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Solving the educational problems at school

100%
Wilczek P.
Problemy Opiekuńczo-Wychowawcze
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2018
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vol. 571(6)
46-55
EN
Nowadays, more and more parents, teachers, and educators are struggling with educational problems posed by children’s behavior. The places of their occurrence are both the school and family environment. In recent years, these problems have seemed to grow in strength, and occured in an increasing number of children, which mades it necessary to use various methods and means of pedagogy to solve these diffi culties. The aim of this article is to present ways of dealing with educational problems at school using several selected students. T he author focuses on describing the functioning of chi ldren in the school environment and presents specifi c ways of solving educational problems with reference to each of the described pupils. The method of individual cases, observation, interview, and document analysis were used to collect the research material. Pupils were observed during classes, on breaks, and while they were in the school common room. Interviews were conducted with teachers of the classes, which were attended by the pupils, other teachers, school educators, and school daycare teachers. While collecting the research material, the author also analysed the information contained in the class journals and opinions from psychological and pedagogical counseling centers. The cases of four students aged from 6 to 11 were analyzed. These students were selected for research to ensure the greatest diversity of case studies. Some conclusions were drawn considering the types of educational diffi culties that occured, functioning of the children as students, and actions to minimize educational problems. Recommendations were made for the families of the pupils surveyed, aimed at effective coping with educational problems and improvement in the functioning of children.
2
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The teacher’s responsibility in working with pupils having educational difficulties

63%
Cieśleńska B.
Szkoła - Zawód - Praca
|
2020
|
issue 19
81-92
PL
Trudności edukacyjne od lat stanowią przedmiot wielu analiz psychologiczno-pedagogicznych. W literaturze przedmiotu, w odniesieniu do uczniów mających trudności z nauką, zaczął nawet funkcjonować termin „specjalne potrzeby edukacyjne”. Dzieci z trudnościami napotykają w szkole na wiele barier, których niejednokrotnie nie są w stanie same pokonać. Nie wynika to z ich niechęci, a dysfunkcji, które odpowiednio wcześnie zauważone, właściwie zdiagnozowane, dają szansę dziecku na normalną naukę uwieńczoną sukcesami. Odpowiedzialność za diagnozę, a w dalszej kolejności sukcesy dziecka w szkole ponosi profesjonalny nauczyciel-wychowawca, którego wiedza, zaangażowanie oraz determinacja pozwolą na opiekę nad wychowankami i pomoc w pokonaniu wszelkich trudności edukacyjnych.
EN
Educational difficulties have been the subject of many psychological and pedagogical analyses for years. In literature on the subject, the term „special educational needs” began to refer to pupils with learning disabilities. Children with difficulties encounter many barriers at school, which they are often unable to overcome. This is not due to their resentment, but to dysfunctions that, when noticed early and properly diagnosed, give the child a chance for normal and successful learning. The responsibility for the diagnosis, followed by the child’s successes at school, is borne by a professional teacher-educator, whose knowledge, commitment and determination will allow them to look after the pupils and help in overcoming all educational difficulties
3
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Stracone pokolenie? O trudnościach siódmoklasistów z realizacją nowej podstawy programowej z j. polskiego

63%
Latoch-Zielińska M.
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
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2019
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vol. 10
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issue 285
52-66
EN
The new core curriculum set many challenges for students and teachers. One of the most important is the need to implement the assumed content by the graduates of the old primary school, who implemented the old core curriculum so far. The article presents the results of the analysis of both documents in terms of continuity and logical reference to the content of the old core curriculum. It also discusses the results of a survey conducted among students and teachers on the difficulty of seventh grade students with the implementation of the new core curriculum.
4
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Wpływ rodziców na rozwój mowy dziecka w wieku przedszkolnym

63%
Kowalik-Paluch K.
Lubelski Rocznik Pedagogiczny
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2019
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vol. 38
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issue 4
EN
The article aims at character of the influence of parents on the development of the baby talk. It contains the characterization of the baby talk in the pre-school period. This paper helps to answer a question of what way parents or the other operators responsible for the child, can support the normal development speeches of child.
PL
Artykuł przedstawia charakter wpływu rodziców na rozwój mowy dziecka. Zawiera charakterystykę mowy dziecka w okresie przedszkolnym. Artykuł pozwala również odpowiedzieć na pytanie, w jaki sposób rodzice lub inne podmioty odpowiedzialne za dziecko, mogą wspomóc prawidłowy rozwój jego mowy.
5
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Trudności ucznia nieśmiałego

63%
Wrótniak J.
Lubelski Rocznik Pedagogiczny
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2019
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vol. 38
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issue 4
EN
This study concerns the issue of shy students. This problem and its consequences are often played down by school authorities, including teachers. The article focuses on showing shyness as one of the manifestations of educational difficulties.  The concept of shyness has been defined and attention has been paid to the specifics of this phenomenon and the problems faced by shy students. A shy student is described as polite, tactful, and even worth imitating, meanwhile shyness can have a very negative impact on a young person's life. Therefore, it is necessary to sensitize teachers and educators to the needs of a shy student and the need to take special educational actions towards him / her.
PL
Niniejsze opracowanie jest poświęcone problematyce nieśmiałości wśród uczniów. Problem nieśmiałości i konsekwencje, jakie za sobą niesie, są w dużej mierze bagatelizowane przez środowisko szkolne i pomijane przez nauczycieli. W artykule skoncentrowano się na ukazaniu nieśmiałości w kategorii jednego z przejawów trudności wychowawczych. Zdefiniowano pojęcie nieśmiałość i zwrócono uwagę na specyfikę tego zjawiska oraz problemy, z jakimi borykają się uczniowie nieśmiali. Uczeń nieśmiały określany jest jako grzeczny, taktowny, a nawet godny naśladowania, tymczasem nieśmiałość może mieć bardzo niekorzystny wpływ na życie młodego człowieka. Konieczne jest zatem uwrażliwienie nauczycieli i wychowawców na potrzeby ucznia nieśmiałego i konieczność podjęcia wobec niego specjalnych oddziaływań wychowawczych.
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