To talk about, talk to or with children. A conversation between a child and its teacher should be more than the teacher telling the child what to do, how to act. It should be more like a respectful and reverent meeting between two people where the adult sets the tone. The purpose of this research is to investigate teachers' experiences of conversations with children in need of special assistance. Our issues: What do teachers say about how they meet children in need of support? How do teachers response to students who are in difficulty? What ability have teachers and their school's to meet children in need of support and what appear to be particularly important or problematic issues for them in that work? In order to find some answers to our questions we interviewed ten teachers at two schools. Some of the teachers told us that they would really like to have more of relationship building, empathetic conversations with children, but felt that the school structure, form, and the working conditions prevented them. Other teachers felt that it was not their job to take the time to converse with individual children. Good relations between teachers and children may be crucial for the child´s ability to succeed and to thrive in school. Especially when a child is in any kind of difficulty, it is important that there is someone who listens and tries to understand how to customize something for the better.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-105710 |
| Date | January 2015 |
| Creators | Falk, Sofia, Lycksell, Helén |
| Publisher | Umeå universitet, Pedagogiska institutionen, Umeå universitet, Pedagogiska institutionen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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