engleski

DEMOCRATIC STYLE OF CLASSROOM MANAGEMENT IN PUPIL- CENTERED TEACHING

The teacher’s professional competence, unique qualities, and traits that he implements in the entire educational work with pupils determine his planning, implementation, and evaluation of the teaching process, the establishment of the classroom atmosphere and, in general, his relation to his pupils. In this context, each teacher differs in his classroom management style. Classroom management style is determined by the teacher’s characteristics and behaviors in teaching situations, but also by his competence to adapt his teaching to the pupils’ interests and needs in order to ensure that the pupils acquire knowledge, skills, and habits in a stimulating classroom atmosphere. The democratic style of classroom management is more demanding for the teacher because, among other things, he must be competent to establish positive relationships with pupils that are characterized by dialogue, openness to pupils’ experiences, encouraging and giving space for their expression of opinions, questions, and assumptions. In this process, teachers’ professional activity is aimed at educating for values, developing cooperation, honest and responsible relationships, and encouraging pupils to acquire quality knowledge. This research aimed to analyze the characteristics of the democratic classroom management style through pupil-centered teaching activities using the participatory observation method. An observation protocol was applied with the use of checklists and the recording of observed teaching activities in the areas of classroom atmosphere, interaction, and communication with pupils, pupil- centered teaching methods, and an individualized approach to teaching. Ten grades (first to fourth grade) from four elementary schools in the City of Rijeka, Republic of Croatia were included in the research. The results show that teachers are focused on a democratic style of classroom management. With their accessibility, tolerance, and empathy towards pupils, they create an atmosphere in which the pupil is supported, and through collaborative forms he develops responsibility for the group while adhering to the agreed rules. Dynamic, interactive, and collaborative methods of work during teaching encourage pupils to actively learn, express opinions, and develop responsibilities, which strengthens pupils’ self-confidence. The development of an autonomous and reflective professional teacher, who, through a democratic style of classroom management, encourages the independent construction of pupils’ knowledge and their personal growth and development is a demanding but necessary process.

teacher ; classroom management ; democratic style ; teaching ; classroom atmosphere

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