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Beteendeproblem i skolan
Konflikter och beteendeproblem hos barn kan stå i vägen för lärarens arbete och elevernas inlärning. Boken Beteendeproblem i skolan visar hur skolpersonal kan tänka och agera i mötet med elever som inte beter sig som förväntat i en viss situation. Metoderna utgår från förhållningssättet lågaffektivt bemötande, och kan användas från förskolan till gymnasiet. Författaren tar avstamp i belysande exempel, kopplar dem till forskning och beskriver elva praktiska principer som personal kan utgå från för att lösa och förebygga konflikter i vardagen. Genom att arbeta med lågaffektivt bemötande kan man som lärare undvika situationer som stör undervisningen för både barn och vuxna.
Beteendeproblem i skolan riktar sig till alla som arbetar elevnära i en skolverksamhet; lärare, speciallärare, elevassistenter, vaktmästare, fritidspersonal, skolledare etc.
Beteendeproblem i skolan riktar sig till alla som arbetar elevnära i en skolverksamhet; lärare, speciallärare, elevassistenter, vaktmästare, fritidspersonal, skolledare etc.
- GenresNonfiction
160 pages, Paperback
First published May 7, 2014
3 people are currently reading
42 people want to read
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Displaying 1 - 13 of 13 reviews
July 9, 2019
There is a lot of passive aggressiveness in Hejlskov.
He seems to believe in an extremely back and white teacher profile, with teachers completely failing to understand their students' complex situations and difficulties. He lists endless examples of teachers "grabbing a student by the arm, forcing them out of the room", because the teacher failed to see the student's perspective of a conflict. While his ideas on keeping calm and carefully deescalating conflict in order to restore a learning environment for students are good and positive, I strongly disagree with his perception of the relationship between students and teachers in a classroom where there are more than two people involved in the situation, and where the general purpose is learning, not focusing on behavioural issues. His suggestions require time, space and privacy to an extent that I don't think any teachers ever have.
That means that his theories are all well, but most of the time not practicable, as so often is the case with educational psychologists' suggestions. I have yet to come across a theory that shows empathy and understanding and advice for the REALITY of schools, not for "what they should be in Pangloss' best of worlds".
Some of his suggestions are outright ridiculous, as the advice to sit down on the floor when a student is aggressive to withdraw yourself from his or her centre of attention. What happens to the rest of the students and the lesson while you are withdrawing? And what happens if the violent student is hurting himself or others, or openly insulting or bullying students and/or teachers? There are no consequences for bad behaviour in Hejlskov's theory, as the behaviour is not the responsibility of the student, but of the educator. He insinuates that a "bad" educator (he calls it a pedagogical "failure" or "loss" when a student misbehaves) who is not capable of preventing a violent situation deserves the problems he or she is facing, as the student is asked to do things above his or her level of (social or academic) competence. To me, the better question would be what the student care team will do to work on building those lacking competencies. But "teacher-blaming" is an easier and lest cost-intensive way out of it.
To sum up: some good ideas, displayed in a passive-aggressive and non-constructive format. Lacking empathy and understanding for real life situations, as well as longterm solutions. The students are not supposed to stay incompetent in social skills when they grow up and there are no teachers to give them one-on-one support, I assume?
He seems to believe in an extremely back and white teacher profile, with teachers completely failing to understand their students' complex situations and difficulties. He lists endless examples of teachers "grabbing a student by the arm, forcing them out of the room", because the teacher failed to see the student's perspective of a conflict. While his ideas on keeping calm and carefully deescalating conflict in order to restore a learning environment for students are good and positive, I strongly disagree with his perception of the relationship between students and teachers in a classroom where there are more than two people involved in the situation, and where the general purpose is learning, not focusing on behavioural issues. His suggestions require time, space and privacy to an extent that I don't think any teachers ever have.
That means that his theories are all well, but most of the time not practicable, as so often is the case with educational psychologists' suggestions. I have yet to come across a theory that shows empathy and understanding and advice for the REALITY of schools, not for "what they should be in Pangloss' best of worlds".
