Support of prosocial communication at a private primary school activating the school parliament by the teaching method
Abstract
The case of study is devoted to the teaching activity of the school assembly in order to understand the tools of teaching prosocial communication at school in the context of teaching strategies of teachers. Data obtained through semi-structured individual interviews with four teachers were subjected to content analysis of teaching artifacts.
The segmented data were analyzed with the intention of comparing the congruence of teachers' strategies with the implemented teaching. The result of the narrative analysis of the interviews is the identification of the benefits of the teaching activity for the pupils from the point of view of teaching ethical education.
It is a space for peer learning and the consolidation of social relationships, a space for practicing self-esteem and, last but not least, a space for practicing the expression of emotions. According to the teachers, the activity of the assemblies is also beneficial for themselves.
It helps them to perceive the school as a whole, when they look at the connections between individual events. Teacher support for the acquisition of prosocial communication clearly congratulated with teachers' teaching strategies.
The strategy is based on common values that pupils learn at school in the class group, but also in school meetings in the assembly. The strategies capture part of the school's hidden curriculum with a personal example of intervening in student relationships and transforming the content of the horizontal hidden curriculum.
Finally, the importance of experience from the hidden curriculum is discussed.