Aura Kazlauskien, Aura Valanien, Aura Krasauskait Tv, kaip ugdymo proceso partneri, patirtis ugdant vaik mokjimo

mokytis kompetencijas

31

ISNN 1822119X Mokytoj ugdymas. 2012. Nr. 19 (2), 3152 Teacher Education. 2012. Nr. 19 (2), 3152

Aura Kazlauskien, Aura Valanien, Aura Krasauskait

iauli universitetas iauliai University

TV, KAIP UGDYMO PROCESO PARTNERI, PATIRTIS UGDANT VAIK MOKJIMO MOKYTIS KOMPETENCIJAS
Anotacija iame straipsnyje analizuojama mokini mokymosi mokytis kompetencijos ugdymas tv ir vaik bendradarbiavimo aspektu. iuolaikin mokymosi paradigma pabria savarankiko ir atsakingo mokinio mokymosi reikm. Tyrime iskirtos pagrindins tv sitraukimo partnerikus eimos-mokyklos santykius, takojant vaik mokymosi kompetencijos ugdym, formas: tos, kurios sukuria betarpik ir nuolatin tv ir vaik partneryst, skatinanius tvus aktyviai ir tikslingai prisidti prie vaiko gebjim mokytis ugdymo. Tv ir vaik partnerysts tyrimas atskleid mokini mokymosi mokytis kompetencijos ugdymo veiksnius, galinanius tobulinti visuomens vietim. Pagrindiniai odiai: mokymasis mokytis, kompetencij ugdymas, visuomens vietimas. vadas 2008 m. lapkriio 21 d. Tarybos ir Taryboje posdiavusi valstybi nari vyriausybi atstov ivadose - Parengti jaunim XXI amiui: Europos bendradarbiavimo mokykl klausimais akcentuojamas tarpdisciplininiai gebjimai, ...vis pirma mokymosi mokytis... ir socialiniai bei pilietiniai gebjimai.

EXPERIENCE OF PARENTS AS PARTNERS OF THE EDUCATIONAL PROCESS, DEVELOPING CHILDRENS LEARNING TO LEARN COMPETENCIES
Abstract This article analyses development of pupils learning to learn competency from the perspective of parents and childrens cooperation. Modern learning paradigm emphasizes the importance of the pupils autonomous and responsible learning. The research distinguishes main forms of parents involvement in family-school partnerships: those which create direct and constant parent-children partnership, inducing parents to actively and purposefully contribute to development of the childs abilities to learn. The research on parent-children partnership has disclosed factors of developing pupils learning to learn competency, enabling to improve education of the society. Key words: learning to learn, development of competencies, education of the society. Introduction The conclusions of the European Council and state representatives of member states, who took part in the meeting on November 21, 2008, on Preparing Young People for the 21st Century: an Agenda for European Cooperationon Schools emphasise enhancing competencies related not just to separate

32

Mokytoj ugdymas 2012

Komisij tarnyb dokumente XXI a. mokyklos (2007) siekiant padti valstybms narms pritaikyti mokykl mokymo programas prie i laik poreiki, Europos Sjunga neseniai prim Europos bendrj gebjim metmenis orientacin priemon, susijusi su bendraisiais gebjimais, kuri reikia kiekvienam mogui, kad galt skmingai tvarkyti savo gyvenim ini visuomenje. Jie apima tradicinius gebjimus ir vairiose srityse pritaikomus gdius, pvz., gebjim mokytis, socialinius ir pilietinius gebjimus, iniciatyvum, verslum, kultrin smoningum ir raik. 2010 m. Gegus 11 d. Tarybos ivados dl vietimo ir mokymo socialinio aspekto Bendrj gebjim suteikimas visiems mokantis vis gyvenim bus vienas i svarbiausi veiksni gerinant piliei galimybes sidarbinti, socialin aprpt ir savirealizacij. Europos Tarybos ataskaitoje Mokymasis vis gyvenim inioms, krybikumui ir inovacijoms skatinti (2008) mokymosi mokytis sritis vardijama kaip padariusi nepakankam paang. Tam, kad negrst socialin atskirtis, silo iugdyti pagrindinius gebjimus visiems, tarp j - ir mokymosi mokytis. vietimo ir mokymo modernizavimas gyvybikai svarbus gerovs ir socialins sanglaudos Europoje veiksnys (2006). Teigiama, kad mokydamiesi vis gyvenim visi pilieiai turi gyti ir nuolat atnaujinti inias, gdius ir kompetencij, be to, reikia atsivelgti asmen, kuriems gresia socialin atskirtis, konkreius poreikius. Tai pads padidinti darbuotoj skaii ir ekonomin augim, tuo paiu utikrinant socialin sanglaud. Pradinio ir pagrindinio ugdymo bendrosiose programose (2008) akcentuojamos mokymosi mokytis kompetencijos, kur prioritetas teikiamas prisiimant atsakomyb u savo mokymsi, siekiant usibrto tikslo, gebjimui planuoti ir apmstyti mokymosi proces ir rezultatus, isikelti pamatuotus tolesnius udavinius, inoti savo mgstamus mokymosi bdus, pakankamus ir tobulintinus gebjimus, mokymosi pasirinkimo galimybes.

subjects but also interdisciplinary competencies, in the first place learning to learn...and socialandcivic competencies. In the document of the Council, 21st Century Schools (2007), seeking to help member states to adjust school curricula to the needs of these times, the EU recently adopted The EuropeanFrameworkfor KeyCompetences. They encompass traditional competencies .as well as skills applicable in various areas; e.g., the competency of learning to learn, social and civic competencies, proactiveness, enterprise, cultural awareness and manifestation. The conclusions of the European Council regarding social aspect of education and teaching Key Competencies for Lifelong Learning, dated May 11, 2010, will be one of the main factors improving citizens possibilities to find employment, social inclusion and self-realisation. In the report of the European Council DeliveringLifelong LearningforKnowledge, Creativity and Innovation (2008) the area of lifelong learning is named as the one that has undergone insufficient progress. To avoid social exclusion, it is proposed to develop key competencies for all, including the competency of learning to learn. Modernisation of education and teaching is a vitally important factor of welfare and social cohesion in Europe (2006). Through lifelong learning all citizens have to acquire and constantly update knowledge, skills and competencies; besides, concrete needs of persons who are threatened by social exclusion must be considered. This will help to increase the numbers of employed persons and economic growth, at the same time ensuring social cohesion. According to the National Curriculum for Primary and Basic Education (2008), having acquired competencies of learning to learn, the pupil feels the need to learn and takes responsibility for his/her learning, persistently seeks the set goal, is able to plan and consider the learning process and results, set measurable

Aura Kazlauskien, Aura Valanien, Aura Krasauskait Tv, kaip ugdymo proceso partneri, patirtis ugdant vaik mokjimo mokytis kompetencijas

33

2008 m. lapkriio 21 d. Tarybos ir Taryboje posdiavusi valstybi nari vyriausybi atstov ivadose Parengti jaunim XXI amiui: Europos bendradarbiavimo mokykl klausimais akcentuojama, jog labai svarbu yra anksti nustatyti mokymosi sunkumus ir surandant sprendimus, grindiamus labiau individualiais pedagoginiais metodais, pritaikytais kiekvieno mokinio poreikiams ir sugebjimams. To pasakoje, vis didjantis mokinio, kaip besimokanio ugdymo objekto ir subjekto vaidmuo, kelia naujus, ikius net ik pedagogams, bet ir tvams, kurie suteikia pagalb. Tiek pedagogams, tiek tvams tenka sudtinga uduotis - ne tik perteikti inias, bet ir ugdyti j savarankiko mokymosi gdius, sugebjim atrasti sau tinkamiausius mokymosi bdus. Mokymosi samprat, mokymosi proceso ypatumus ir daniausiai pasitaikanius mokymosi stilius analizavo lietuvi autors Kazlauskien, Gauait, Poceviien, Masiliauskien (2012a, b, c, d, e, f, g, h, j, k, l, m, n, o), G. Butkien ir A. Kepalait (1996), D. Kanclerien ir G. Kvietkauskien (2008), V. Staniauskien (2011), Rajeckas (2005), C. Glickman (2010), daug dmesio mokymosi stiliams skyr usienio autoriai Chr. Koppensteiner (2005), J. Schumaker (2009). vairs mokymosi aspektai analizuojami 2011 projekto Alternatyvus ugdymas vietimo sistemoje mediagoje, aptariant produktyviojo mokymosi modelius bei vadove Moleya jaun moni motyvavimas ir skatinimas mokytis (2010), taip pat G.Petty (2006, 2008) detaliai analizuoja aktyvaus mokymosi aspektus, vadovaujantis konstruktyvistine mokymosi paradigma, aptardamas vairiems mokymosi stiliams tinkamiausius mokymo bdus ir priemones. Tv ir pedagog bendradarbiavimo taka mokymosi mokytis kompetencijos ugdymui atskleidiama J. Samaitiens (2008) bei Ch. Desforges ir A. Abouchaar (2003) darbuose. Daugiau dmesio mokymosi mokytis kompetencijos ugdymo analizei yra skyrusi V. J. Pukeviit (2007, 2010). Lietuvos vieti-

