Zakłócanie przebiegu lekcji – różnorodność i sytuacyjna zmienność

Agnieszka Konieczna

doi:10.21697/fp.2022.1.19

Published: 2022-10-17

Vol. 12 No. 1 (2022)

Disrupting the lesson – variety and situational variability

Agnieszka Konieczna

Pedagogical Forum

Section: Articles and essays

https://doi.org/10.21697/fp.2022.1.19

Abstract

Zjawisko określane jako przeszkadzanie na lekcji, jeśli przyglądamy się mu bliżej, okazuje się złożone i wielowymiarowe. Artykuł skupia się na różnorodnych formach uczniowskich zachowań zakłócających pracę w klasie oraz na tym, jak mogą być one postrzegane. Ukazane zostało, jak każda z konceptualizacji zjawiska nakłada na nauczyciela inne wymagania. Celem artykułu jest także zwrócenie uwagi na decyzje dydaktyczne dotyczące takich kwestii, jak wybór zadań i struktura organizacyjna zajęć. Mają one wpływ na minimalizowanie zakłóceń w trakcie lekcji. W artykule zgromadzono dowody empiryczne pokazujące, że zachowania zakłócające mogą się zmniejszać lub zwiększać i że wszystkie dzieci mogą przejawiać nieproduktywne zachowania w pewnych kontekstach.

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Konieczna, A. (2022). Disrupting the lesson – variety and situational variability. Pedagogical Forum, 12(1), 289–310. https://doi.org/10.21697/fp.2022.1.19

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