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CLASSROOM CLIMATE AND TEACHER COMPETENCIES (THE PROBE INTO THE LIFE OF SELECTED SCHOOLS)
Abstract
Nowadays, in the context of changes in teaching, the education of a man is coming to the foreground who would learn to link the knowledge of different fields of science to the knowledge and acquisition of values that promote the social way of life, living in associations of individuals. The teacher and his personality, professional competencies, ability to create a positive climate in the classroom are significant factors in fulfilling such education. The classroom climate greatly affects the overall results of school work, motivation, work performance, satisfaction of pupils as well as teachers. The teacher cannot only be a mediator of pupils' knowledge, but he/she must support the activities of pupils leading to their interest in learning and developing into a full-fledged personality. Significant competencies in developing classroom climate are the social, communicational and organizational competencies of the teacher. The most important of these are considered social competencies including empathy, assertiveness, pro-social ability and socio-communicational skills. Social competencies help the teacher to understand the pupil, to accept him/her as he/she is and they are the main tool of understanding and feeling in the situation of the pupil. The aim of the paper is to identify the importance of these competencies based on the knowledge gained from the observation of classroom climate in selected primary and secondary schools. Teacher preparation could thus be improved on the basis of the information obtained so that they can positively influence pupils by own personality, be able to manage conflict or problematic situations, be empathic, creative and humanistic.
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