objectives, knows his/her most favourite ways of learning, abilities that are sufficient and are to be improved, possibilities of choosing to learn. The increasing role of the pupil as a learning subject and object of education raises new challenges not only for teachers but also for parents who provide support. Both teachers and parents have to render knowledge and develop autonomous learning skills, the ability to find ways of learning that are most suitable for oneself. The conception of learning, peculiarities of the learning process and most frequently occurring learning styles were analysed by Lithuanian authors Kazlauskien, Gauait, Poceviien, Masiliauskien (2012a, b, c, d, e, f, g, h, j, k, l, m, n, o), G. Butkien ir A. Kepalait (1996), D. Kanclerien and G. Kvietkauskien (2008), V. Staniauskien (2011), Rajeckas (2005), C. Glickman (2010), much attention to learning styles was paid by foreign authors Chr. Koppensteiner (2005), J. Schumaker (2009). Various learning aspects are analysed in the materials of the project 2011 Alternative Education in the Education System, discussing models of productive learning and in the manual MoLeYa. Motivating and Encouraging Young Adults to Learn (2010); besides, G.Petty (2006, 2008) gives a detailed analysis of active learning aspects, following constructivist learning paradigm, discussing ways and means of teaching that are most suitable for various learning styles. Influence of parent-teacher cooperation on development of the ability of learning to learn is disclosed in J.Samaitiens (2008) and Ch. Desforgess and A. Abouchaars (2003) works. There are little direct data about the extent of conducted research into the competency of learning to learn. V.J.Pukeviit (2007, 2010) has focused on the analysis of development of learning to learn competency most. Researches on relevant issues, carried out by the Ministry of Education of Lithuania, most often reflect only parent-teacher communication and cooperation

34

Mokytoj ugdymas 2012

mo ministerijos atlikti vietimo aktualij tyrimai daniausiai atspindi tik tv ir pedagog bendravimo bei bendradarbiavimo aspektus (Moksleivi tv poiris dabartines vietimo problemas, 2001), taiau neakcentuojamas tikslingas tv bendradarbiavimo nukreipimas mokymosi kompetencijos ugdym. Taip pat analizuojami gabi vaik ugdymo ypatumai (Itin gabi vaik ugdymo situacijos Lietuvoje analiz, 2002) bei mokymosi fizins aplinkos aspektai (Bendrojo lavinimo mokyklos mokini mokymosi slygos: mokykl pastatai, 2009). Taigi, galima teigti, kad daugelis su mokini mokymusi susijusi klausim buvo nagrinjami atskirai, nepakankamai dmesio skiriant tv ir vaik partnerysts, orientuotos mokini mokymosi mokytis kompetencijos ugdym, analizei. Atsivelgiant tai, kad tv ir vaik bendradarbiavimas nra savitikslis procesas, jis turi bti orientuotas tikslo, susijusio su mokinio, kaip mokymo ir mokymosi proceso objekto ir subjekto, motyvavimu, skatinimu, ugdymu, siekim. Todl iuo poiriu tv ir vaik bendradarbiavimas, kaip mokinio mokymosi mokytis kompetencijos ugdymo veiksnys, galinantis mokin pat savarankikai siekti auktesni mokslo rezultat, yra aktuali tyrimo problema. Tyrimo tikslas: itirti tv, kaip ugdymo/si proceso partneri, patirtis ugdant vaik mokjimo mokytis kompetencijas. Tyrimo metodai. Tyrime naudotas interviu ratu metodas tam, kad suprastume tai, kaip informantai aikina tikrov, ieko prieasi, silo problem sprendimo bdus. Tyrime laikomasi nuostatos, kad informantai turt galimyb papasakoti savo terminais (odiais), o ne tomis tiksliomis kategorijomis, kurios bt pateiktos i anksto. Visi interviu klausimai buvo i anksto suplanuoti, bet nestandartizuoti, t.y., i anksto neukoduoti kategorijomis ir nepateikti kaip galimi atsakymo variantai. Interviu klausimai nukreipti mokymsi takojanius veiksnius, mokymosi

aspects (Pupils Attitude to Current Problems of Education, 2001) but do not emphasize purposeful orientation of parents cooperation to development of the competency of learning. Gifted childrens education peculiarities (Analysis of the Situation of Particularly Gifted Childrens Education in Lithuania, 2002) and aspects of physical environment of learning (Comprehensive School Pupils Learning Conditions: School Buildings, 2009) have also been analysed. Thus, it can be stated that many issues related to pupils learning were analysed separately, paying insufficient attention to the analysis of parent-children partnership, oriented to development of pupils competency of learning to learn. Considering that parent-children cooperation is not an end in itself, we have to orientate to seeking the aim related to motivation, encouragement, education of the pupil as a subject and object of the learning process. Therefore, in this respect parentchildren cooperation as a factor of the pupils competency of learning to learn, enabling the pupil to seek higher study results autonomously, is a relevant research problem. Research aim: to explore experiences of teachers as partners of the educational process, developing childrens learning to learn competencies. Research methods. The research employed written interview method to understand how informants explain reality, look for reasons, propose ways of solving problems. The research follows the approach that informants should have a possibility to tell in their words and not in those categories that would be given in advance. All questions of the interview were planned beforehand but were non-standardised; i.e., they were not coded by categories in advance and not given as possible variants of answers. Interview questions were directed to factors influencing learning, learning styles, parents support for childrens learning, parents education and cooperation

Aura Kazlauskien, Aura Valanien, Aura Krasauskait Tv, kaip ugdymo proceso partneri, patirtis ugdant vaik mokjimo mokytis kompetencijas

35

stilius, tv vaidmen, tv pagalb vaik mokymuisi, tv vietim bei bendradarbiavim su pedagogais. Atvirj klausim kodavimas buvo atliekamas naudojant atvirojo kodavimo program Kokybis. Tv, kaip ugdymo proceso partneri, patirtis ugdant vaik mokjimo mokytis kompetencijas tyrimo rezultat aptarimas ir analiz. Skmingo mokymosi veiksniai. Tvai, komentuodami ir pagrsdami savo poir mokymsi takojanius veiksnius, iskyr tuos, kurie jiems atrod svarbiausi. Mokyklos aplinkoje tvai didiausi reikm skiria mokymosi aplinkai (vaikas stengiasi mokintis kaip yra sudaryta gera aplinka; nuo aplinkos; mokymosi aplinka atlieka svarb vaidmen). Taip pat tvai pabr bendraami tak mokymuisi (taip pat vaikai seka ir klass draug pavyzdiu; vaikas stebi ir kaip mokosi jo draugai). Galima daryti prielaid, kad toki tv nuomon lemia j asmenin patirtis ir valga. Be to, bendraami tak asmenybs raidai ir poirio formavimuisi pabria ir R. ukauskien (2007), L. Jovaia (2007) bei kiti mokslins literatros autoriai, analizuojantys pedagoginius ir raidos psichologijos klausimus. Reikm teikiama mokytojo asmenybei, jos svarbai mokinio ugdyme skatinant mokinio mokymosi efektyvum (vaikai daugiausiai seka mokytojo pavyzdiu; nuo mokytojo asmenybs). Tvai ypatingai maai reikms teikia eimos aplinkai. ioje kategorijoje iskiriama tik viena tema, susijusi su teigiamo pavyzdio rodymu eimoje (kiekvienas vaikas nuo maums ima pavyzd i suaugusiojo). Toks tv poiris rodo, kad atsakomyb u vaiko mokymsi priskiriama labiau mokyklai nei eimai. Tuo tarpu su mokino asmenybe susijusiems veiksniams tyrimo dalyviai skyr kur kas daugiau dmesio. Ypatingai pabriama gimt sugebjim svarba mokymuisi (iskiriau gebjimus, ne kuo jie geresni, tuo

with teachers. Coding of open-ended questions was performed using the open coding software Kokybis. Experience of Parents as Partners of the Educational Process, Developing Childrens Learning to Learn Competencies: Discussion and Analysis of Research Results Factors of successful learning. Assessing parents attitude to factors that are significant to learning, informants freely imparted responses were grouped into subcategories related to three categories (of school, home environment and personal traits) and grounded on research participants statements, supplementing them. Commenting and grounding their attitude to factors influencing learning, parents distinguished the ones that seemed most important for them. In school environment parents attribute major significance to learning environment (The child is trying to learn when good environment is created for him/her). Parents also emphasised peers influence on learning (Pupils also follow classmates example). It can be concluded that such parents opinion is determined by their personal experience and insight. Significantly less importance is given to the teachers personality, its importance in the pupils education, encouraging effectiveness of the pupils learning (Children mostly follow the teachers example). Parents pay particularly little attention to the environment of the family. In this category only one topic related to showing positive example in the family is distinguished (From the very early years every child takes an example from the adult). Such parents approach as if demonstrates that responsibility for the childs learning is attributed to school rather than family. Meanwhile factors related to the pupils personality were much more emphasised. The importance of inborn abilities for learning is particularly emphasised (I would distinguish