Some of his suggestions are outright ridiculous, as the advice to sit down on the floor when a student is aggressive to withdraw yourself from his or her centre of attention. What happens to the rest of the students and the lesson while you are withdrawing? And what happens if the violent student is hurting himself or others, or openly insulting or bullying students and/or teachers? There are no consequences for bad behaviour in Hejlskov's theory, as the behaviour is not the responsibility of the student, but of the educator. He insinuates that a "bad" educator (he calls it a pedagogical "failure" or "loss" when a student misbehaves) who is not capable of preventing a violent situation deserves the problems he or she is facing, as the student is asked to do things above his or her level of (social or academic) competence. To me, the better question would be what the student care team will do to work on building those lacking competencies. But "teacher-blaming" is an easier and lest cost-intensive way out of it.
To sum up: some good ideas, displayed in a passive-aggressive and non-constructive format. Lacking empathy and understanding for real life situations, as well as longterm solutions. The students are not supposed to stay incompetent in social skills when they grow up and there are no teachers to give them one-on-one support, I assume?
January 12, 2023
Modellen för affektutbrott var intressant och jag uppskattade tipsen om lågaffektivt bemötande. Däremot blev jag provocerad av och håller inte med om att allt är skolans ansvar och att eleven inte skulle ha något ansvar för sitt beteende. Jag håller inte heller med metaforen om skolan som en bilverkstad. Jag skulle jättegärna diskutera boken med andra som läst den.
September 5, 2019
Bo Hejlskov Elvén has made quite a name for himself recently. His preaching of the low arousal approach seems to have acquired national recognition in pedagogy. I discovered him through a lecture we were instructed to listen to at work, and my initial impression was mostly good. He is a good lecturer and brings a lot of humor to the stage, and he is good at drawing parallells and comparisons that are easy to understand. I listened to a few more of his lectures, and eventually started reading the book.
So does it live up to all the hype? The short answer is: not really. At least that’s my evaluation. While the book is very accessible and easy to follow, there are some shortcomings I cannot overlook. My main issue is that his whole philosophy comes off as axiomatic. Hejlskov’s idea is that children will not learn anything in being corrected, or by punishment (even if it's mild and completely reasonable). He argues that this is true for children younger than 15. After they’ve reached that age, they start learning from negative repercussions and feedback as well. Just imagine what the world would look like if this method was being conducted by every parent out there. I don’t think that’s the way to go by any stretch of the imagination. Pain is an evolutionary mechanism that is as important to our survival as anything, and it basically tells you not to do repeat something that could be dangerous or even life threatening. The author argues there is research suggesting that his method works. Maybe there is some merit to that – I don’t know enough to counteract the argument by means of evidence, but it does seem counterintuitive. I don't mean to come off as a pessimist, but I am one, so why bother pretending otherwise?
The book is largely based on the notion that ”children who can behave will behave”. This is as counterintuitive as the previous premisse, and it seems like something that can easily be abused. There is some awareness regarding the truth of the statement on behalf of the author. He says something along the lines of ”who knows whether it’s true nor not?”, but also adds that it doesn’t really matter. The idea is that we should always have aforementioned mindset as a foundation for the work we do as teachers and pedagogs. I can definitely see the the utility. However, I don’t think it’s true for all situations. Furthermore, it tells me that we should not put much in the form of expectations on students, and I really don’t see how that would be constructive. Which leads me to the next point.
Hejlskov argues that kids lose control when the demands and expectations are too high for them. I don’t think many would disagree with that statement. The problem is that the author implies that it applies for all situations when there is a conflict. If this is true, we would have to treat every student like toddlers, and who wants that? It could be that the reader shouldn’t take the perspective at face value, and maybe that’s the whole point of the book. It is implied from time to time by Hejlskov, but he could certainly be a bit more nuanced and critical instead of viewing his theories as axiomatic, and that is the beef I have with the book.
I also have to mention that most of his references are fairly new. That is to say there isn’t a lot of historical or empirical evidence throughout the ages to support his claims. At least it doesn’t appear in the book. I’m sure that post-modernistic newly examined teachers will love Hejlskov's concoction, but my notion is that it’s not congruent with reality. If something is to be taken seriously, historical evidence or at least comparisons and reflections should not be underestimated. Having said that, the tone of the book isn’t primarily scientific, and the author does seem to be aware of that. Viewing the work in a not so literal way has actually given me a pinch of inspiration, and I will come back to that later in the review.
