Sjelljet e papërshtatshme të nxënësve në shkollë dhe menaxhimi i tyre nga ana e mësimdhënësve

Luljeta Shala; Ismet Potera

doi:10.62928/kp.v11i1.4844

Autorët

Luljeta Shala
Ismet Potera

DOI:

https://doi.org/10.62928/kp.v11i1.4844

Abstrakti

Sjelljet jo të mira të nxënësve në shkollë janë bërë dukuri e përditshme në medie dhe në diskursin e zakonshëm të komunikimit, aktorëve të ndryshëm: prindër, mësues dhe profesionistë. Qëllimi i hulumtimit ishte identifikimi i sjelljeve të papërshtatshme të nxënësve në shkollë, përmes perceptimit të mësimdhënësve dhe të nxënësve dhe përcaktimit të teknikave për menaxhimin e sjelljes së papërshtatshme të nxënësve në shkollë. Qasja e përzier, sasiore dhe cilësore dhe përshkruese e vlerësuese, është përdorur për realizimin e hulumtimit. Të dhënat sasiore u grumbulluan nga mësimdhënësit dhe nxënësit përmes Google form dhe përmes postës elektronike. Mostra e rastit përbëhej nga 93 mësimdhënës të lëndëve të ndryshme dhe 103 nxënës të SHMU. Nga analiza e të dhënave shohim se si nga mësimdhënësit, ashtu edhe nga nxënësit, sjellje të papërshtatshme në orë mësimore konsiderohen zhurma në klasë, lëvizjet e parregullta, bisedat anësore, përdorimi i telefonave, ngacmimet, gjuha urrejtëse ofenduese etj. Vërejmë dallime ndërmjet mendimeve të mësimdhënësve dhe nxënësve sa i përket sjelljes së papërshtatshme, përkatësisht gjuhës urrejtëse, ofenduese, dhe menaxhimit të tyre në orë mësimore. Rreth 61% e mësimdhënësve mendojnë se gjuha urrejtëse, ofenduese, është sjellje e papërshtatshme e nxënësve në orë mësimore, ndërsa po për këtë 32% e nxënësve mendojnë se është sjellje e papërshtatshme në orë mësimore. Në anën tjetër, nxënësit në përqindje më të madhe (rreth 56%) kërkojnë më shumë vëmendje për këto sjellje, ose për menaxhimin e tyre në klasë. Sipas mësimdhënësve (52%) dhe nxënësve (56%), mosha më problematike për këto sjellje është ajo 14 -16 vjeç. Thellimi i të kuptuarit profesional të shkaqeve të sjelljeve do të ndihmojë mësimdhënësit të hartojnë programe për parandalimin e tyre. Njohja me llojin e sjelljes dhe shkakun pse veprojnë ashtu është një mekanizëm i mirë për menaxhimin e këtyre sjelljeve.

Fjalët kyçe:

mësimdhënës, menaxhim i sjelljes, nxënës, sjellje e papërshtatshme, shkaqet e sjelljes.