36

Mokytoj ugdymas 2012

didesn tikimyb pasiekti rezultat; daug nusprendia<...> vaiko gabumai; nuo vaiko gebjim). Tv nuomone, gimti vaiko gebjimai, talentas lemia ir jo nor mokytis, taiau neretai vidin motyvacija tampa svarbesne ir u gabumus, nes jei mokinys neturi motyvacijos mokytis, tai ir rezultatai nebus geri; jei mogus motyvuotas kak daryti, tai jam tai geriau ir sekasi. Tvai iskiria vaiko mokjimo mokytis kompetencij ir jos kaip veiksnio svarb mokymosi motyvacijos stiprumui (mokymosi gebjimus vaikas isiugdo; mokinys turi mokti mokytis, atsirinkti, kas svarbiausia). Nors tvai nevardina mokymosi mokytis kompetencijos sampratos, taiau atskiri ios kompetencijos komponentai, paminti informant teiginiuose, leidia juos priskirti btent iai subkategorijai. Paskutinioji iskiriama teigini grup tai asmenybs bruoai, takojantys mokymosi rezultatus (rezultatas priklauso nuo asmenini bruo). Tyrimo dalyviai pastebi, kad labai svarbus yra mokinio atsakingumas, pareigingumas, darbtumas. Apibendrinat tv isakytos nuomons ypatumus, galima pastebti, kad aptardami mokini mokymsi takojanius veiksnius, jie daug reikms teikia mokyklinei aplinkai, gimtiems gabumams ir mokymosi motyvacijai, taiau pernelyg ma vaidmen skiria eimos ir tv vaidmeniui padedant vaikui mokytis. Vaik mokymosi ypatumai. Moksliniuose tyrimuose danai minima, jog mokymosi ypatum painimas yra reikmingas veiksnys skmingam mokymuisi. Tyrimo metu buvo siekiama isiaikinti tv inias apie j vaik mokymosi stiliaus ypatumus. Tv nuomon atskleidiama 1 lentelje iskirtomis subkategorijomis.

abilities because the better the abilities, the bigger the possibility to achieve results). In parents opinion, the childs inborn abilities, talents also determine his/her wish to learn but quite often inner motivation becomes more important than abilities because If the pupil does not have motivation to learn, the results will not be good. Parents distinguish the childs competency of learning to learn and its importance as a factor for enhancement of learning motivation (The child self-develops learning abilities). Although parents do not name the conception of competency of learning to learn, separate components of this competency mentioned in informants statements enable to attribute them to namely this subcategory. The last distinguished group of statements is traits of the personality, influencing learning results (The result depends on personal traits). Research participants notice that the pupils responsibility, dutifulness and diligence are very important. To sum up peculiarities of opinions imparted by parents, it can be noticed that discussing factors influencing pupils learning, much importance is given to school environment, inborn talents and learning motivation but too little role is attributed to the family and parents, helping the child to learn. Childrens learning peculiarities. It is often mentioned in scientific researches that cognition of learning peculiarities is an important factor of successful learning. The research aimed at finding out parents knowledge about their childrens learning style peculiarities. Parents opinion is disclosed in Table 1 by distinguished subcategories.

Aura Kazlauskien, Aura Valanien, Aura Krasauskait Tv, kaip ugdymo proceso partneri, patirtis ugdant vaik mokjimo mokytis kompetencijas

37

1 lentel. Tv poiris vaik mokymosi ypatumus Table 1. Parents Attitude to Childrens Learning Peculiarities Teigini skaiius Number of statements

Kategorija Category

Subkategorija Subcategory

Patvirtinantys teiginiai Confirming statements daniausiai kreipiasi pagalbos mokytojus / Most often addresses teachers for support kreipiasi pagalbos tvus / Addresses parents for support / jei nesiseka, praosi pagalbos jei nesupranta uduoties, kreipiasi pagalbos suaugus mog (mam, tt, brol..) / If he doesnt understand the task, addresses an adult for help (mum, dad, bro..) lanko papildomas pamokas (matematikos (aut. past.)) po pamok / Attends additional lessons (maths) after lessons prao kad patikrinti, kaip atliko uduotis / Asks to check how he did tasks uduoi atlikim tikrinu tik tada jei kreipiasi pagalbos / I check tasks only if he asks to help stengiasi daryti savarankikai / Tries to do on his own mano vaikas mokinasi savarankikai / My child learns on his own nuo maens skatinau mokytis savarankikai / Ive been encouraging to learn on his own since early years planuoja savo mokymsi / Plans his learning pasidaro planus, kaip bt lengviau pagal juos imokti / Makes plans so that it is easier to learn according to them mgsta planuoti, sistemingai ruoti uduotis / Likes to plan, perform tasks systematically pirmiausiai atlieka rato darbus, paskui skaito, kartojasi / First does written works, then reads, repeats

Suaugusij pagalba Adults support

20

Mokymosi ypatumai Learning peculiarities

Savarankikas mokymasis Autonomous learning

Mokymosi planavimas Planning of learning

38

Mokytoj ugdymas 2012

1 lentels tsinys Continued of the Table 1 Teigini skaiius Number of statements

Kategorija Category

Subkategorija Subcategory

Patvirtinantys teiginiai Confirming statements skaito garsiai / Reads aloud garsiai kalba atlikdama uduotis / Speaks loudly while performing tasks pasakojamj tekst mokinosi, atkartoja garsiai / Was learning the text to be told, repeats aloud skaitymas, stengimasis kuo daugiau prisiminti, suvokti / Reading, trying to remember as much as possible, perceive skaitymas garsiai visikoje tyloje / Reading aloud in complete silence kai mokosi, turi groti muzika / When he is learning, music must be on mgsta mokytis vienas usidars savo kambaryje / Likes to learn alone, closed in his room gal negarsi muzika / Maybe silent music atlieka nam darbus, juos pasitikrina / Does homework, checks it pasitikrina atliktas uduotis / Checks done tasks ko nesiseka gerai siminti imoksta mintinai; kartais mokosi mintinai / Learns by heart what he doesnt manage to memorise Sometimes learns by heart apie pusvaland / About half an hour ruoia pamokas kiekvien dien / Does homework every day ino kiek laiko skirti pamok ruoai / Knows how much time should be allocated for homework daniausiai blakosi / Most often flounces about nesukaupia dmesio / Does not collect his thoughts

Mokymosi aplinka pagal mokymosi bdus Learning environment according to the ways of learning

20

Pamok ruoos laikas Time for doing homework

Isiblakymas Absentmindedness

Isiaikinta, kad daniausiai mokiniai yra link prayti suaugusij pagalbos (jei nesiseka, praosi pagalbos; jei nesupranta uduoties, kreipiasi pagalbos suaugus mog (mam, tt, brol..)). i pagalba pasireikia nesuprantam uduoi aikinimu, atlikt nam darb uduoi patikrinimu, papildomu

It has been found out that most often pupils are inclined to ask adults for help If he doesnt succeed, asks for help; if he doesnt understand the task, addresses an adult for help (mum, dad, bro..)). This support manifests itself by explanation of assignments children do not understand, checking of

Aura Kazlauskien, Aura Valanien, Aura Krasauskait Tv, kaip ugdymo proceso partneri, patirtis ugdant vaik mokjimo mokytis kompetencijas

39

mokymu ir pan. Apibendrinant galima pastebti, kad tv pagalba daniausiai yra susijusi su nam darb rengimu, atlikt nam darb tikrinimu. Tuo tarpu mokantis vaikai yra link atlikti nam darb uduotis ir ikilus abejonms kreiptis suaugusij pagalbos arba prayti patikrinti, ar viskas teisingai atlikta. Danai pastebima, kad vaikai yra link mokytis savarankikai (uduotis atlieka savarankikai, vienas; vaikas mokosi daniausiai savarankikai). Tai reikia, kad tv taka vaik mokymuisi nra didel. Apibendrinant iuos du vyraujanius atsakymus galima daryti ivad, kad vaik mokymasis vyksta savarankikai, su tvais bendradarbiaujant tik esant poreikiui ar ikilus problemai. Vienas i daniausiai nurodom vaik mokymsi iliustruojani veiksm yra mokymosi planavimas (pasidaro planus, kaip bt lengviau pagal juos imokti; mgsta planuoti, sistemingai ruoti uduotis; Planuoja savo mokymsi). Mokymosi planavimas yra vienas i svarbi mokymosi mokytis kompetencijos komponent. (Kazlauskien, Poceviien, Masiliauskien ir kt. 2012c). Tai palengvina mokymosi proces ir suteikia pasitikjimo savo jgomis. Planinga veikla paprastai orientuojama konkretaus tikslo siekim, iuo atveju pagrindinis mokini tikslas yra imokimas. Vienas i vardijam konkrei mokymosi bd yra garsus skaitymas (mokosi mano vaikas garsiai; skaitymas garsiai visikoje tyloje). Toks mokymosi stilius yra bdingas girdimojo (akustinio) suvokimo stiliui pasiymintiems mokiniams, kurie lengviau prisimena girdim informacij (Lukoinien, Vargalyt ir Libikas, 2009; Koppensteiner, 2005; Kret, 2001). ie autoriai teigia, kad girdimojo mokymosi tipo atveju geriausiai imokstama, simenama kai pateikiama garsin informacija, daug reikms teikiama fonui. Tai patvirtina ir kita tyrimo dalyvi isakyt mini pagrindu iskirta subkategorija, apibdinanti mokini mgstam mokymosi aplink (kai mokosi, turi groti muzika;mgsta mokytis vienas usidars savo kambaryje).

