| 1. |
Subject matter and significance of the module ‘Relationship of the Teacher and the Pupil’ (importance of an expertise in the field of psychological analysis of pupils’ actions for their correct evaluation, differentiation between proper and improper behavior and actions in order to react properly in a certain situation; four kinds of complementary behavior analysis; importance of the module in adopting outstanding educators’ best practices in using a student-centered approach and application of their best remedial teaching methods and practices; significance of the module in instructing students to build good harmonious relations with pupils, avoid insensitive, non-pedagogical behavior that might lead to conflicts and psychological trauma; importance of the course with respect to the integration of the education system of the Republic of Moldova into the global context). |
| 2 |
Concepts of student-centered approach: Amonashvili (1983), Korczak (1979), Leontiev (2016), Makarenko (1972), Sukhomlinsky (1979), Ushinsky (2004), Shatsky (1980). |
| 3 |
Defining the route of an individual pupil’s development (the right route of the development; downward route of the development; development lining-up). |
| 4 |
Moral judgment of actions (identification of motives as a result of pupils’ actions analysis; identification of the externals; understanding pupil’s state of mind). |
| 5 |
Analysis of types of actions (determination of motifs and aims of actions; consideration of the correlation between motives and aims; their peculiarities necessary when identifying types of actions; types of actions). |
| 6 |
Evaluation of actions as manifestation of personality in general or its certain traits (cases of misconduct within the right route of individual development; misconduct as a result of the idea that schooling and learning have a lesser status; manifestation of pupil’s low spirits; manifestation of violence, aggression, criminal behavior, arrogance; selfishness). |
| 7 |
Remedial teaching methods (the methods of pedagogical influence based on Makarenko’s ideas about pedagogical instrumentations; classification of the methods of pedagogical influence; the principles of pedagogical influence; disclosure of motives and the externals that lead to misconduct; understanding a pupil’s state of mind and spirits; interest in a pupil’s life). |
| 8 |
Constructive methods that prompt in establishing good sincere relations between a teacher and a pupil (being kind, caring and attentive to a pupil’s needs; kind request; encouragement; turning action; manifestation of sadness; teacher’s skills; pledge). |
| 9 |
Constructive methods that contribute to progress in studies (creating situations for success in studies; expectation of better results). |
| 10 |
Constructive methods that make a pupil act in accordance with moral values and accumulate the experience of appropriate behavior (beliefs; trust, moral support and self-confidence; involvement in interesting activities; moral values and feelings, moral exercise). |
| 11 |
Constructive methods based on understanding pupils’ feelings and interests (mediation; helping students to open up and reveal their true feelings). |
| 12 |
Hindering methods when a teacher or an educator openly manifest their authority (pointing at misconduct; disapproval; punishment; order; warning; pupil’s anxiety about impending punishment, indignation). |
| 13 |
Hindering methods when a teacher or an educator subtly manifests their authority (teacher actions are performed in parallel; soothing reproach; seeming indifference; irony; debunking; seeming mistrust; doing tasks instead of a pupil; leading to naturally occurring consequences). |
| 14 |
‘Explosion’ method (aims at evoking strong feelings, new thoughts and fundamental changes in pupils’ consciousness and behavior; constructive or hindering method creating an ‘explosion’ effect in certain conditions; additional methods: external support of correct behavior; not reporting certain misconduct behavior). |
| 15 |
Relationship between the teacher and the pupil (respect for the pupil’s personality; mutual trust as the basis of the relationship between the teacher and the pupil; insult, feeling of injustice caused by a teacher being tactless – source of the conflict between the teacher and the pupil; the study of conflicts in relation to Makarenko’s (1972) ideas about pedagogical instrumentation; causes of conflict situations; undesirable manifestation of teacher’s personality; teacher’s opportunism: suppression of criticism, favorite students; manifestation of wounded pride; lack of sensitivity: lack of understanding of the pupil’s state of mind and interests; divulging secrets; manifestation of short temper: impulsive and emotional actions). |
| 16. |
Negative attitudes to pupils as an inappropriate teacher behavior (maltreatment of a pupil, calling names; negative personality evaluation; emphasis on a pupil’s shortcomings: hostility, prejudice, malice, exaggeration of misconduct behavior, suspicion, rancor, pessimism, being ominous). |
| 17. |
Misuse of authority as an inappropriate teacher behavior (unjust groundless treatment and punishment without prior investigation; inappropriate excessive punishment; corporal punishment; isolation of a pupil; seizure of a pupil’s belongings; talking down; fault-finding; demonizing). |
| 18. |
Negative consequences of conflicts (causing psychological trauma of a pupil; provoking reciprocal rudeness of the pupil in communication with the teacher; provoking pupil’s negative attitudes that causes trouble to the teacher; undermining teacher’s authority; loss of interest in the subject taught by the teacher; unwillingness to learn; constant truancy; leaving school; fast emergence of ‘difficult’ pupils: pupil’s complaints about injustice and restoration of justice; disciplinary record for making pedagogical mistakes). |
| 19. |
Features of conflict management. Ways of conflict settlement (explaining to a pupil that there are no grounds to get offended; addressing the cause of insult; using different methods of remedial teaching based on respect and care). |
| 20. |
Degree of the teacher’s independence in settling the conflicts and the duration of the process (independent conflict settlement by the teacher or under someone’s influence; resolved and unresolved conflicts; quickly settled and prolonged conflicts; pupil harassment). |
