TEACHER’S ROLE, DIMENSIONS, STRATEGIES OF ACTING IN TEACHING

Abstract

Terms „classroom management“ or „management in class“ often remind us of the changes in behavior of particular students, in typical case by punishing. Perspective of the tunnel in changing operative strategies is not only unnecessary, but it distracts the attention from alternative direc­tions of thinking. When one disciplinary strategy fails, we often choose some other more strict sanction measure. Success is questionable: warnings, threats and punishments are measures with least chances for success. In this paper, we analyze the possibilities of changing one-dimension­ality of acting in different directions of thought.

How can we successfully solve disciplinary issues through the teaching? Secret of success of some teachers was in prevention and anticipation. In classes with low level of problems, teachers minimized the probability of their appearance by proactive strategies: be omnipresent: observe everything that takes place in a classroom; keep group focus; not losing the class from sight even when engaged in individual conversations; be expedite and aimed to the goal; take care of undis­turbed and energetic flow of teaching and pay attention to diversity and intellectual progress of students.