done homework, additional teaching, etc. To sum up, it can be noticed that parents help is most often related to doing and checking homework. Meanwhile, children are inclined to do homework and in case of doubts address adults for help or ask to check if everything is done correctly. It is often noticed that children are inclined to learn on their own (Does tasks on his own, alone, The child learns usually on his own). This means that parents influence on childrens learning is not big. To sum up these two prevailing answers, it can be concluded that childrens learning takes place autonomously, children cooperate with parents only in case of need or problem. One of the most frequently indicated actions illustrating childrens learning is planning of learning (Makes plans so that it is easier to learn according to them). Planning of learning is one of the important components of the learning to learn competency (Kazlauskien, Poceviien, Masiliauskien et al. 2012c). This facilitates the learning process and adds self-confidence. Planned activities are usually oriented to seeking a concrete goal, in this case the main goal of pupils is to learn. One of the named concrete ways of learning is reading aloud (My child is learning aloud). Such learning style is characteristic to children who have auditory perception, who easier remember what is heard (Lukoinien, Vargalyt and Libikas, 2009; Koppensteiner, 2005; Kret, 2001). These authors state that in case of auditory learning style best results are achieved through listening, the background is also important. This is also confirmed by another subcategory, distinguished on the basis of research participants ideas, describing learning environment that pupils like (When he is learning, music must be on; Likes to learn on his own, closed in his room). Focus on musical background during learning demonstrates that many pupils have auditory type of perception.

40

Mokytoj ugdymas 2012

Dmesys muzikiniam fonui mokymosi metu rodo, kad daugeliui mokini yra bdingas girdimasis suvokimo tipas. Apibdindami savo vaik mokymosi stili informantai danai nurodo, kad vaikai mgsta atlik uduotis jas pasitikrinti (atlieka nam darbus, juos pasitikrina; patikrina atliktas uduotis). Tv isakyti teiginiai atskleidia mokini atsaking poir mokymsi, planing ir sisteming mokymosi organizavimo pobd. Keletas informant nurod, kad j vaikai danai pirmenyb skiria mokymuisi mintinai, nes ne visuomet sugeba suvokti mokomosios mediagos prasm (ko nesiseka gerai siminti imoksta mintinai; kartais imoksta mintinai). Toks mokymosi stilius yra neefektyvus, nesuteikiantis galimybs susieti turimas inias vientis sistem. Mokantis mintinai negyjami analitiniai gdiai, neugdomi kritinio mstymo gebjimai. Duomen analizs metu buvo atrinkti teiginiai, apibdinantys mokymosi, pamok ruoimo trukm. I pateikt pasisakym galima sprsti apie mokymosi reguliarum (ruoia pamokas kiekvien dien), trukm (apie pusvaland) ir kt. aspektus. Interviu metu minimas vaik isiblakymas ruoiant nam darbus (daniausiai blakosi; nesukaupia dmesio) bei nenoro mokytis problema, kuri sprendiama tv pastangomis (jei nereikalausiu mokytis, joki bd nepasirinks ir nesimokys pats). Nesant mokymosi motyvacijos mokiniai danai neturi ir konkretaus, mgstamiausio mokymosi stiliaus, nes bet koks mokymasis jiems susijs su nemaloniomis emocijomis ir igyvenimais. Apibendrinant galima teigti, kad daugumos tv teigimu j vaikai mokosi savarankikai, kreipdamiesi suaugusius pagalbos tik tikrinant atliktas uduotis ar ikilus sunkumams. Mokomasi danai planingai, kartojant ir pasitikrinant atliktas uduotis, naudojant garsinius mokymosi bdus, teikiant pirmenyb muzikiniam fonui mokymosi metu.

Describing their childrens learning style, informants often indicate that children like to check tasks they have performed (Does homework, checks it). Parents statements disclose pupils responsible attitude to learning, planned and systematic type of learning organisation (see Table 1). Several informants indicated that their children often prioritised learning by heart because they were not always able to perceive the meaning of the teaching materials (Learns by heart what he doesnt manage to memorise; Sometimes learns by heart). Such style of learning is ineffective, does not provide a possibility to relate possessed knowledge to the integral system. While learning by heart, analytical skills are not obtained, critical thinking abilities are not developed. Analysing data, statements describing duration of learning, doing homework were selected. They disclose regularity of learning (Does homework every day), duration (About half an hour) and other aspects. Besides, during the interview childrens absent-mindedness while doing homework is mentioned (Most often flounces about; Does not collect his thoughts) as well as the problem of reluctance to learn, which is solved by parents efforts (If I dont require to learn, he wont choose and learn himself, no way). In the absence of learning motivation pupils often do not have a concrete favourite learning style because any type of learning for them pertains to unpleasant emotions and experiences. To sum up, it can be stated that, according to the majority of parents, their children learn autonomously, addressing adults for help only checking done tasks or in case of problems. Often learning takes place in a planned manner, repeating and checking performed tasks, using auditory ways of learning, prioritising musical background during learning. Parents role. It is often mentioned in literature that parents role in childrens

Aura Kazlauskien, Aura Valanien, Aura Krasauskait Tv, kaip ugdymo proceso partneri, patirtis ugdant vaik mokjimo mokytis kompetencijas

41

Tv vaidmuo. Literatroje danai minima, kad tv vaidmuo vaik mokymesi yra nepakankamas. is tyrimas irykino tv vaidmen ne tik suteikiant mokymosi pagalb, bet ir prisiimant atsakomyb u vaiko mokymsi. Tv vaidmuo ir taka parenkant besimokaniam vaikui parankiausi mokymosi bd tyrimo metu atsiskleid kaip vaik savarankiko mokymosi raika (sprendim turi priimti pats;dirba savarankikai;jam paiam geriau inoti, kaip mokytis; ji pati nusprendia kaip mokintis; vaikas renkasi pats kaip jam geriausiai sekasi). Tvai, komentuodami pagalb vaikams, pirmiausiai pabria, kad vaikai patys sugeba pasirinkti jiems tinkamiausius bdus, tik jie patys gali geriausiai nusimanyti apie tai, kas jiems geriausiai ir kaip tai panaudoti. Vadinasi, tv taka ioje srityje yra minimali, daniausiai apsiribojanti tik patarimais ir pokalbiais su vaiku, savo nuomons isakymu (galiu tik pasilyti variant, patarti; stengiuosi patarti, bet neprimesti; papasakoju kaip a mokiausi, kokius bdus naudojau, patariu). Kaip galima sprsti i informant teigini, tv duodami patarimai danai remiasi ne tik vaiko painimu, bet ir sava patirtimi. Todl patarimai ne visuomet yra vaikui tinkami, nes vaiko mokymosi stilius gali bti visikai kitoks nei buvo jo tv. Vienas i bd takoti vaiko mokymsi tai tv vaidmuo, susikuriant vaiko mokymuisi palankias darbo slygas. Kaip paaikjo i tyrimo rezultat, tyrimo dalyviai stengiasi, kad namuose vyraut susikaupimui reikalinga tyla (atkreipiu dmes tai, kad bt ijungti televizorius, kompiuteris), kad vieni eimos nariai netrukdyt kitiems (stengiams sudaryti tinkam aplink, kad netrukdyt brolis). Vadinasi, tvai maai takoja vaiko mokymosi stilius ir metodus, taiau kartais dalinasi patirtimi, patarimais ir stengiasi sukurti mokymuisi palanki aplink. Dalis tyrime dalyvavusi mokini tv nurodo, kad apskritai neturi jokios takos savo vaik mokymuisi (tame vaidmens neturiu; tam takos nedarau). Kadangi eimos taka

learning is insufficient. This research highlighted parents role not only providing learning support but also taking responsibility for the childs learning. Parents role and influence, choosing the most convenient way of learning for the learning child, disclosed itself as manifestation of childrens autonomous learning (The child must make a decision himself; Works on his own). Commenting support for children, parents first of all emphasise that children themselves are able to choose the most suitable ways of learning, only they can know what is best for them and how to use this. Hence, parents support in this area is minimal, most often limited to advice and conversations with the child, imparting ones opinion (I can only offer a variant, advise; I am trying to advise but not to impose). According to informants statements, parents advice are often based not on the childs cognition but on their own experience. That is why pieces of advice are not always suitable for the child because the childs style of learning can totally differ from his/her parents. One of the ways to influence the childs learning is parents role, creating favourable work conditions for the childs learning. As it was found out from the research results, research participants seek to maintain silence that is necessary for collecting ones thoughts (I pay attention that the television, the computer are turned off), seek that family members do not disturb each other (We are trying to create suitable environment, so that the brother does not disturb). Hence, parents little influence the childs learning styles and methods but sometimes share experiences, advice and seek to create environment that is favourable for learning. Part of pupils parents who took part in the research indicate that in general they do not have any influence on their childrens learning (I dont play any role in this; I dont influence it). Due of influence of the family on the childs socialisation, formation

