| Abstract [eng] |
Social and emotional competences cannot be separated from a successful and happy person. In Lithuania, social and emotional education became mandatory only in 2017, when the Ministry of Education, Science and Sport issued a correction of the law regulating that all schools shall train the social and emotional competences of their students. In order for the students to acquire all skills necessary for a successful and happy person, as well as, social and emotional competences, these skills must be trained not only during breaks or class hours but also during lessons. In this work, I have chosen to examine the experience of Lithuanian teachers working in Norway in training the social and emotional abilities of students during classes. Norway was chosen because the education of social and emotional competences became mandatory in 1995. It is intended to disclose the training of social and emotional competences being organized by the teachers in Norwegian schools and the application of training techniques or methods. Since a child spends a large portion of their childhood and adolescence in school, one must know the most effective techniques for training the social or emotional competences of pupils. In this Master’s thesis, a problem is raised: by using what techniques do the teachers train the social and emotional competences of students during classes? The purpose of the research is to disclose the training of social and emotional competences of students during classes. The object of the research is the training of the social and emotional competences of pupils during classes. The tasks of the research: 1) to highlight the theoretical aspects of training the social and emotional capacities of students during classes; 2) to substantiate the research methodology of training the social and emotional competences of pupils in Norwegian schools; 3) to determine the features of training the social and emotional competences of pupils in Norwegian schools. In order to implement the raised goal and perform the tasks, the scientific literature analysis method, and the access to qualitative research – semi-structured interview – were applied; the interview data was analyzed in accordance with the content analysis method. The data received during research uncovered that the schools, wherein the research participants are working, stress the importance of the emotional and physical safety of a student; academic results come second. In schools, during breaks, after classes, or even by substituting classes (one day per week is meant for hikes), various techniques for training the social and emotional capacities of students are applied. The research participants highlighted that they achieve good results because they are free to choose the programs to work with or are free to shape the programs themselves, by having regard to the individual issues in the classroom. The research highlighted eight universal techniques for training the social and emotional competences of students, which are suitable for all of the subjects being taught: class hours, positive management of the class, discipline, responsibility, autonomy of a student, social ties, ensuring of emotional and physical safety, pressure. The research participants disclosed fourteen methods, which they apply during their classes: rules (which they create together with students), values, selection of subjects in accordance with the interests of students, exemplary behavior of the teacher, games, outside activities, artistic activities, group work, cooperation, getting to know one’s emotions, issue solving, discussions and reflection. During the research, not only the most effective methods were disclosed, but also the problems, which the teachers encounter. The biggest problems are expectations raised by the parents and the uncertainty/lack of time. The research uncovered what kind of universal techniques the teachers apply in their classes in order to train the social and emotional competences of students. The Master’s thesis consists of three parts: theoretical, methodological and research. The Master’s thesis consists of 65 pages. |