You cannot read this book without understanding what the low arousal approach is all about. I think that there is a lot of misunderstanding about what it really is, and maybe I’m one of the many who haven’t really gotten it. My understanding of it is that you should never do or say anything that the student perceives as having to do with them as individuals. Rather, what one should do is to distinguish between behavior and person, and that they are not the same thing. There is something called the fundamental attribution error (which isn’t mentioned explicitly in the book, but I’ve read about it before), and it basically means that we are quick to judge a person’s moral character based on their behavior. In other words: if you collide with another person when you’re out shopping, you may shout derogatory epithets at them. Or maybe they start launching obscenities your way. However, you don’t know what that person has been through, and the likelihood is that there’s much more to it than what you’ve experienced from that one incident. If this paragraph explains the low arousal approach, then I think it’s useful.
There is one redeeming factor to this book. It consists of one or a few sentences, but it did raise my opinion of it. He adressed the problem I described earlier, namely that it might not be all that great to completely discard and avoid negative feedback for bad behavior. He does entertain the possibility, but goes on to say that the situation we find ourselves in is the way it is. In other words: ”that’s just the way things are”. My interpretation of it is that if your methods of teaching are based on military styled discipline, you will essentially become anathema. Since a disciplined attitude is not what is being conducted by most teachers, the contrast would only cause problems. It means that a strict teacher will be disliked because most others are ”much nicer” to them. Unless everyone is on the same page, being ”too” strict and disciplined will only create trouble. This is a problem with the Swedish curriculum as much as it is a problem on a larger scale in the country. By writing these short sentence(s), the author’s credibility rose a few steps in my eyes. I just wish there would have been more of that.
Hejlskov’s merits and prior experience includes working with violent criminals, and he makes many references to his work in the field during lectures. It’s not a recurring theme in the book, but I think it does give him some ethos in that aspect. I don’t doubt his competence, and he makes a fairly convining case that seems legit when lecturing. Considering that he mentions kids under the age of 15 not learning much through repercussions and punishments, I can see why he doesn’t talk much about it in the book.
Even though I disagree with several of the author’s theories, I was actually inspired from reading it, and even drew some kind of conclusion about the right way to go in the teaching profession. It goes something like this: Basing your methods entirely on low arousal approach, not expecting more of kids than they can deal with, kids who can behave will behave and so on, will only leave you frustrated. On the other hand, the stricter military styled approach will be equally ineffective, if not more so. The social psychologist Elliot Aronson (look him up!) talks about ”the middle way” when dealing with cognitive dissonance. If one is left in a state of complete dissonance, one will not get any sleep at night. On the other hand, lying to yourself as to cover any real truth in order to justify thoughts and behaviors will not get you very far either. You will never progress as a person or in your field of work for that matter. The middle way is to take a bit of dissonance and accepting failure, and a little bit of the lie as to move forward and reduce anxiety. I actually applied this when teaching just the other day. Half of my communication was strict and disciplined, whereas the other half was more friendly, understanding, warm, empathetic, and… well, more human, really. This worked like a charm. I went on to rave about it to some of my colleagues. Later on (during the same day), a student came in to argue and object to what one (very experienced) teacher talked to her about. Lo and behold – there was that same middle way. And it worked.
So in conclusion, the book is not to be taken at face value, and I think the author would agree. Sadly, I cannot expect the same for the younger or more naive teachers of today's Sweden. It could have been a great read had it only been more nuanced and critical. The current state of the Swedish school system leaves a lot to be desired, and I really don’t think we need more of the same in this day and age. Science often works by taking two steps forwards and one step back. I think the time has come to take a step back.