42

Mokytoj ugdymas 2012

vaiko socializacijai, vertybi sistemos formavimuisi, poirio pasaul ir jo reikinius susidarymui, toks tv abejingumas atskleidia nepakankam j dalyvavim vaiko mokymosi procese. Per maas dmesys, pagalbos ir paramos trkumas, apsiribojant materialiniu vaiko aprpinimu, daro neigiam tak vaik mokymuisi. Tyrimo metu buvo nustatyta, kad kai kurie informantai pripasta mokymo mokytis reikm vaiko mokymuisi. Tai patvirtina tv, dalyvavusi tyrime teiginiai, kad reikia mokyti mokytis, dti pagrindus savarankikam mokymuisi. Taip pat nurodomos pastangos atkreipti dmes mokymosi bd (stengiuosi parinkti lengviausi mokymosi bd). ie teiginiai rodo, kad dalis tv domisi vaik mokymusi ir jo gebjim ugdymu, aktyviai padeda vaikams. Kaip vienas i pagalbos bd nurodomas vaiko darbo ir poilsio reimas (kad vaikas bt pailsjs; skatinau, kad gr ir truput pailsj ikart paruot pamokas). Poilsis labai svarbus mogaus fiziniam ir mstymo aktyvumui. Tinkamai pasirinktas laikas svarbus susikaupimui ir dmesingumui mokantis. Tv taka vaiko veiklos reimo palaikymui, sistemingumui ir nuoseklumui sudaro slygas tinkamos vaik sveikatos, nerv sistemos bkls palaikymui. Daugeliui mokini trksta mokymosi motyvacijos. Jei ne tvai, vaikai mokymuisi skirt dar maiau dmesio (reikia vaik prayti, raginti, adti<..> kad sst prie moksl). Tv taka pasireikia ir vaiko dorybini ir vertybini nuostat, asmenini savybi, toki, kaip atsakingumas ir pareigingumas, ugdymu, poirio moksl ir mokymsi formavimu (esu prasminusi, kad jo pareiga yra mokytis). Tv nuomone, vienas i bd padti vaikui tai nurodyti, k jam kreiptis susidrus su mokymosi sunkumais. Tv tvirtinimu, jie pasilo vaikams kreiptis pagalbos mokytojus (patariu kreiptis pagalbos mokytojus). Remiantis tyrimo duomenimis, tvai pakan-

of the value system, formation of the attitude to the world and its phenomena, such parents indifference discloses their insufficient participation in the childs learning process. Too little attention, lack of help and support, limited with childrens material provision, has negative influence on their learning. During the research it was identified that certain informants acknowledged the importance of learning to learn for the childs learning. They also indicate that I am trying the choose the easiest way of learning. These statements demonstrate that part of parents take interest in childrens learning and its development, actively help children. Focus on the childs work-rest regimen is indicated as one of the ways of support (I encouraged that, having returned and rested a little, they should start doing homework at once). Rest is very important for the mans physical and thinking activeness. Suitably chosen time is important for concentration and attentiveness while learning. Parents influence on maintaining the childs activity regimen, systematicity and consistency creates conditions for maintaining the childs suitable health and nerve system. Because many pupils lack learning motivation, it is only parents who monitor learning. If parents didnt influence childrens learning, many children would pay even less attention for learning than being monitored by parents (It is necessary to ask him, encourage, promise <..> so that he sits to study). Parents influence manifests itself by development of the childs moral and value approaches, personal traits, such as responsibility, dutifulness, formation of the approach to science and learning (I have explained that his duty is to learn). Besides, in parents opinion, one of the ways to help the child is to indicate who to address, having encountered learning difficulties. According to parents, they offer children to address teachers (I advise to address teachers for help).

Aura Kazlauskien, Aura Valanien, Aura Krasauskait Tv, kaip ugdymo proceso partneri, patirtis ugdant vaik mokjimo mokytis kompetencijas

43

kamai retai aktyviai dalyvauja vaiko mokymosi procese. Galima daryti ivad, kad danai atsakomyb u vaiko mokymsi suvokiama kaip mokyklos, o ne kaip tv pareiga. Galima konstatuoti, kad tv vaidmuo padedant vaikams mokytis yra nepakankamas. Tv pagalbos vaik mokymui/si formos. Tyrimo metu buvo siekiama isiaikinti, kokias pagalbos formas vaik mokymuisi tvai daniausiai naudoja. Tyrimo metu nustatyta, kad tvai, stengdamiesi ugdyti vaik mokjimo mokytis kompetencij, daniausiai pataria vaikams bti atidiems, susikaupti ir atidiai sigilinti mokomj mediag (patariu neskubti, sigilinti uduotis; gerai isiaikinti uduot, apgalvoti, o po to atlikti; sigilinti skaitom tekst). Susikaupimas ir dmesingumas yra pagrindins gero mokymosi slygos. Taip pat tv nuomone, svarbu nuolatos kartoti ir tikrinti atliekamas uduotis. Kaip iaikjo analizuojant interviu rezultatus, danai tvai pataria vaikams pasitelkti vaizduot, atrasti ssajas ir suvokti tai, ko mokosi, t.y. suvokti mokomj mediag, j interpretuoti ir pritaikyti (bandyti sivaizduoti skaitom tekst mintyse; mokantis mintinai ne tik ikalti, bet ir suprasti). iuos aspektus nukreipta tv iniciatyva atspindi gebjimo mokytis esm, sismoninant gaunamas inias, jas gilinant, pleiant ir papildant nauja patirtimi, o turimos patirties pagrindu konstruoti naujas inias. Tvai vaikams stengiasi perteikti mokymosi planavimo gebjimus (nepasilikti sunkiausi uduoi pabaigai; mokytis sistemingai), kadangi planinga veikla yra efektyvesn ir tikslingai naudojama gali greiiau padti pasiekti usibrt tiksl. Regimj suvokim turintiems asmenims mokytis padeda galimyb matyti informacij, kuri stengiamasi sisavinti. Todl tvai danai pataria vaikams mokantis kuo dau-

Bearing in mind that parents quite rarely take active part in the childs learning, it becomes clear that often responsibility for the childs learning is perceived as a problem of school and not of parents. It can be stated that parents role in helping children to learn is insufficient. Forms of parents support for childrens learning. During the research it was sought to find out what forms of support for childrens learning parents used most often. During the research it was identified that, seeking to develop childrens competency of learning to learn, parents most often advised children to be attentive, concentrate and carefully go deep into the teaching materials ( I advise not to hurry, go deep into tasks). Concentration and attentiveness are main conditions of good learning. Besides, in parents opinion, it is important to repeat and check done tasks all the time. Parents often advise children to use imagination, find links and perceive what they are learning (To try to imagine the text being read in your mind). It is important to perceive learning material, be able to interpret and apply it. That is why these parents teachings reflect the essence of the ability of learning: construction of new knowledge on the basis of existing experience, realizing received knowledge, deepening, expanding it and supplementing with new experience. Parents try to render to their children abilities of planning of learning (Not to leave the most complicated tasks for the end; To learn systematically) because planned activities are more effective and, if used purposefully, can help to achieve the set goal. Learning of persons with visual perception is facilitated by the ability to see information, which they are trying to master. Therefore, parents often advise children to write as much as possible (Write main ideas; To rewrite the text that is difficult to remember at least twice). Pupils with visual perception have dominating visual reception and processing of

44

Mokytoj ugdymas 2012

giau rayti (usirayti pagrindines mintis; sunkiai simenam tekst perrayti bent du kartus; (pailsti, tik tada ruoti pamokas; pirmiausiai gerai pailsk). Regimuoju suvokimu pasiymini mokini mstyme dominuoja vaizdinis informacijos primimo ir apdorojimo bdas, jie daniausiai turi labai ger vaizdin atmint (Koppensteiner, 2005), todl teksto perrainjimas yra tinkama mokymosi priemon io tipo vaikams. Svarbus mokymsi skatinantis tv elgesio ypatumas tai j pastangos paskatinti, motyvuoti vaikus, suadinti j nor mokytis (kiekvien kart pagiriu, padrsinu). Taip pat, paddami vaikams mokytis, informantai nurodo, kad silo papildom informacij bei literatr mokymuisi, gilinant inias, aikinantis vairius faktus ir reikinius. Kaip viena i pagalbos mokantis priemoni visada yra galimyb kreiptis pagalbos tvus ar pedagogus (visada galima paklausti mokytoj, tv). Vienas i svarbi akcent minimas vaik saugumo jausmo utikrinimas ir pasitikjimo ugdymas j globojaniais ir juo besirpinaniais asmenimis. Stengiantis ugdyti mokjimo mokytis kompetencij tvai palaiko ir skatina aktyv vaiko dalyvavim pamokose, stengiantis efektyviai inaudoti mokymosi galimybes pamok metu (stengtis aktyviai dalyvauti pamokoje; dmiai klausytis mokytojo aikinimo). Taip pat patariama pamginti skaityti garsiai (pasilau skaityti garsiai) arba susikurti tinkam, dmesio neblakani mokymosi aplink (mokymosi metu neblakyk save jokiais paaliniais veiksniais). Be metodini patarim mokytis padeda ir tv kontrol (neimokus negalima aisti). Nors tokios pagalbos poveikis vidins vaiko mokymosi motyvacijos skatinimui yra daugiau negu abejotinas, taiau nesant vidins motyvacijos, iorins motyvacijos skatinimo

information, they most often have very good visual memory (Koppensteiner, 2005), that is why rewriting of the text is a suitable means of learning for these children. An important peculiarity of parents behaviour, encouraging learning, is their efforts to encourage, motivate children, arouse their wish to learn (Every time I praise, encourage). Besides, helping children to learn, informants indicate that they offer additional information and literature for learning, deepening knowledge, finding out about various facts and phenomena. As one of the measures of support, children always have a possibility to address parents or teachers for help (You can always ask teachers, parents). This is also important for ensuring childrens feeling of security and developing trust in persons who take care of him/her. Of course parents do not forget to advise children to cleverly organise time of their work and rest, follow consistent and regular day regimen (To rest, only then do homework; First have a good rest). Seeking to develop the competency of learning to learn, parents support and encourage the childs active participation in lessons, seeking effective usage of learning opportunities during lessons (To try to take active part in the lesson; To listen to the teachers explanation carefully). It is also advised to try to read aloud (I advised to read aloud) or create a suitable learning environment that does not distract attention (When you are learning, dont distract yourself by any extraneous factors). In addition to methodical advice, parents control also helps to learn (You cannot play if you havent learned). Although the influence of such help for encouraging the childs inner motivation is more than doubtful, in case of absence of inner motivation, outer measures