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Author Biographies

Luljeta Shala

Hulumtuese në IPK

Ismet Potera

Hulumtues në IPK

References

Burden, P., R. (1995). Classroom management and discipline. New York: Longman Byrne, M (1994). Managing Pupil Behaviour: Key Issues in Teaching and Learning. London: Routledge.
Cangelosi, J., S. (2008). Classroom management strategies. Gaining and maintaining students’ cooperation (5th Ed.). New Jersey:
Frank M. Weerman, Paul Harland, Peter H. van der Laan(2007). Misbehavior at School and Delinquency Elsewhere: A Complex Relationship, https://doi.org/10.1177/0734016807311905
H. L. Johnson and H. L. Fullwood (2006), “Disturbing behaviors in the secondary classroom: how do general educators perceive problem behaviors?” Journal of Instructional Psychology, vol. 33, no. 1, pp. 20–39,
Hirschi, T., & Gottfredson M. R. (1994). The generality of deviance. New Brunswick, NJ:
Karaj, Theodhor (2008). Menaxhimi i klasës,Tiranë.
Longman. Hayden, C. (2007). Children in Trouble. Basingstoke Palgrave Macmillan Hollin, C. (1993). Management of Behaviour in Schools. London:
Lewis, T. J., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27(3), 446.
Leung, P. , Kwong, S.L. , Tang, C.P. , Ho, T.P. , Hung, S.F. , Lee, C.C. , et al. (2006). Test-retest reliability and criterion validity of the Chinese version of CBCL, TRF, and YSR. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 47, 970—973.
Lewis, R., Romi, S., Qui, X., & Katz, Y. J. (2005). Teachers’ classroom discipline and student misbehavior in Australia, china and Israel. Teaching and Teacher Education, 21(6), 729-741.
Mohamed O., R. (2012). Classroom management and supervision. African Virtual University: Creative Commons.
Reed, D. F., & Kirkpatrick, C. (1998). Disruptive students in the classroom: A review of the literature. Richmond, VA: Metropolitan Educational Research Consortium
Pearson Kohli, T., K. (1999). Characteristic and Environmental correlates of Academic Achievement. Global Journal of Management and Research Business Research, 12(6), 17-22. Retrieved from http: // creative commons.org
Walker, H., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in public school: Strategies and best practices. Pacific Grove, CA: Brookes/Cole.
Wang, H., K. (2012). There Is Only Way to Improve student Achievement. American Journal of Sociology, 4(7), 541-557.
Wiley and Sons. Chambers, G., N. (1999). Motivating Language Learners: Moderns Languages in Practice 12. N.P: Multilingual Matters LTD.

References

Burden, P., R. (1995). Classroom management and discipline. New York: Longman Byrne, M (1994). Managing Pupil Behaviour: Key Issues in Teaching and Learning. London: Routledge.

Cangelosi, J., S. (2008). Classroom management strategies. Gaining and maintaining students’ cooperation (5th Ed.). New Jersey:

Frank M. Weerman, Paul Harland, Peter H. van der Laan(2007). Misbehavior at School and Delinquency Elsewhere: A Complex Relationship, https://doi.org/10.1177/0734016807311905

H. L. Johnson and H. L. Fullwood (2006), “Disturbing behaviors in the secondary classroom: how do general educators perceive problem behaviors?” Journal of Instructional Psychology, vol. 33, no. 1, pp. 20–39,

Hirschi, T., & Gottfredson M. R. (1994). The generality of deviance. New Brunswick, NJ:

Karaj, Theodhor (2008). Menaxhimi i klasës,Tiranë.

Longman. Hayden, C. (2007). Children in Trouble. Basingstoke Palgrave Macmillan Hollin, C. (1993). Management of Behaviour in Schools. London:

Lewis, T. J., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27(3), 446.

Leung, P. , Kwong, S.L. , Tang, C.P. , Ho, T.P. , Hung, S.F. , Lee, C.C. , et al. (2006). Test-retest reliability and criterion validity of the Chinese version of CBCL, TRF, and YSR. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 47, 970—973.

Lewis, R., Romi, S., Qui, X., & Katz, Y. J. (2005). Teachers’ classroom discipline and student misbehavior in Australia, china and Israel. Teaching and Teacher Education, 21(6), 729-741.

Mohamed O., R. (2012). Classroom management and supervision. African Virtual University: Creative Commons.

Reed, D. F., & Kirkpatrick, C. (1998). Disruptive students in the classroom: A review of the literature. Richmond, VA: Metropolitan Educational Research Consortium

Pearson Kohli, T., K. (1999). Characteristic and Environmental correlates of Academic Achievement. Global Journal of Management and Research Business Research, 12(6), 17-22. Retrieved from http: // creative commons.org

Walker, H., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in public school: Strategies and best practices. Pacific Grove, CA: Brookes/Cole.

Wang, H., K. (2012). There Is Only Way to Improve student Achievement. American Journal of Sociology, 4(7), 541-557.

Wiley and Sons. Chambers, G., N. (1999). Motivating Language Learners: Moderns Languages in Practice 12. N.P: Multilingual Matters LTD.

Sjelljet e papërshtatshme të nxënësve në shkollë dhe menaxhimi i tyre nga ana e mësimdhënësve

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Ismet Potera

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