cultural clashes in the classroom

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contents: introduction chapter.i. cultural clashes in the classroom 1.1.dealing with culture clashes 1.2 school and classroom conflicts chapter.ii.classroom conflicts:how to smooth over a cultural clash 2.1 using the culture cycle to understand culture clashes and catalyze change 2.2. strategies for classroom conflict management conlusion references introduction one of the most striking characteristics of human beings is the diversities. different ways of being, thinking and existing, different needs, world views, ethical positions mark the relationships between people. in this sense, interpersonal conflicts are understood as tension that involves different interests or positions, are inherent to human relationships, and are present in various social organizations, among them, the school. the school as microcosms of society brings together different views of the world, different ways of being, thinking, and living, thus becoming a space for representing social differences and being a place where different conflicts occur daily. dealing with this situation type requires …

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n system, the general policies oriented towards it, and the management processes that prevail in each school. the conflict presents formative possibilities, since the perception of the differences existing between people/or groups and their needs, values, ideas, and different ways of living are essential to a democratic society. in this sense, it is important to enhance positive conflict characteristics and reduce the negative ones. so, the difficulty in resolving conflicts is largely due to the difficulties existing between those involved in the conflict to be able to communicate effectively. therefore, the constructive and educational potential of conflicts depends largely on the skills of those involved. thus, knowing how to communicate, and respecting the rights of others and existing differences are essential for conflicts to revert to social and human development benefits. the concern with improving coexistence in schools, centred on the conflict variable, is addressed in different studies, whose objectives …

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to be achieved quickly, but that they “open up entirely new horizons of goals”. the evolving ‘digital culture’ infuses the whole society into a new environment for thinking, where even concepts like ‘learning’ and ‘knowledge’ take on new meanings. " are things and concepts that seem so appealing close to reality? will digitalization really lead to a revolution in education? is it true that in 10 years the educational process will change beyond recognition? no one can accurately predict future changes. we will witness this development for ourselves. in any case, current research points to completely different trends. this is exactly what proves that the anthropologically conditional similarity of teaching cannot be avoided or ignored. it should be noted that if you want to be more or less successful in this world, the meaning and significance of the "number" will only grow. "no one studies digitally," says ralph lanka, a …

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os during the lesson turns out to be really useful (0.54). john hetty focuses on an important aspect that is often overlooked. he emphasizes: "the relationship between teacher and student is one of the strongest factors influencing student achievement." or, as neurobiologist joachim bauer put it, “man is the number one motivational drug for another man. education is first and foremost a matter of relationships. " different opinions that arise in the student's mind - for example, whether it is better to work on difficult questions or give up ahead of time, whether i am ready to work on difficult topics, whether i can temporarily forget fatigue, whether my classmate or teammate bothers me - all this is mainly with the teacher. it depends on the relationship. in turn, a teacher’s image and openness affect his or her sense of job satisfaction. the fact that a teacher is able to …

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into new stages of life. every student wants to be accepted, supported and managed as an individual. this is especially true when the teacher is interested in and appreciates each of their students, supports student’s research, and recognizes and encourages each student’s strengths and weaknesses accordingly. during the outside of the classroom process, a teacher and a student can communicate on personal topics. the teacher observes the life of the class, and most importantly, knows how to admit his mistakes, does not get angry and does not discriminate against students. all of this, of course, does not mean that he will become a “close friend” of his disciples. the skill of building interpersonal relationships cannot be learned with a set of ready-made recipes or a template. after all, it develops and refines in the process of professional activity. these relationships are very delicate and can be easily broken or destroyed. …

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contents: introduction chapter.i. cultural clashes in the classroom 1.1.dealing with culture clashes 1.2 school and classroom conflicts chapter.ii.classroom conflicts:how to smooth over a cultural clash 2.1 using the culture cycle to understand culture clashes and catalyze change 2.2. strategies for classroom conflict management conlusion references introduction one of the most striking characteristics of human beings is the diversities. different ways of being, thinking and existing, different needs, world views, ethical positions mark the relationships between people. in this sense, interpersonal conflicts are understood as tension that involves different interests or positions, are inherent to human relationships, and are present in various social organizations, among them, the school. ...

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