<p>Gender is a universal factor that is unavoidable in classroom interaction between pupils and teachers. The principle aim of this essay is to illustrate whether, during the interaction between pupil and teachers still occurs behavior that expresses a gender order. We also want to establish if the ones who attract attention from the teachers is the individual, or if teachers still on a subconscious or conscious level, think of the pupils gender and ascribes him or her some characteristics or qualities. Especially we want to bring out the pupils thoughts and sights of there is a difference on how teachers treat boys and girls. Another purpose we wanted to achieve was to illustrate how teachers work with the concept of equivalence between the sexes, according to Lpo94.</p><p>Our essay is built on our studies around what teachers think on how they treat the pupils, on the basis of gender perspective. The study has also a more objective view that builds on observations. The parts of the essay that explores earlier studies and different developments, deal with the issues that affect our society and the schools purpose as a rear.</p><p>Our results have point out to more conscious pedagogical methods that teachers have come to use in order to turn the traditional gender stereotype around. But we cannot fully ignore the gender issue because we are all part of it and we will always carry it with us as part of our culture.</p>

Gender is a universal factor that is unavoidable in classroom interaction between pupils and teachers. The principle aim of this essay is to illustrate whether, during the interaction between pupil and teachers still occurs behavior that expresses a gender order. We also want to establish if the ones who attract attention from the teachers is the individual, or if teachers still on a subconscious or conscious level, think of the pupils gender and ascribes him or her some characteristics or qualities. Especially we want to bring out the pupils thoughts and sights of there is a difference on how teachers treat boys and girls. Another purpose we wanted to achieve was to illustrate how teachers work with the concept of equivalence between the sexes, according to Lpo94. Our essay is built on our studies around what teachers think on how they treat the pupils, on the basis of gender perspective. The study has also a more objective view that builds on observations. The parts of the essay that explores earlier studies and different developments, deal with the issues that affect our society and the schools purpose as a rear. Our results have point out to more conscious pedagogical methods that teachers have come to use in order to turn the traditional gender stereotype around. But we cannot fully ignore the gender issue because we are all part of it and we will always carry it with us as part of our culture.

In my thesis I focus on the issue of death in relation to helping the bereaved, especial when they are children. I would like to show how children perceive the death of a loved one and how does this crisis situation project into their school life. As a College of Education student I am interested in how does this matter penetrate inside the school environment, whether it is included in the content of classwork and how is it accepted by the pupils. From my position of a starting teacher I would like to find out, by means of this thesis, whether there are any practices on how to treat a pupil who finds himself in this uneasy situation. This is a very timely topic, however it is often concealed and tabooed. From my point of view we should talk about death more, the topic of death should get more into the awareness of the pupils, because not only happy moment are a part of our lives, unfortunately there are also misery and sadness.

My thesis aims to show that Wittgensteins view of rule-following involves a misleading picture of the rule. Since he saw the rule as something fundamentally independent of the rule-follower and something with which the rule-follower must comply, he inevitably became entangled in the paradox of compliance: that is, the idea that there must be something other than the rule-follower for rule-following to exist, even though he knew that there was really nothing there to guide the rule-follower or to measure his action. This paradox, dimly expressed within key Wittgensteinian problems relating to how one is able to follow a rule and whether one can follow a rule privately, eventually gave rise to the question over the social nature of rules. In that debate, Wittgensteins commentators vigorously argued, and continue to argue, whether the concept of rule-following presupposes a community of practitioners or not. I argue that this debate itself is misguided, since both sides in this debate take as their starting point a picture of compliance which sees rule and rule-follower as essentially different. In contrast to a compliant picture, I offer a different picture of the rule, which I will call the pliant picture of the rule. I will show that rule and rule-follower are fundamentally the same, and are related to one another, not socially or grammatically, but genealogically. This relationship of identity is in fact exhibited in the relationship between teacher and pupil, when the pupil becomes what his teacher already is through following his teacher. Although compliance can be said to define this relationship initially, it ends with the pupil learning, or becoming, the rule. To conceive of the rule in this way is to avoid the paradox of compliance; that is, it is to go beyond Wittgensteins picture of a paradox.

My thesis aims to show that Wittgensteins view of rule-following involves a misleading picture of the rule. Since he saw the rule as something fundamentally independent of the rule-follower and something with which the rule-follower must comply, he inevitably became entangled in the paradox of compliance: that is, the idea that there must be something other than the rule-follower for rule-following to exist, even though he knew that there was really nothing there to guide the rule-follower or to measure his action. This paradox, dimly expressed within key Wittgensteinian problems relating to how one is able to follow a rule and whether one can follow a rule privately, eventually gave rise to the question over the social nature of rules. In that debate, Wittgensteins commentators vigorously argued, and continue to argue, whether the concept of rule-following presupposes a community of practitioners or not. I argue that this debate itself is misguided, since both sides in this debate take as their starting point a picture of compliance which sees rule and rule-follower as essentially different. In contrast to a compliant picture, I offer a different picture of the rule, which I will call the pliant picture of the rule. I will show that rule and rule-follower are fundamentally the same, and are related to one another, not socially or grammatically, but genealogically. This relationship of identity is in fact exhibited in the relationship between teacher and pupil, when the pupil becomes what his teacher already is through following his teacher. Although compliance can be said to define this relationship initially, it ends with the pupil learning, or becoming, the rule. To conceive of the rule in this way is to avoid the paradox of compliance; that is, it is to go beyond Wittgensteins picture of a paradox.

