Smurtas prieš mokytojus bendrojo lavinimo mokykloje: atsiradimo priežastys, raiškos formos ir pasekmės

Abstract

Straipsnyje nagrinėjamos mokinių smurto prieš mokytojus bendrojo lavinimo mokykloje atsiradimo priežastys ir raiškos formos. Analizuojami mokinių smurtą prieš mokytojus skatinantys objektyvūs ir subjektyvūs veiksniai. Aptariamos mokinių smurto prieš mokytojus formos ir jų pasekmės. Parodoma, kad toks smurtas griauna pasitikėjimo ir būtino bendradarbiavimo tarp mokinių ir mokytojų pagrindus, be kurių efektyvus ugdymo ir žinių perdavimo bei mokymosi procesas yra sunkiai įmanomas. Aptariamos galimos priemonės šio smurto išvengti.

This kind of violence can be committed by a single person (pupil) when an offended pupil uses violence against the teacher or his possession or by a group of persons (pupils) when a group of pupils on agreement or spontaneously uses violence against the teacher or his possession. Actually, physical violence against teachers (the usage of physical power) is rather rare. The most frequently met in the relations between pupils and teachers is the psychological violence and such its forms as teachers’ derogation, devaluation, harassment, assault, isolation, rejection, alienation, terrorizing, etc. The violence against teachers is specific because it destroys the basis of trust and cooperation without which the effective education process of knowledge communication and its acceptance is hardly possible. Reduction of pupils’ violence against teachers is not only the matter of school. In order to reduce the expression of violence against teachers the society should support changing the attitude towards the importance of teacher’s job, as well as state institutions making appropriate decisions concerning material evaluation of teacher’s job, and also the teacher himself doing his job honestly and with responsibility and always ready to understand the needs of modern youth and to react creatively.