Aura Kazlauskien, Aura Valanien, Aura Krasauskait Tv, kaip ugdymo proceso partneri, patirtis ugdant vaik mokjimo mokytis kompetencijas

45

priemons tampa vienintele mokymosi slyga. Tv vietimas. Neturdami tam reikaling ini bei informacijos, tvai negalt suteikti vaikams tinkamos pagalbos mokymosi klausimais. Todl tyrimo metu buvo svarbu isiaikinti, kokiais informacijos altiniais daniausiai naudojasi tvai, kokiais informacijos altiniais ji remiasi ir pasikliauja teikdami pagalb savo vaikams. Nustatyta, kad daniausiai tvai naudojasi ta informacija, kuri jiems suteikia vaiko klass aukltojas (80%). Taip pat danai informacijos iekoma raytiniuose ir skaitmenins informacijos altiniuose spaudoje ir internete (65%). Taip pat nema tak turi mokykloje organizuojama vieiamoji veikla (55%). Reiausiai naudojamasi draug, koleg, pastam ir kit asmen patarimais (30%). Nemaai tv pasisak, kad informacijos gauna bendraudami su paiu vaiku. Bendradarbiavimas su pedagogais. Tyrimui aktualiausias klausimas yra susijs su tv ir pedagog partneryste ugdant vaik mokjimo mokytis kompetencij. Informant poiri analiz atskleid, kad daniausiai tv ir pedagog partneryst vystoma ne pastoviai, o tik ikilus sunkumams ar atsiradus kokioms nors problemoms (ikilus problemoms; pusmeio pabaigoje jei reikia; tik kai kyla koki sunkum) (2 lentel). Toks bendravimas daniausia vyksta mokytojo iniciatyva, nes tvai reaguoja mokytojo pastabas ir raomus vertinimus. Taigi, tokio pobdio tv sitraukimas yra epizodikas, pasireikiantis nereguliariu, vaiko mokymosi ar elgesio problem atsiradimo slygotu bendravimu.

of encouraging motivation become the only condition of learning. Parents education. Without necessary knowledge and information parents wouldnt be able to provide children with suitable support on learning issues. That is why during the research it was important to find out what information sources parents use and rely, helping their children. It has been identified that most often parents use the information which they get from the childs form tutor (80%). Information is also often searched for in written and digital information sources: press and the Internet (65%). Quite a considerable influence is made by educational activities organised at school (55%). Friends, colleagues, acquaintances and other persons advice are most rarely followed (30%). Quite many parents said that they got information communicating with the very child. Cooperation with teacher. The most relevant issue of the research is related to parentteacher partnership, developing the childs learning to learn competency. The analysis of informants attitudes disclosed that most often parent-teacher partnership is developed not continuously but when difficulties arise or certain problems are encountered (Having encountered problems; At the end of the term, if necessary; Only when difficulties arise) (Table 2). Such communication most often takes place on the teachers initiative because parents react to the teachers comments and marks. Thus, such type of parents involvement is episodic, manifesting itself by irregular communication with the child, determined by emergence of the childs learning or behaviour problems.

46

Mokytoj ugdymas 2012

2 lentel. Tv poiris bendravim ir bendradarbiavim su pedagogais Table 2. Parents Attitude to Communication and Cooperation with Teachers Kategorija Category Patvirtinantys teiginiai Confirming statements ikilus problemoms / Having encountered problems pusmeio pabaigoje jei reikia At the end of the term, if Atsiradus necessary problemoms kai ikyla koki nors neaikum / When some Upon emergence of uncertainties arise problems kai atkreipiu dmes mokytojo paraytas pastabas / When I pay attention to the teachers notes lankoms tv susirinkimuose / We take part in parents Klass susirinkim meetings metu lankausi tv susirinkimuose / I take part in parents During class meetings meetings per klass valandles / During class meetings konsultuojuosi suprastjus vaiko paymiams / I consult when the childs marks worsen ar mokosi, ar drausminga pamokose / If she is learning , if she is disciplined during lessons gana danai klausiu mokytojos kaip vaikui sekasi, kuo galima jam padti / Quite often I ask the teacher how my child is doing<..> how I can help him kokiais bdais galima j paskatinti / In what ways he can be encouraged dl vaiko mokymosi, lankomumo / About the childs learning, attendance daugiausia apie vaiko gebjim mokytis / Mostly about the childs ability to learn du kartus per metus pasidomiu, kaip sekasi / Twice a year I take interest how he is doing kelis kartus per savait ar mn. kart, pagal situacij / Several times per week or once per month, according to the situation panaiai kart per mnes / About once per month paymius seku kas savait, dirbu toje paioje mokykloje, todl nuolat gaunu informacij i mokytoj / I work in the same school, that is why I constantly get information from teachers kart per mnes pasiskambinu klass aukltojai / I call the form tutor once per month bendraujame su kiekvieno dalyko mokytoju / We communicate with every subjects teacher individuali pokalbi metu / During individual conversations konsultuojuosi asmenikai /I consult personally nesikonsultuoju / I dont consult labai retai /Very rarely Subkategorija Subcategory

Dl vaiko mokymosi About the childs learning

Partnerysts sritys

Bendravimo danumas Frequency of communication

Bendravimas telefonu Telephone communication Individualus konsultavimasis Individual consulting Nebendraujama There is no communication

Aura Kazlauskien, Aura Valanien, Aura Krasauskait Tv, kaip ugdymo proceso partneri, patirtis ugdant vaik mokjimo mokytis kompetencijas

47

Viena i tv ir pedagog santyki palaikymo galimybi yra j bendravimas tv susirinkim metu (lankausi tv susirinkimuose; einame susirinkimus; per klass valandles). Toks bendravimas nra pakankamas, kadangi daniausiai ne visi tvai reguliariai lankosi tv susirinkimuose. Be to, susirinkim metu gana menka galimyb individualiai pabendrauti su mokytojais ir aptarti bei sigilinti problemas, susijusias su konkreiu mokiniu. Grupinis bendravimas neleidia pasinaudoti asmeninio konsultavimosi su pedagogais galimybmis. Tv susirinkimus kaip vien pagrindini tv ir pedagog partnerysts iraikos priemoni nurodo ir tyrime dalyvav pedagogai. Analizuojant tv pasisakymus isiaikinta, kad daniausiai tvai su pedagogais bendrauja klausimais, susijusiais su vaik paangumu ir mokymusi (daugiausia apie vaiko gebjim mokytis; konsultuojuosi suprastjus vaiko paymiams; ar mokosi, ar drausminga pamokose). Vaik mokymosi problemos, j mokymosi rezultatai yra dominuojanti tv ir pedagog partnerysts sritis. Apibdinant bendravimo su pedagogais danum, tvai nurodo labai skirtingus laikotarpius, svyruojanius nuo kasdienio bendravimo (dirbu toje paioje mokykloje, todl nuolat gaunu informacij i mokytoj), karto per savait iki dviej kart per metus (du kartus per metus pasidomiu, kaip sekasi). Akivaizdu, kad tv ir pedagog bendravimui trksta reguliarumo ir nuoseklumo. Jei vieni tvai i ties danai palaiko prasmingus ir glaudius santykius su vaik ugdaniais mokytojais, tai kiti bendrauja retai ir formaliai. ie teiginiai papildo ir patvirtina pedagog nuomon apie daugelio tv vengim bendrauti su pedagogais ir nusialinim nuo vaiko mokymosi ir pagalbos jam teikimo. Dalis informant nurod, kad bendrauja su pedagogais telefonu (kart per mnes pasiskambinu klass aukltojai; prireikus skambinu; galiu bet kada pasiskambinti auklto-

