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  1. 2 Problemy Opiekuńczo-Wychowawcze

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  1. 1 Kupiec M.

  2. 1 Ćwikła E.

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  1. 2 2019

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A graduate of early school education in the teachers' speeches Polish language in class IV

100%
Kupiec M.
Problemy Opiekuńczo-Wychowawcze
|
2019
|
vol. 578(3)
20-31
EN
Recognition of the teacher's expectations towards a graduate of early school education was associated with an attempt to reach the pupil's picture, to that element of his individual theory, which translates into teaching practice, conditioning the type of educational environment created in which the adaptation process of the 4th grade students will take place. The phenomenological perspective assumed, assuming the unity of thinking and acting, made it possible to try to reveal how teachers of Polish language invited in the study in class 4 identify their own perception of the student's competences with everyday educational practice. Their comments on the image of a graduate of early school education also show the perception and assessment of the everyday educational practice of first-grade teachers. The presented research results indicate a tendency to maintain the deficits model. The teacher's expectations towards the student starting school in the fourth class clearly accentuate his poor resources, whose assessment is related to the depreciating perception of various dimensions of early school education. Thus, the image of an early education graduate will consist of his deficiencies, the completion of which will be the task of teachers of subject education. The teacher's expectations focusing on the shortages of children finishing early school education affect their adaptation at the beginning of the fourth grade, on the level of anxiety, frustration and passivity. The expectations of teachers of the fourth grade at the beginning of education constitute barriers for children, which for most students are insurmountable and will affect the further, school biography.
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School expectations expressed in testimonies of students finishing third grade of primary school

88%
Ćwikła E.
Problemy Opiekuńczo-Wychowawcze
|
2019
|
vol. 583(8)
40-51
EN
Descriptive assesme nt is an important element of school practice. The student’s image adopted by the teacher is very important when formulating a descriptive assessment. Unfortunately, the pattern that emerged during the analysis of the testimonials of students completing the third grade is the pattern of the student as “performer of activities”. Teachers realisticall y translate their expectations into the practice of descriptive assessment, so a good descriptive assessment should show the comprehensive development and progress of the child. During its formulation, a balance should be maintained between social, emotional and cognitive development. Unfortunately, the analysis of the certifi cates showed that evaluation of the achievements of nine-year old childern mainly boils down to cognitive development.
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