So does it live up to all the hype? The short answer is: not really. At least that’s my evaluation. While the book is very accessible and easy to follow, there are some shortcomings I cannot overlook. My main issue is that his whole philosophy comes off as axiomatic. Hejlskov’s idea is that children will not learn anything in being corrected, or by punishment (even if it's mild and completely reasonable). He argues that this is true for children younger than 15. After they’ve reached that age, they start learning from negative repercussions and feedback as well. Just imagine what the world would look like if this method was being conducted by every parent out there. I don’t think that’s the way to go by any stretch of the imagination. Pain is an evolutionary mechanism that is as important to our survival as anything, and it basically tells you not to do repeat something that could be dangerous or even life threatening. The author argues there is research suggesting that his method works. Maybe there is some merit to that – I don’t know enough to counteract the argument by means of evidence, but it does seem counterintuitive. I don't mean to come off as a pessimist, but I am one, so why bother pretending otherwise?
The book is largely based on the notion that ”children who can behave will behave”. This is as counterintuitive as the previous premisse, and it seems like something that can easily be abused. There is some awareness regarding the truth of the statement on behalf of the author. He says something along the lines of ”who knows whether it’s true nor not?”, but also adds that it doesn’t really matter. The idea is that we should always have aforementioned mindset as a foundation for the work we do as teachers and pedagogs. I can definitely see the the utility. However, I don’t think it’s true for all situations. Furthermore, it tells me that we should not put much in the form of expectations on students, and I really don’t see how that would be constructive. Which leads me to the next point.
Hejlskov argues that kids lose control when the demands and expectations are too high for them. I don’t think many would disagree with that statement. The problem is that the author implies that it applies for all situations when there is a conflict. If this is true, we would have to treat every student like toddlers, and who wants that? It could be that the reader shouldn’t take the perspective at face value, and maybe that’s the whole point of the book. It is implied from time to time by Hejlskov, but he could certainly be a bit more nuanced and critical instead of viewing his theories as axiomatic, and that is the beef I have with the book.
I also have to mention that most of his references are fairly new. That is to say there isn’t a lot of historical or empirical evidence throughout the ages to support his claims. At least it doesn’t appear in the book. I’m sure that post-modernistic newly examined teachers will love Hejlskov's concoction, but my notion is that it’s not congruent with reality. If something is to be taken seriously, historical evidence or at least comparisons and reflections should not be underestimated. Having said that, the tone of the book isn’t primarily scientific, and the author does seem to be aware of that. Viewing the work in a not so literal way has actually given me a pinch of inspiration, and I will come back to that later in the review.
You cannot read this book without understanding what the low arousal approach is all about. I think that there is a lot of misunderstanding about what it really is, and maybe I’m one of the many who haven’t really gotten it. My understanding of it is that you should never do or say anything that the student perceives as having to do with them as individuals. Rather, what one should do is to distinguish between behavior and person, and that they are not the same thing. There is something called the fundamental attribution error (which isn’t mentioned explicitly in the book, but I’ve read about it before), and it basically means that we are quick to judge a person’s moral character based on their behavior. In other words: if you collide with another person when you’re out shopping, you may shout derogatory epithets at them. Or maybe they start launching obscenities your way. However, you don’t know what that person has been through, and the likelihood is that there’s much more to it than what you’ve experienced from that one incident. If this paragraph explains the low arousal approach, then I think it’s useful.
There is one redeeming factor to this book. It consists of one or a few sentences, but it did raise my opinion of it. He adressed the problem I described earlier, namely that it might not be all that great to completely discard and avoid negative feedback for bad behavior. He does entertain the possibility, but goes on to say that the situation we find ourselves in is the way it is. In other words: ”that’s just the way things are”. My interpretation of it is that if your methods of teaching are based on military styled discipline, you will essentially become anathema. Since a disciplined attitude is not what is being conducted by most teachers, the contrast would only cause problems. It means that a strict teacher will be disliked because most others are ”much nicer” to them. Unless everyone is on the same page, being ”too” strict and disciplined will only create trouble. This is a problem with the Swedish curriculum as much as it is a problem on a larger scale in the country. By writing these short sentence(s), the author’s credibility rose a few steps in my eyes. I just wish there would have been more of that.
Hejlskov’s merits and prior experience includes working with violent criminals, and he makes many references to his work in the field during lectures. It’s not a recurring theme in the book, but I think it does give him some ethos in that aspect. I don’t doubt his competence, and he makes a fairly convining case that seems legit when lecturing. Considering that he mentions kids under the age of 15 not learning much through repercussions and punishments, I can see why he doesn’t talk much about it in the book.