Besides, one of the possibilities of maintaining parent-teacher relations is communication during parents meetings (I take part in parents meetings; We go to the meetings; During class meetings). Such communication is insufficient because most often not all parents regularly take part in parents meetings. Besides, during the meetings there is quite a small possibility to individually talk with teachers and go deep into problems related to a concrete pupil. Parents meetings as one of the main measures of manifestation of parent-teacher partnership is also indicated by teachers who took part in the research. It was found out that most often parents communicated with teachers on issues related to childrens achievements and learning (Most often about the childs ability to learn I consult when the childs marks worsen; If she is learning, if she is disciplined during lessons). Childrens learning problems, their learning results are a dominating area of parent-teacher partnership. Describing frequency of communication with teachers, parents indicate very different periods, fluctuating from daily communication (I work in the same school, that is why I constantly get information from teachers), one time per week to two times per year (Twice per year I take interest how he is doing). It is obvious that parent-teacher communication lacks regularity and consistency. While some parents really often maintain meaningful and close relations with teachers educating their child, others communicate rarely and formally. These statements supplement and confirm teachers opinion about many parents avoidance to communicate with teachers and standoff from the childs learning and support provision. Part of informants indicated that they communicated with teachers on the phone (I call the form tutor once per month; If necessary, I call; I can call the form tutor

48

Mokytoj ugdymas 2012

jai). Galimyb bet kuriuo metu pabendrauti su vaik ugdaniais pedagogais yra vertinga bendromis pastangomis siekiant efektyvaus mokini mokymosi mokytis kompetencijos ugdymo. Gana retai akcentuojamas individualus tv ir pedagog bendravimas (bendraujame su kiekvieno dalyko mokytoju; individuali pokalbi metu). Individualaus bendravimo metu atsiranda artimesnio tarpusavio ryio, nuoirdesnio bendravimo ir geresnio vieni kit painimo galimyb. Toks bendravimas sukuria slygas partnerystei ugdant vaik mokymosi mokytis kompetencij. Tyrimo metu paaikjo, kad dalis tv visikai nelink bendrauti su pedagogais (nesikonsultuoju). Tokiais atvejais tv ir pedagog partneryst tampa nemanoma dl vienos partneri grups (tv) pasyvumo arba netgi vengimo bendrauti. Apibendrinat galima teigti, kad tvai partnerik santyki su pedagogais siekia tik ikilus sunkumams. Daniausiai naudojamos tradicins tv ir pedagog bendravimo bei bendradarbiavimo formos lankymasis tv susirinkimuose ir kartais - individualus bendravimas susitikim metu, telefonu, aptariant vaik mokymosi ir drausms klausimus. Patiriami sunkumai, susij su vaik mokymusi. Siekiant isiaikinti aptiriamus sunkumus, susijusius su vaik mokymu/si, irykjo, kad daniausiai tvai vardijo pedagog kompetencijos trkum (ne visk iaikina, kad suprast; kartais nepatinka mokymo bdas; mokytojai (kai kurie) <..> praleidia pro pirtus, i vaik neireikalauja ini) ir vaik nenor mokytis (su paio vaiko pasyviu poiriu moksl; truput nenoru mokytis). Taip pat tvai nurodo dar vien aktuali problem tai vaik santyki su mokytojais problem (pedagogai nebendradarbiauja su vaikais; vaik santykiai su pedagogais). Nemalonus bendravimas, tampa pamok metu sukuria klitis mokymuisi,

anytime). The possibility to communicate with teachers educating the child at any time is valuable, jointly seeking pupils effective development of the learning to learn competency. Parent-teacher individual communication is emphasised quite rarely (We communicate with the teacher of every subject; During individual conversations). Individual communication enables closer interrelation, more sincere communication and better cognition of each other. Such communication creates conditions for partnership, developing the learning to learn competency. During the research it emerged that part of parents were not inclined to communicate with teachers at all (I dont consult). In such cases parent-teacher partnership becomes impossible due to passiveness of one partner group (parents) and even due to their avoidance to communicate. To sum up, it can be stated that parents seek partnership relations with teachers only when difficulties emerge. The most often used traditional parent-teacher communication and cooperation forms are attendance of parents meetings and sometimes, individual communication during meetings, on the phone, discussing childrens learning and discipline issues. Experienced difficulties related to childrens learning. Seeking to find out experienced difficulties related to childrens learning, it showed up that parents most often emphasised that they did not encounter any bigger difficulties related to childrens learning (I dont have bigger difficulties; There are no difficulties). More often parents named lack of teachers competence (They explain not everything; Sometimes they dislike the way of teaching; Teachers (some) <..> make light of what they teach, dont require knowledge from children) and childrens reluctance to learn (The very childs passive attitude to learning; A bit dont want to learn). The first of these problems is outlined as

Aura Kazlauskien, Aura Valanien, Aura Krasauskait Tv, kaip ugdymo proceso partneri, patirtis ugdant vaik mokjimo mokytis kompetencijas

49

o taip pat ardo tv ir pedagog partneryst. Tarpasmeniniai santykiai neturt takoti vaik mokymosi, o pedagogams deleguota misija - objektyviai velgti visus mokinius ir sugebti ivengti alikumo ir asmenikumo pamok metu. Informantai nurod, kad mokymosi krvis, per didels jo apimtys taip pat sukelia vaik mokymo/si sunkum (per sudtingos programos; aukti reikalavimai, tempas). Kai kurie tvai prisipasta, kad jiems trksta informacijos vairiais su vaik mokymusi susijusiais klausimais (kartais trksta informacijos; daugiausia bna informacijos trkumas). Informacijos trkumas neleidia tvams tinkamai rpintis savo vaik mokymusi, teikti jiems reikaling pagalb. Apibendrinat galima teigti, kad tv nuomone, aktualiausios vaik mokymosi problemos yra susij su pedagog kompetencijos stoka, vaik mokymosi motyvacijos nebuvimu (nenoru mokytis), temptais vaik ir pedagog santykiais bei per didelis mokymosi krvis.

Ivados Remiantis tyrimo rezultatais galima teigti, kad dalis tv laiko save pakankamai savarankikais ir galiniais isprsti visus su vaiko mokymusi susijusius klausimus bei teikti jam vairiapus pagalb. Taiau dauguma tv pripasta, kad specialist teikiama pagalba visuomet praveria ir gali praturtinti jau turim patirt. Tv pagalba vaik mokymuisi pasireikia padedant vaikams ruoti nam darbus, paaikinant nesuprantamas uduotis, atlikt nam darb tikrinimu, pagalba renkant papildom informacij, nam darb atlikimo kontrole, patarimais mokymosi planavimo, darbo ir poilsio derinimo, skirting mokymosi metod

the teachers inability to appropriately explain the lesson, irregular checking of homework and performed tasks, and indifferent attitude to childrens learning. Parents also indicate another relevant problem: children-teacher relations (Relations with teachers; Childrens relations with teachers). Unpleasant communication and tension create hindrances for learning and also destroy parent-teacher partnership. Interrelations should not influence childrens learning whilst teachers as specialists of education studies must objectively view all pupils and be able to avoid bias and personalities during lessons. Informants indicated that the load of learning, too big volume of learning cause childrens learning difficulties (Too difficult curricula; High requirements, tempo). Some parents acknowledge that they lack information on various issues related to childrens learning (Sometimes we lack information; Most often we lack information). Lack of information hinders parents to suitably take care of childrens learning and provide them with necessary support. To sum up, it can be stated that in parents opinion, the most relevant childrens learning problems are related to lack of teachers competence, absence of childrens learning motivation (reluctance to learn) and tense children-teacher relations. Conclusions Research results disclose that part of parents think they are independent enough, are able to solve all difficulties related to the childs learning and provide him/her with versatile support, but the majority of parents acknowledge that support provided by specialists always comes in useful and can enrich the already possessed experience. Parents support for childrens learning manifests itself helping to do homework, explaining tasks children do not understand, checking done homework, helping to choose additional information, monitoring homework, advising on planning and on combining work

50

Mokytoj ugdymas 2012

taikymo klausimais. Reiausiai tv pagalba atsiskleidia per partnerikus santykius su pedagogais. Tvai pakankamai retai aktyviai dalyvauja vaiko mokymesi, todl danai atsakomyb u vaiko mokymsi suvokiama kaip mokyklos, o ne kaip tv problema. Pedagoginis tv vietimas vyksta individualaus bendravimo su tvais metu, tv susirinkimuose, telefonu, raant raus pasiekim knygelse bei rato darbuose, naudojant IKT technologijas. Tvai nurodo, kad informacijos apie pagalbos vaikams teikim daniausiai gauna i klass aukltojo, susiranda spaudoje bei internete. Pagrindins tyrimo metu iskirtos tv ir pedagog partnerysts sritys tai domjimasis vaiko paangumu ir elgesiu.

and rest, applying different (auditory and visual) learning methods. Most rarely parents support is disclosed through partnership relations with teachers. Parents quite rarely take part in the childs learning, that is why often responsibility for the childs learning is perceived as a problem of school and not of parents. Pedagogical education of parents takes place during individual communication with parents, at parents meetings, on telephone, writing entries in record books and written works, using ICT. Parents indicate that most often they are informed about support for children by their form tutor; they find this information in press and on the Internet. Key parent-teacher partnership areas distinguished during the research are interest in the childs achievements and behaviour.

