Browsing by Subject "puuttuminen"

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  • Keinänen, Tuulia (Helsingin yliopisto, 2020)
    The aim of this study was to find out teachers’ and guardians’ perceptions of cyberbullying intervention strategies and the school’s responsibility. Besides the intent was to examine their views about the intervention programs gathered by the Ministry of Education and Culture. Previous research has shown that school officials intervene more easily in physical bullying as they do not notice the cyberbullying incidents and more guidance and intervention programs are needed. The purpose of this study was to provide information to school officials and guardians about the operative factors linked to cyberbullying interventions, to point out the intervention procedures and programs that are regarded as being practical and to determine the responsibility of school based on the views of teachers and guardians. Four guardians and three teachers participated in the study. The data was collected in two focus group discussions, one with teachers and the other one with guardians. The material was analyzed by using qualitative content analysis. The analysis was partly led by the theoretical framework and partly the themes that came up in the discussions. The results showed that teachers applied the same methods than in traditional bullying such as discussions, agreements and positive pedagogy while emphasizing also the responsibility of the guardians. However, the guardians felt that the pre-adolescents had not received enough guidance and support from the school and they were reluctant to report cyberbullying. According to the focus groups the responsibility of school to intervene in the cyberbullying occurred at school depends on the school policies, legislation, multi-professional collaboration, anonymity and the case in question. When it happens outside the school the responsibility is easier to specify – teachers are not obligated to intervene excluding the incidents that are linked to school or appear also in there. As to the intervention programs the guardians considered the peer mediation program VERSO to be the most functional while the teachers found it to be more suitable for small disputes. The teachers liked the KiVa program the most based on their good experiences and they especially high-lighted a case-by-case approach. Likewise the guardians gave good feedback on the KiVa program.
  • Kuoppala, Katariina (Helsingin yliopisto, 2019)
    For many teachers, classroom management is one of the biggest challenges at school. The importance of classroom management in learning is considered essential, so it is important for the teacher to plan their teaching to support it. The purpose of this Master's thesis was to find out how classroom teachers can work to prevent and deal with discipline problems. The goal of this thesis was to increase my own professional skills and understanding of the subject, because it is so important in everyday school life. The approach of this research was a qualitative case study. The participants were four classroom teachers working in a primary school. I used both semi-structured theme interviewing and observing as data collection methods. I observed the lessons of each teacher for one school day. During the same day, I also interviewed the teacher I observed. I recorded the interviews so I could transcribe the material for analysis. In the analysis of the material, I used a theory-based content analysis. The classroom teachers prevented discipline problems using a variety of methods, which were divided into five different categories: structure, anticipation, quality of teaching, positive atmosphere, and safe authority. Teachers consider the prevention of discipline problems extremely valuable. When dealing with discipline problems, teachers' ways of working were divided into four different categories: non-verbal means, verbal means, sanctions and support from the work community. Teachers prefer using non-verbal means, but they also use verbal means and various sanctions when necessary. In addition, support from the work community seems to be relevant. The results of this thesis give teachers ideas and theoretical knowledge about preventing and dealing with discipline problems at school.