The working environment for music teachers who is working with children in the younger ages has recently been a topic that has been highlighted in the news. Therefore, the interest in this study is to draw attention to differences and similarities in the physical work environment of music teachers within the same municipality, and to see their prerequisites for performing their teaching based on the physical conditions they have. Information about this area was collected through a qualitative study in which three music teachers were interviewed regarding their experiences of their physical work environment. The result of the study shows that differences and similarities exist in the interviewed teachers work environment, and that the biggest difference is the total number of students they teach and how many students they teach during a lesson. The biggest similarities are that they experience the noise level as a significant factor in the work environment.

Syftet med detta examensarbete är att undersöka hur några lärare i årskurs 1-6 arbetar med kamratrespons vid bedömning av elevtexter i ämnet svenska. Ytterligare ett syfte med examensarbetet är att få kunskap om vilka möjligheter och svårigheter det finns med arbetssättet kamratrespons samt att ta reda på hur de intervjuade lärarna tror att eleverna upplever kamratrespons. Utgångspunkten är Vygotskijs teori om sociolkulturellt lärande i socialt samspel. I studien har semistrukturerade kvalitativa intervjuer med fem lärare från tre olika skolor använts. Lärarnas beskrivningar av arbetssättet överensstämmer med vad som framkommer i litteraturen. Framför allt används kamratrespons i svenskans skriva-delar. Den vanligaste metoden är Två stjärnor och en önskan. De möjligheter och svårigheter som lärarna lyfter stämmer i stort sett överens med vad som framkommer i litteraturen. Av intervjuerna framgår att ett positivt klassrumsklimat är det viktigaste för att kamratrespons ska fungera. Av studien framgår att det finns en skillnad mellan lärarnas tankar och det som framkommer av litteraturen. De intervjuade lärarna framför att det är svårt att hitta fungerande responspar, vilket inte framgår av litteraturen. Den lyfter endast att det är bra att byta responspar ofta. / The purpose of the thesis is to investigate how some teachers in grades 1-6 work with peer responses when assessing student texts in the subject Swedish. Another purpose of the thesis is to gain knowledge about the possibilities and difficulties with the peer response method and to find out how the interviewed teachers believe that the students experience peer response. The starting point is Vygotsky's theory of social-cultural learning in social interaction. The study has used semi-structured qualitative interviews with five teachers from three different schools. Teachers' practice coincides with examples in the literature on how the work method can be used. Most importantly, peer response is used in Swedish writing. The most common method is two stars and a wish. The opportunities and difficulties that the teachers raise are broadly in line with what appears in the literature. What appeared in the interviews as the most important thing to make the peer response work was a positive climate in the group. The study finds a difference between the thoughts of the interviewed teachers and what appears in the literature. The interviewed teachers express that it is difficult to find effective response pairs. What emerged in the literature was instead that it is good to change response pairs often.