The aim of this diploma thesis is to analyze the criteria of the school class climate quality, to deal with the role of the primary school teacher as a co-creator of the climate, with the requirements that are laid on the teacher and the required proffesional competences. The thesis also deals with analysis of the conditions that create the school climate from the pupils' point of view - especially the development compliance that originates from the dependence on the class composition. Another aim of the thesis is to describe issue of newly-made casses on the grounds of created relationships between the pupils both during and outside the lessons. The methods of educational survey and educational-psychological diagnosis were used.

Main theme of my dissertation is a use of movie making among secondary school children to support class climate and also to prevent some specific social pathological events. Dissertation closely relates to my previous Bc. dissertation which is summed up at the beginning. Then based on literature review I discuss class climate in general, its basic elements and ways in which can teacher positively influence it. In the section about a prevention of negative social pathological events I was focused on those imminently related to class environment. Then I analysed methodology of consecutive movie making and suitable methods of research of class climate benefits. The focal point of my dissertation is however a participant observation of school movie making which was created as a part of Antifetfest contest. The movie making was observed from an initial topic formulation to a school opening. An analysis of my observation was connected to sociometric measurement which was done before and after the movie making. In an effort to state if the movie making is a suitable secondary school method was the whole analysis joined with opinions of my colleagues and students.

<p>The purpose of this essay was to find the reasons why some students do not dare to participate verbally in the classroom. I also wanted to know how teachers are working to make it easier or students with communication apprehension. After that I put the teacher’s answers in contrast to the theory. I used qualitative interviews as the method. I interviewed seven school teachers in two different schools in Stockholm.</p><p>The conclusion is that students do not dare participate verbally in the classroom because of: shyness, low confidence in their own way of communicate, are worried to answer wrong in front of the teacher and the class, low self-confidence, negative class climate and to large classes. Students are also worried about being graded. These causes were also confirmed in the theory. Differences were: all teachers did not think they teach students with communication apprehension, but the theory argues that it is 20 percent in a class. Some teachers used to ask question direct to students, but the theory says that it can increase communication apprehension. The teachers also meant that it is their function to help students with communication apprehension, but the theory says that some students needs more help than they can get in a regular classroom.</p>

The purpose of this essay was to find the reasons why some students do not dare to participate verbally in the classroom. I also wanted to know how teachers are working to make it easier or students with communication apprehension. After that I put the teacher’s answers in contrast to the theory. I used qualitative interviews as the method. I interviewed seven school teachers in two different schools in Stockholm. The conclusion is that students do not dare participate verbally in the classroom because of: shyness, low confidence in their own way of communicate, are worried to answer wrong in front of the teacher and the class, low self-confidence, negative class climate and to large classes. Students are also worried about being graded. These causes were also confirmed in the theory. Differences were: all teachers did not think they teach students with communication apprehension, but the theory argues that it is 20 percent in a class. Some teachers used to ask question direct to students, but the theory says that it can increase communication apprehension. The teachers also meant that it is their function to help students with communication apprehension, but the theory says that some students needs more help than they can get in a regular classroom.

The main issue of this diploma thesis is the class climate. The goal of this thesis is to characterize, evaluate and compare the class climate measured in some selected schools in České Budějovice. In the theoretical part there are the essential terms established. For example terms class environment, atmosphere and class climate. It also deals with school classroom as a social group, about the participants of class climate, about school climate. There are also some contemporary approaches to study the class climate. The practical part defines the goals, assumptions and methods of the research. Next, there are the results of the research stated and interpreted. In the end there are the assumptions of this research being tested.

