Page 125 - Drobnič Janez, Pelc Stanko, Kukanja Gabrijelčič Mojca, Česnik Katarina, Cotič Nastja, Volmut Tadeja. Ur. 2023. Vzgoja in izobraževanje v času covida-19. Koper: Založba Univerze na Primorskem
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Vulnerable Groups of Children from the Perspective of Additional Professional Assistance . . .
Prior to the research, we predicted that the most common problem would
be unmotivated children, so based on all the problems and challenges ex-
pressed by the providers of additional professional assistance, our hypothe-
sis that ‘The most common problems faced by the providers of additional
professional assistance and/or learning support were problems related to
students’ motivation and readiness for schoolwork’ can be confirmed. How-
ever, this problem is not explicitly stated among the reasons for not conduct-
ing additional professional assistance sessions.
As we have already mentioned, our way of life changed overnight, which
of course also interfered with the learning process and the work of teachers
and providers of additional professional assistance. The transfer of the estab-
lished way of working from school to distance learning required adaptation
of teaching methods, techniques, and materials. The adjustments used were
grouped into sets of similar responses and are listed below in random order:
– Additional professional assistance sessions (for some shorter, for oth-
ers longer, for some only individual (although previously performed
in groups), for others just the opposite, for some according to a fixed
schedule, for others the schedule was flexible, etc.).
– Students were offered more help with creating notes, solving work-
sheets and assignments, writing notes on the computer, help with
homework and presentations.
– More frequent use of mobile and computer applications, web plat-
forms, telephone, more computer work, transfer of content to a web
format, online learning materials, independent preparation of expla-
nations or sending links to already prepared explanations.
– Being available to students and parents (throughout the day, the pos-
sibility of more short calls, more conversations, the possibility of choos-
ing the communication channel – phone call, video call, e-mail, classic
mail, etc.).
– Abandonment of non-essential content, greater emphasis on key in-
formation and building basic knowledge, helping students use ICT.
– Emphasis on motivation, independence, ongoing support, mental
health (mood diary, motivation letters by mail, relaxation techniques),
and physical activity.
– Concrete materials from the environment as a substitute for permanent
didactic materials, virtual didactic materials.
– Continuous coordination of schedules, different organization or course
of meetings, several short breaks during the session.
125
Prior to the research, we predicted that the most common problem would
be unmotivated children, so based on all the problems and challenges ex-
pressed by the providers of additional professional assistance, our hypothe-
sis that ‘The most common problems faced by the providers of additional
professional assistance and/or learning support were problems related to
students’ motivation and readiness for schoolwork’ can be confirmed. How-
ever, this problem is not explicitly stated among the reasons for not conduct-
ing additional professional assistance sessions.
As we have already mentioned, our way of life changed overnight, which
of course also interfered with the learning process and the work of teachers
and providers of additional professional assistance. The transfer of the estab-
lished way of working from school to distance learning required adaptation
of teaching methods, techniques, and materials. The adjustments used were
grouped into sets of similar responses and are listed below in random order:
– Additional professional assistance sessions (for some shorter, for oth-
ers longer, for some only individual (although previously performed
in groups), for others just the opposite, for some according to a fixed
schedule, for others the schedule was flexible, etc.).
– Students were offered more help with creating notes, solving work-
sheets and assignments, writing notes on the computer, help with
homework and presentations.
– More frequent use of mobile and computer applications, web plat-
forms, telephone, more computer work, transfer of content to a web
format, online learning materials, independent preparation of expla-
nations or sending links to already prepared explanations.
– Being available to students and parents (throughout the day, the pos-
sibility of more short calls, more conversations, the possibility of choos-
ing the communication channel – phone call, video call, e-mail, classic
mail, etc.).
– Abandonment of non-essential content, greater emphasis on key in-
formation and building basic knowledge, helping students use ICT.
– Emphasis on motivation, independence, ongoing support, mental
health (mood diary, motivation letters by mail, relaxation techniques),
and physical activity.
– Concrete materials from the environment as a substitute for permanent
didactic materials, virtual didactic materials.
– Continuous coordination of schedules, different organization or course
of meetings, several short breaks during the session.
125