The aim of this study is to increase our knowledge of teacher’s work with reading comprehension and reading strategies. In order to get an understanding of how the teachers work with reading comprehension, I have performed qualitative interviews with five practicing primary school teachers. The result shows that all the teachers consider that it is important to work with reading comprehension and reading strategies in primary school. The result also shows that the teachers are using different tools and different teaching methods to support and to facilitate the development of the pupils. / Syftet med den här undersökningen är att undersöka hur olika lärare arbetar med lässtrategier och läsförståelse. Undersökningen har genomförts med hjälp av kvalitativa intervjuer med fem yrkesverksamma lärare med olika arbetslivserfarenhet genom vilka jag försöker få en förståelse för hur de arbetar. Lärarna undervisar i årskurs ett till tre. Resultatet visar att samtliga lärare anser att lässtrategier och läsförståelse ska arbetas med i årskurs ett till tre eftersom det påverkar de andra ämnena som undervisas. Resultatet visar även att lärarna har olika tillvägagångsätt när det kommer till hur de undervisar eleverna för att främja deras läsförståelse och lässtrategier.

(in English): The main aim of this diploma thesis is to chart the cooperation of the assistant of pedagogue and the teacher in the management of a pupil's learning activities from the point of view of both the assistant of pedagogue and the teacher. In the theoretical part, attention is paid to the very definition of the position of the assistant of pedagogue and the learning activities of the pupil in the educational process. It also specifies the cooperation of the assistant of pedagogue with the teacher, in particular their teamwork and preparation for learning, including joint planning, implementation and evaluation. The empirical part is based on quantitative research in the form of online questionnaire survey which was prepared in two versions for the assistants of pedagogue and the teachers. Based on the results, the most important conditions and specifics of the cooperation between assistants of pedagogue and teachers in the management of pupil's learning activities within inclusive education are identified

The dissertation refers to the issue of school evaluation. It focuses on the competence of a primary school teacher to develop self-assessment of pupils. The theoretical part is devoted to the personality of the teacher, his profession including the qualities of the teacher and the professional standard. Furthermore, the teacher's professional competences, the concept of teaching and the ability of reflection and self-reflection in the teacher's profession. Then, in this part, autor is dedicated to the personality of the pupil in the learning process, the climate in the classroom and the interaction between the pupil and the teacher. In conclusion, the author focuses on the evaluation in the learning process, the objectives of the evaluation and its types. Particular attention is paid to formative assessment, especially self-evaluation of pupils, methods and methods of implementation. The research part presents the results of the research, for which the qualitative design of the case study was used. The subject of the survey was the evaluation competence of the teacher and activities aimed at self-assessment of pupils. The main objective of the research was to find out how primary school teachers develop the self-assessment of pupils in the learning process. In addition, the author has set several...

The aim of the diploma thesis is to determine the benefits and the function of the preparatory class for children from socially disadvantaged environment. The main criterion for the benefits of preparatory class will be the assessment of teachers and assistants of the preparatory class but also the assessment of the teachers from primary school, who had the experience with teaching children who participated in the preparatory class. This thesis is mainly focused on students from socially disadvantaged environment but it will also compare students from socially disadvantaged environment with students from regular environment. Preparatory classes in the Czech educational system and the participation of students from different social environment in these classes is described and characterized in the first part of the thesis and it presents the issue of the influence of preparatory year for the entry to primary school. The practical part of the thesis is focused on the assessment of benefits of preparatory classes from chosen teachers' point of view. The author will make interviews with pedagogical workers from chosen schools in Jihlava (the thesis will be partly case study and it will follow the bachelor thesis of the author). The quantitative data will be refilled with the information from quantitative research (questionnaires).

The topic of the diploma theses are specific learning difficulties. It specialises in experience with specific learning difficulties of pupils of upper primary schools. The diploma theses is divided into two parts, four chapters. The first chapter is focused on specific learning difficulties. The second part deals with occurence of specific learning difficulties. The third chapter deals with self image of pupils with learning difficulties. The practical part concentrates on a research. It finds out how pupils of upper primary schools understand their difficulties in learning. It finds out how much they reflect them, if the difficulties affect their self confidence, their integration into the group. The core of the theses is the work with the individual interviews, their analyses, interpretation.