Literatra References
Bendrj gebjim metmen apraas (2000). .http:// eurlex. europa.eu/LexUriServ/site/en/oj/2006/l_394/ l_39420061230en00100018.pdf Butkien G., Kepalait A. (1996). Mokymasis ir asmenybs brendimas. Vilnius: Margi ratai. Glickman C.D. (2010) Lyderyst mokymuisi : kaip padti mokytojams skmingai dirbti. Vilnius: Sapn sala. Jovaia, L. (2007) Enciklopedinis edukologijos odynas. Vilnius. Juceviien P. (2005) Mokytoj didaktins kompetencijos atitiktis iuolaikiniams vietimo reikalavimams: Tyrimo ataskaita. Kaunas. Juodaityt A., Gauait R., Kazlauskien A. (2009) Informavimas apie ikimokyklin, priemokyklin ugdym ir vietimo pagalb. iauliai: Lucilijus. Kanclerien D., Kvietkauskien G. (2008) Mokykime mokytis. Metodin veikla mokytojo ir mokinio kompetencijoms ugdyti. Vilnius, p. 102105. Kazlauskien A., Poceviien R., Gauait R., Masiliauskien E., Rudyt K., (2012). Savivaldaus mokymosi, orientuoto inovatyvius sprendimus, sistema. ISBN 978-609-430-131-5. P. 71 Kazlauskien A., Poceviien R., Gauait R., Masiliauskien E., Rudyt K., (2012). Savivaldaus mokymosi proceso planavimas ir organizavimas, taikant inovatyvius sprendimus orientuot ugdym. ISBN 978-609-430-130-8. P. 106 Kazlauskien A., Poceviien R., Gauait R., Masiliauskien E., Rudyt K.,(2012). Besimokanio asmens painimas. ISBN 978-609-430-129-2. P. 117 Kazlauskien A., Poceviien R., Gauait R., Masiliauskien E., Rudyt K., (2012). Motyvavimas ir galimybi suteikimas mokymuisi. ISBN 978-609430-132-2. P. 82. Kazlauskien A., Poceviien R., Gauait R., Masiliauskien E., Rudyt K., (2012). Mokymosi mokytis strategijos. Aktyvus mokymasis: bdai, aplinkos, altiniai, metodai. ISBN 978-609-430122-3. P. 66. Kazlauskien A., Poceviien R., Gauait R., Masiliauskien E., Rudyt K., (2012). Mokymosi mokytis strategijos. Aktyvus mokymasis: bdai, aplinkos, altiniai, metodai. ISBN 978-609-430122-3. P. 66. Kazlauskien A., Poceviien R., Gauait R., Masiliauskien E., Rudyt K., (2012). Mokymosi mokytis strategijos. Konstruktyvus mokymasis: bdai, aplinkos, altiniai, metodai. ISBN 978-609430-126-1. P. 105.

Aura Kazlauskien, Aura Valanien, Aura Krasauskait Tv, kaip ugdymo proceso partneri, patirtis ugdant vaik mokjimo mokytis kompetencijas

51

Kazlauskien A., Poceviien R., Gauait R., Masiliauskien E., Rudyt K., (2012). Mokymosi mokytis strategijos.Mokymasis bendradarbiaujant: bdai, aplinkos, altiniai, metodai. ISBN 978-609430-120-0. P. 99. Kazlauskien A., Poceviien R., Gauait R., Masiliauskien E., Rudyt K., (2012). Mokymosi mokytis strategijos.I anksto apgalvotas/refletyvus mokymasis: bdai, aplinkos, altiniai, metodai. ISBN 978-609-430-124-7. P. 117. Kazlauskien A., Poceviien R., Gauait R., Masiliauskien E., Rudyt K., (2012). Mokymosi mokytis strategijos. Autentikas mokymasis: bdai, aplinkos, altiniai, metodai. ISBN 978-609-430133-9. P. 95. Kazlauskien A., Poceviien R., Gauait R., Masiliauskien E., Rudyt K., (2012). Mokini mokymosi veiklos stebsena ir paangos (si) vertinimas. ISBN 978-609-430-125-4. P. 95. Kazlauskien A., Poceviien R., Gauait R., Masiliauskien E., Rudyt K., (2012). Savivaldaus mokymosi vadovas tvams (globjams, rpintojams). ISBN 978-609-430-121-6. P. 87. Kazlauskien A., Poceviien R., Gauait R., Masiliauskien E., Rudyt K., (2012). Savivaldaus mokymosi vadovas nevyriausybini organizacij nariams. ISBN 978-609-430-120-9. P. 77. Kazlauskien A., Poceviien R., Gauait R., Masiliauskien E., Rudyt K., (2012). Savivaldaus mokymosi vadovas mokiniams. ISBN 978-609-430119-3. P. 193. Komisij tarnyb dokumentas XXI a. mokyklos (2007) SEC(2007)1009 Koppensteiner Chr. (2005) Kaip geriau siminti ir imokti. Vilnius: Alma littera. Kret E. (2001). Mokykims kitaip. Atviro mokymosi idjos: patarimai mokiniams, tvams ir mokytojams. Kaunas. Lukoinien V., Vargalyt R., Libikas M. (2009) Suaugusij mokymo(si) pagrindai bibliotek darbuotojams. Vilnius. Moleya - jaun moni motyvavimas ir skatinimas mokytis. Motyvacijos vadovas (2010). Petty G. (2008) rodymais pagrstas mokymas. Vilnius: Tyto alba.

Petty G. (2006) iuolaikinis mokymas. Vilnius: Tyto alba. Pradinio ir pagrindinio ugdymo bendrosios programos (2008). Priedas Nr. 11., p. 13031305. Produktyviojo mokymosi modelis. Projektas Alternatyvus ugdymas vietimo sistemoje. (2011). Vilnius. Pukeviit V.J. (2007) Mokymosi mokytis kompetencijos ugdymo Moleya - jaun moni motyvavimas ir skatinimas mokytis. Motyvacijos vadovas aspektai. ACTA PEDAGOGICA VILNENSIA, Nr. 19, p. 17-25. Pukeviit V.J. (2010) Mokini ir student mokymosi mokytis paralels. ACTA PEDAGOGICA VILNENSIA, Nr. 24, p. 89-100. Rajeckas V. (1995). Asmenybs raida ir ugdymas. Vilnius: Asveja. Samaitien J. (2008) Bendradarbiavimo su mokini tvais organizavimas. Metodin veikla mokytojo ir mokinio kompetencijoms ugdyti. Vilnius, p. 36105. Schumaker J. (2009) Teacher praparation and professional development in effective learning strategy instruction. Washington. Europos Parlamento ir Tarybos rekomendacija dl bendrj vis gyvenim trunkanio mokymosi gebjim (2006) - http://eur-lex.europa.eu/ LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:00 10:0018:LT:PDF Staniauskien V. Mokymasis mokytis mokykloje. irta 2011 m. rugpjtis 31 d., - prieiga internete [www.mkc.lt/dokuments/mokymosi_medziaga/ mokomes_mokytis.doc vietimo ir mokymo modernizavimas gyvybikai svarbus gerovs ir socialins sanglaudos Europoje veiksnys (2006) (2006/C 79/01) 2008 m. lapkriio 21 d. Tarybos ir Taryboje posdiavusi valstybi nari vyriausybi atstov ivados Parengti jaunim XXI amiui: Europos bendradarbiavimo mokykl klausimais (2008/C 319/08) 2010 m. Gegus 11 d. Tarybos ivados dl vietimo ir mokymo socialinio aspekto (2010/C 135/02) 2008 m. gegus 22 d. Tarybos ir Taryboje posdiavusi valstybi nari vyriausybi atstov ivados dl krybingumo ir inovacij skatinimo pasitelkiant vietim ir mokym.

52

Mokytoj ugdymas 2012

Aura KAZLAUSKIEN Socialini moksl (edukologijos) daktar, iauli universiteto Edukologijos katedros profesor. Moksliniai interesai: informacijos valdymas, edukacini tyrim metodai ir metodologija. Doctor of Social Sciences (Education Studies), Professor of the Department of Education Studies at iauliai University. Research interests: information management, methods and methodology of educational researches.

Address: P. Viinksio Str. 25, LT-76351 iauliai, Lithuania E-mail: akazlauskiene@ef.su.lt Aura VALANIEN Socialini moksl (edukologijos) magistr. Moksliniai interesai: mokymasis mokytis, tv ir pedagog bendradarbiavimas. Master of Social Sciences (Education Studies). Research interests: learning to learn, parentteacher cooperation.

Address: P. Viinksio Str. 25, LT-76351 iauliai, Lithuania E-mail: vytauto80@gmail.com Aura KRASAUSKAIT Socialini moksl (edukologijos) doktorant, iauli universitetas Edukologijos fakultetas. Moksliniai interesai: inovacins ugdymo technologijos. Doctoral student of Social Sciences (Education Studies), Faculty of Education Studies of iauliai University. Research interests: innovative technologies of education.

Address: P. Viinskio Str. 25, LT-76351 iauliai, Lithuania E-mail: akrasauskaite@hotmail.com

Copyright of Teacher Education / Mokytoju Ugdymas is the property of Center of Research in Education Studies, Siauliai University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.