Pirmajame darbo skyriuje pateikti teoriniai pagrindimai apie multikultūrines klases ir ugdymą jose. Plačiau aptarta multikultūrinio ugdymo samprata, ugdymo tikslai ir uždaviniai. Apžvelgtos pagrindinės (edukologinės ir psichologinės) nuostatos reikalingos dirbant multikultūrinės klasės aplinkoje. Atskleista kultūros ir globalizacijos daroma įtaka ugdymo procesui, mokytojo pasirengimas bei gebėjimas dirbti tarpkultūriškai mišriose klasėse. Praktinėje darbo dalyje aprašytas atliktas tyrimas ir gauti rezultatai. Tyrimo tikslas – išsiaiškinti mokytojų turimas žinias, patirtį bei gebėjimus apie multikultūrinį ugdymą bei darbą multikultūrinės klasės aplinkoje. Anketinės apklausos duomenys, kurioje dalyvavo 40 respondentų (mokytojų), atskleidė tai, jog svarbu tinkamai susipažinti bei panaudoti edukologines ir psichologines nuostatas ugdymo procese. Respondentai daugiausiai akcentavo mokinių kultūrinių skirtumų supratimą, pakantumą bei bendras vertybes išsaugant kultūrinę įvairovę. / The first part of my bachelor thesis overviews some theories of multicultural classes and educationing in them. In the paper work there are analyzed the conception, objectives, tasks and principles of multicultural education. Reviewed the main (educational and psychological) provisions as required for a multicultural working-class environment. My work reveals culture and globalization affects in the educational process. There are analyzed the teachers preparation and the ability to work intercultural in multicultural classes. The second part (practical) of the work describes the results of research. The main aim of research – to find out teacher‘s knowledge, experience, skills of multicultural education and working abilities at multicultural classroom. The survey of questionnaire, which was attended by 40 respondents (teachers), revealed that the important thing was to properly access and use educational and psychological provisions in educational process. Respondents emphasized the cultural diversity, understanding of student’s cultural differences and tolerance.

The object of my dissertation is to introduce the issue of communication between the parent and the inexperienced teacher. The theoretical part is based on the research literature, and it is devoted to various forms of communication as well as to effective communication with parents. The practical part focuses on the experiences new teacher gain while having class meetings, tripartite meetings, on his dealing with conflicts, and on his everyday communication with parents. For the purposes of this analysis, it is essential to obtain information from other inexperienced teachers. The outcome of my research will be a comparison of my experience with other teachers' experiences. Keywords communication, parent, teacher, forms of communication, teacher's experience

Sustainable development and education for sustainable development are something that characterizes our society today. Every day we are fed from different media about the future of our world and that we should think sustainably in everything we do. In the curriculum of the compulsory school it is mentioned in several places that the school should work on sustainable development (Skolverket 2019). Today´s teachers have a greater responsibility to teach students to become democratic citizens who are thinking and acting for sustainable development. Students should think sustainably in everything they do. Everything from sharpening a pen just enough to not throwing away food.The purpose of the study was to illustrate the teachers' perceptions of learning for sustainable development and to see how it is implemented in teaching that is education for sustainable development. Based on the purpose of the study, a qualitative study was conducted. Seven teachers, from a school in a mid-Swedish town, that works expcitly with education for sustainable development.The results indicate the importance of cross-disciplinary work with a certain complexity, where professional development and teachers working teams are important parts of the teaching and learning strategy. It also appears that school cultivation and other practicalities are of great importance to education for sustainable development along with the students' impact on the environment in the classroom and their sustainability thinking in everything they do during the school day.

The thesis deals with the issue of bullying at the primary level of the elementary schools from the point of view of the experienced teachers that have encountered this kind of situations in their practice. The thesis consists of a theoretical and empirical part. The theoretical part brings latest news from the foreign and local bibliography. It describes causes, forms, participants of bullying, and there is a comparison of different kinds of solutions. Last but not least it proposes a wide range of preventive methods. The practical part is based on case studies of the interventions of bullying in the primary school which are realized through semi-structured interviews with five teachers from different countries with different backgrounds who dealt with bullying in their practise. The results present different techniques which involved people in the intervention use to efectively solve the cases and on the other hand what slows the proces of healing down and how to overcome these obstacles. Which steps were done in the classroom and which methods of prevention teachers use. This paper includes a discussion about the difference of dealing with bullying in Czech and foreign schools. KEYWORDS bullying among children, primary school, aggression, victim, aggressor, teacher's experience, diagnostics,...