from observations of 153 children from selected kindergartens were used for the analysis. The study confirms the possibility of using the tool for diagnosing children's social skills in kindergarten. The tool responds sensitively to the age and gender differences of children and class homogeneity.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67667919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sexting as a risky behavior of adolescents is determined by the family environment, by the family structure and by the quality of mutual relations in the family. The aim of the study was to explore the relation between the frequency of self and peer sexting and parental monitoring from the perspective of adolescents. The research involved 790 respondents -(adolescents aged 12-18 years) who were administered the modified questionnaire "Cyberbullying and sexting" (modified by K. Holla). The results suggest that adolescents who do not talk to their parents about online risky behaviour are more likely to report that they engage in peer-sexting. There is a relationship between parental monitoring of adolescents' online activity and sending and receiving erotic and sexual material from their friends.
{"title":"SEXTING AS A RISKY BEHAVIOR AND THE PARENTAL MONITORING FROM THE PERSPECTIVE OF ADOLESCENTS","authors":"Tomáš Turzák, Viera Kurincová, K. Hollá","doi":"10.18355/pg.2020.9.2.3","DOIUrl":"https://doi.org/10.18355/pg.2020.9.2.3","url":null,"abstract":"Sexting as a risky behavior of adolescents is determined by the family environment, by the family structure and by the quality of mutual relations in the family. The aim of the study was to explore the relation between the frequency of self and peer sexting and parental monitoring from the perspective of adolescents. The research involved 790 respondents -(adolescents aged 12-18 years) who were administered the modified questionnaire \"Cyberbullying and sexting\" (modified by K. Holla). The results suggest that adolescents who do not talk to their parents about online risky behaviour are more likely to report that they engage in peer-sexting. There is a relationship between parental monitoring of adolescents' online activity and sending and receiving erotic and sexual material from their friends.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46500972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A contribution deals with an exhibition project named The Floor. It approaches teacher-trainer strategies during teaching students and preparing them for their future careers. Teaching methods and strategies are described through the process of preparation and creation of an exhibition of art works by students of the Art education study program. The exhibition The Floor was created in mutual student-teacher cooperation and it analyzes the features of the work and its creation, which uses repetition as a principle of artefact construction. The closing analysis deals with some of intermedia and interdisciplinary overlaps which exist in artistic creation.
{"title":"ARTEDUCATION POTENTIAL OF THE EXHIBITION NAMED THE FLOOR","authors":"Matěj Kratochvíl","doi":"10.18355/pg.2020.9.2.6","DOIUrl":"https://doi.org/10.18355/pg.2020.9.2.6","url":null,"abstract":"A contribution deals with an exhibition project named The Floor. It approaches teacher-trainer strategies during teaching students and preparing them for their future careers. Teaching methods and strategies are described through the process of preparation and creation of an exhibition of art works by students of the Art education study program. The exhibition The Floor was created in mutual student-teacher cooperation and it analyzes the features of the work and its creation, which uses repetition as a principle of artefact construction. The closing analysis deals with some of intermedia and interdisciplinary overlaps which exist in artistic creation.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48750799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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