Abstract
Didactics II is focused on a large area that many beginning teachers perceive as highly problematic, namely in the area of classroom management, teaching process management. Research surveys show that beginning teachers, graduates of the 1st st.
Elementary schools, they are highly motivated for the work of teachers, they want to continue working in school practice, they also feel relatively well prepared in the didactic and pedagogical-psychological fields, so they know what and how to teach didactically. However, they agree that it makes it difficult for them to manage and further develop their own competencies to manage the teaching process as a whole.
It is mainly about communication with students, respecting their individual educational specifics, developing conscious discipline and finally creating a positive and safe climate. Beginning teachers also complain about the lack of competencies for effective cooperation with parents or other legal representatives of students.
The mosaic of difficulties of beginning teachers is complemented by one's own distrust in the ability to communicate with other colleagues, assistants, but also other professionals. In this e-publication, we have focused on the often mentioned difficulties of beginning teachers as well as students in practical training, both from a theoretical and practical point of view.
The topic of classroom management is divided into six chapters, which cover the most frequently mentioned problems in the management of the teaching process, as well as the classroom as a whole composed of individuals.