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teachers as well as learners. It is a method in which “no one can
lose”. This method teaches that cooperation, not competition,
contribute to the most effective solution of problems. The
solution of the problem requires a multicycle process. According
to T. Gordon (2015), a good teacher should observe the
following four principles:
1.
to learn to listen to and try to understand what is heard,
2.
to learn when it is necessary to speak with learners,
3.
when addressing the problems, no one must feel to be
defeated,
4.
it is necessary to create and keep open dialogue with
learners.
Researches into the aggressivity of learners against teachers
mention not only, generally, aggressivity against teachers, but
also focus on why some learners afford more to some teachers
and less to other ones”. The essence of these differences lies in
several factors, or in the style of the work of the teacher with
learners.
In 2017, S. Bellová (2018) also conducted a research focused on
the aggressive behaviour of learners against teachers in the
region of Orava in the Slovak Republic. From the research,
which included 154 respondents (teachers), resulted the most
frequent reasons of the aggressive behaviour of learners against
teachers, namely, shortages in education and internal defects of
learners.
2.1 Legislative framework of bullying in Slovakia
The framework for the solution of the problems of bullying in
the school environment as well as certain starting point in the
solution in Slovakia is provided by the document issued by the
Ministry of Education of the SR Directive no. 36/2018 on the
prevention and resolution of bullying of children and pupils in
schools and school facilities, which regulates basic features,
forms and acts of bullying the children and learners, possibilities
of prevention and methods of addressing the bullying of learners
following the responsibility of the school and school
establishment according to the articles of the School Act. This
directive became effective on 1 September 2018. This aim of this
methodological guidance is, with regard to the seriousness of
bullying, to provide basic information to the staff participating in
the educational process about the forms of its acts, proposal for
solutions, ways of its preventive impact, and the need of
cooperation with learners´ parents, and particular institutions.
The document is published on the website of the Ministry of
Education, Science, Research and Sport of the Slovak Republic.
The present, even though it is not directly alarming, requires our
pedagogical-psychological attention. Each teacher should have
knowledge about certain defensive strategies and ways how to
manage conflictual situations occurring at school. Relevant are
the questions of prevention and a possibility to forestall such acts
of students. What is very important is the first, introductory
meeting of the teacher with learners, e. g. at the beginning of the
school year. These moments are often underestimated, but we
assume that they are crucially important for the creation of the
authority of the teacher in class and for the building of good,
positive and safe climate in class. M. Sirotová (In
http://www.sikana.org/pdf/sirotova.pdf, online) maintains “that
the problem of bullying must be dealt with already during the
university training of future teachers.”
2.2 Conclusion
However, it is always accepted that the question of prevention
remains most important one. There has been much discussion
about this issue, and its sporadic application at schools often
lacks effect. Teachers should be becoming aware of the need to
create at school a safe space through the building of positive and
pleasant climate in class, apply new and partner approaches to
learners, new open, non-violent communication, use effective
forms of cooperation. To teach learners to constructively deal
with problems and conflicts, stress situations, to develop social
and communicational competences of learners.
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481.pdf
Primary Paper Section: A
Secondary Paper Section: AM, AN
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