Denna uppsats är utbildningsfilosofisk studie i Foucaults anda om lärare och elevers uppfattning om vilka egenskaper, kompetenser och befogenheter som lärare behöver i sitt arbete för att skapa ordning och reda i klassrummet.Syfte är att undersöka vilka faktorer som, enligt lärare och elever, bidrar till upprätthållandet av ordning i skolan. Jag har undersökt två skolor, både lärare och elever och ställt frågor om hur läraren uppnår ordning i klassrummet. Frågeställningen som undersökts har varit: 1. Vilka personliga egenskaper anser a) lärare; b) elever att en lärare behöver för att skapa ordning och reda i klassrummet? 2. Vilka verktyg och kompetenser anser a) lärare; b) elever att en lärare behöver för att skapa ordning och reda i klassrummet? 3. Vilka formella och juridiska befogenheter anser a) lärare; b) elever att en lärare behöver för att skapa ordning och reda i klassrummet? 4. Vilka är, enligt lärare och elever, de vanligaste störande momenten i klassrummet? 5. Hur bör, enligt lärarna, skolledningen agera/stödja för att tillgodose lärarna i dess olika egenskaper, kompetenser och befogenheter?Metoden har varit att bearbeta enkätfrågorna i ett statistikprogram (SPSS) och där ta fram univariat-/ bivaria- & multivariat analyser, först och främst i form av independent - samples t-test, Korrelationer (Spearman r), samt Cronbach´s Alpha i form av reliabilitetstester.Resultatet visar på lärare anser att egenskaper som: rättvis, tydlig, ärlig, kunnig, inspirerande och erfaren är centrala i arbetet med ordningsfrågan, medans elever föredrar egenskaper som: tydlig, kreativ, entusiastisk, kunnig, inspirerande och karismatiska egenskaper som är allra viktigast hos läraren. Enligt både lärare och elever är skolans största störningsmoment i klassrummet: sena ankomster, ogiltig mobiltelefonanvändning, ej inlämnade prov/läxor, samt elever som gör annat under lektionen. Enligt lärarna vill man att skolledningen stödjer genom att integrera och förtydliga ordningsreglerna i samverkan med lärarna. Även vill lärarna att man än mer får stöd i form av elevhälsoteam och ges möjlighet till kompetensutveckling. / This paper is an educational philosophical study of Foucault's spirit of teachers and students' perception of the qualities, skills and competences that teachers need in their work to create order in the classroom.The study examines the factors that, according to teachers and students, contribute to the maintenance of order in the school. By using survey questionnaires I examined two schools, both teachers and students, and raised questions about how the teacher attains order in the classroom. The research questions are: 1.What personal qualities do teacher needs to create order in the classroom? 2. Which tools and skills do teacher needs to create order in the classroom? 3. What are the formal and legal powers teachers needs to create order in the classroom? 4. What are, according to teachers and students, the most common disturbing moments in the classroom? 5. How should, according to the teachers, the school management action / support the teachers in its various characteristics, skills and competences?The method has been to process the survey questions in a statistical software (SPSS) and which produce univariat- / bivaria- & multivariate analysis, primarily in the form of independent - samples t-test, correlations (Spearman r), and Alpha in Cronbach's form of reliability tests.The results show that teachers feel that features such as: fair, clear, honest, knowledgeable, inspiring and experienced are central in the work of order, while students prefer properties: clear, creative, enthusiastic, knowledgeable, inspiring and charismatic qualities that are most important in the teacher.According to both teachers and students is the school's biggest distraction in the classroom: late arrivals, invalid mobile phone use, not submitting the test / homework, and students who do other things during the lesson. Teachers want the school management support them by integrating and clarify the standards of conduct in cooperation with teachers. Even the teachers want to get more support in the form of student health team and the opportunity for professional development.

<p>In my essay I have examined how teachers look upon their role as leader in the classroom. I have interviewed six teachers, senior level ones and teachers from the upper secondary school, about how they look upon tasks that involve planning, control, motivation, groups, and individuals. Based on their answers, I have analyzed if there is anything that can be related to a common leader competence within their profession and, in that case, how it will appear.</p><p>The result that I have found has been that it exists a common leadership style that teachers are more or less conscious of. The teachers decide on what level the classes or the pupils are and</p><p>after that decision they plan their education. The leadership in the classroom can be of different kinds depending on the situation. The leadership is then a situational leadership which means that at one point the teacher tells the pupils exactly what to do. After they have</p><p>learnt more the teacher tells the pupils what to do, but also why they must do it. Next step is that the teacher only tells the pupils why they must do it. The final step is when the pupils themselves know what to do and why they must do it.</p>

In my essay I have examined how teachers look upon their role as leader in the classroom. I have interviewed six teachers, senior level ones and teachers from the upper secondary school, about how they look upon tasks that involve planning, control, motivation, groups, and individuals. Based on their answers, I have analyzed if there is anything that can be related to a common leader competence within their profession and, in that case, how it will appear. The result that I have found has been that it exists a common leadership style that teachers are more or less conscious of. The teachers decide on what level the classes or the pupils are and after that decision they plan their education. The leadership in the classroom can be of different kinds depending on the situation. The leadership is then a situational leadership which means that at one point the teacher tells the pupils exactly what to do. After they have learnt more the teacher tells the pupils what to do, but also why they must do it. Next step is that the teacher only tells the pupils why they must do it. The final step is when the pupils themselves know what to do and why they must do it.