The diploma thesis assesses the effectiveness of selected forms of care for classroom climate. The theoretical part of the thesis deals with class and school climate and explains what factors influence them positively. It describes the risky periods and situations at the primary school, in which the pupil's adaptation problems may occur. Shows adaptation programs as a form of care classroom climate. The practical part investigates how two concrete schools react to risk periods and situations at the primary school and how do they try to prevent adaptation problems. It also includes the action research on the process of creation, implementation and reflection of adaptation stays for pupils of the third and first year of primary school. It presents the observation of two adaptation programs in two different primary schools. In interviews with teachers from both primary schools surveyed summarizes how teachers perceive the impact of climate adaptation programs in classrooms. It deals with activities in adaptation programs that focus on cooperation between pupils. At the end of the practical part there are methodological instructions for the preparation of adaptation programs for beginning teachers. KEYWORDS class climate, school climate, adaptation programe, positive school climate, class climate care

(AJ) Title: Teambuilding activities for classes of children in inclusion. Objective: The main aim of this thesis was the creation of a methodology for an activity called "team building" for classes, which the disabled pupil was integrated into. The main aim was to support the positive creation of relationships within the class team and influencing of classmates' attitudes to the inclusion of an individual with a disability into physical education. In the sub-aim, we researched if it is possible to change the attitudes of pupils to a pupil in inclusion in school physical education with the help of team building activities. Method: Under the terms of theoretical - empirical work, the methodology of the one-day programme with sports elements and experience teaching was proposed and tested, hereinafter team building. It was aimed at improvement of accepting the pupils with a disability, at an improvement of social relationships in a group and generally at the change of the attitudes to inclusion in physical education. The programme was tested on a research group of the pupils of the sixth grade of primary school (number of pupils 19, average age 12) with free integrated pupils with special educational Leeds. The effect was observed with the help of CAIPE-CZ questionnaires and Adjective-Checklist, which...

The school class and classroom climate in the classroom is the main theme of this thesis. The work presents the way school climate has been created and by which influences it has been affected. Furthermore, there are ways of exploring school climate and how to work with these findings. The theoretical part describes the forms of social learning, which is closely related to the classroom and integrating the individual to the group. The practical part is focused on exploring one particular school class during the two years course. The empirical research in popularity and influence of individuals in the classroom was carried out. This investigation was conducted by using questionnaires. It was carried out four times and the results were finally compared. This work also shows the daily life of one class and describes the main events and changes that have occurred during the research.

Adolescents with neurodevelopmental disabilities (NDD) tend to face great challenges in school which can affect their school wellbeing. This paper investigates the relations between school wellbeing and NDD. The purpose of the study was to examine if NDD, class climate, bullying, mental health, and mental health problems predicted school wellbeing and if there were differences between upper secondary students with and without self-rated NDD. The data of this study was retrieved from wave four of the longitudinal multidisciplinary research programme LoRDIA. Study participants were 288 adolescents in year two of upper secondary school, where 61 had self-related NDD and 227 did not. First a Mann-Whitney U-test tested the differences between the groups. Then a multiple regression analysis was conducted to test the predictors’ influence on school wellbeing. Lastly, a correlation test was conducted to see if any predictor was masked by the difference in group size. The results showed that NDD, class climate and bullying are predictors to school wellbeing, where NDD is the strongest predictor. There was also a difference between the groups concerning psychiatric problems where the group with NDD reported more problems, although this still not being a predictor to school wellbeing for this group. In conclusion, class climate and bullying are predictors to school wellbeing for both students with and without self-related NDD which suggests that schools should work for a positive social climate in school. Secondly, the group of students with NDD experience lower levels of school wellbeing but this could not be explained by any of the variables used in this study which calls for further investigations as to what the causes are.

The aim of my dissertation was to describe the responsibilities of teachers in institutional pre-school education and how they bolster the moral development of pre-school age children, which takes place in the context of the children's mental progress and the formation of moral values gained from their families. The thesis is divided into two parts. The theoretical part describes the moral progress of pre-school age children, educational and institutional strategies to develop the moral consciousness and good behavior of pre-school age children and the abilities and skills of teachers in the field of ethics education. The practical part describes the results of my research, which mainly surveys activities that improve the moral progress of children used in practice by teachers in nursery schools. The following chapter makes sugestions and evaluates the execution of educational projects aimed at the ethical education of pre-school age children. This work contibutes to the understanding of observations of the moral progress of a pre-school age child with connections to the practices and abilities of teachers in nursery schools. Keywords ability moral values nursery school moral development pre-school age conscience class climate teacher