Even though I disagree with several of the author’s theories, I was actually inspired from reading it, and even drew some kind of conclusion about the right way to go in the teaching profession. It goes something like this: Basing your methods entirely on low arousal approach, not expecting more of kids than they can deal with, kids who can behave will behave and so on, will only leave you frustrated. On the other hand, the stricter military styled approach will be equally ineffective, if not more so. The social psychologist Elliot Aronson (look him up!) talks about ”the middle way” when dealing with cognitive dissonance. If one is left in a state of complete dissonance, one will not get any sleep at night. On the other hand, lying to yourself as to cover any real truth in order to justify thoughts and behaviors will not get you very far either. You will never progress as a person or in your field of work for that matter. The middle way is to take a bit of dissonance and accepting failure, and a little bit of the lie as to move forward and reduce anxiety. I actually applied this when teaching just the other day. Half of my communication was strict and disciplined, whereas the other half was more friendly, understanding, warm, empathetic, and… well, more human, really. This worked like a charm. I went on to rave about it to some of my colleagues. Later on (during the same day), a student came in to argue and object to what one (very experienced) teacher talked to her about. Lo and behold – there was that same middle way. And it worked.
So in conclusion, the book is not to be taken at face value, and I think the author would agree. Sadly, I cannot expect the same for the younger or more naive teachers of today's Sweden. It could have been a great read had it only been more nuanced and critical. The current state of the Swedish school system leaves a lot to be desired, and I really don’t think we need more of the same in this day and age. Science often works by taking two steps forwards and one step back. I think the time has come to take a step back.
December 6, 2017
Verkligen en jättebra bok som alla borde läsa om hur man ska hantera barn med ”beteendeproblem” men också barn i allmänhet.
Det jag saknar och som gör att jag ger 4 och inte 5 är att jag saknar hur man ska hantera kränkande kommentarer och dess påverkan på omgivningen samt hur Bo tänker att vi ska arbeta mot mobbning? Utrycker t ex en elev med låg impulskontroll rasistiska eller sexistiska ord behöver väl det hanteras då det resulterar i kränkningar av omgivningen. Det saknar jag en beskrivning av. Hur man arbetar med barnen omkring barn med beteendeproblem, men det kanske är nästa bok? Nu är det nästan som att man ska strunta i det pga ”då slåss eleven inte” men det tycker jag inte räcker.
Det jag saknar och som gör att jag ger 4 och inte 5 är att jag saknar hur man ska hantera kränkande kommentarer och dess påverkan på omgivningen samt hur Bo tänker att vi ska arbeta mot mobbning? Utrycker t ex en elev med låg impulskontroll rasistiska eller sexistiska ord behöver väl det hanteras då det resulterar i kränkningar av omgivningen. Det saknar jag en beskrivning av. Hur man arbetar med barnen omkring barn med beteendeproblem, men det kanske är nästa bok? Nu är det nästan som att man ska strunta i det pga ”då slåss eleven inte” men det tycker jag inte räcker.
September 1, 2018
Книга "Beteendeproblem i skolan"/"Проблемное поведение в школе"
Пока строжила сон младенца, прочитала книгу о проблемном поведении в школе. Автор - датский психолог Bo Hejlskov Elvén, живущий в Швеции. Его я заприметила еще во время изучения курса специальной педагогики. Книга, которую читали на курсе, была очень практичной, с множеством жизненных примеров. Плюс хороший язык - простой и в то же время живой.
Книга "Beteendeproblem i skolan" посвящена тому, как справляться с проблемами в поведении в современной школе. Раньше можно было быть авторитарным педагогом и считаться при этом хорошим профессионалом, сегодня же такой подход не проходит. Кроме обучения, от учителя требуются компетенции, которые, пожалуй, есть у хорошего родителя - принимать ребенка любым и сохранять доброжелательную взрослую позицию после детских "выбрыков". В примерах из книжки ученики часто выражаются типа "jävla kärring" ("чертова ведьма"), а задача учителя все-таки помочь ребенку вернуть контроль над своим поведением и создать хорошие отношения, способствующие учебе.
Первая часть книги описывает 11 принципов, которые автор использует для понимания и профилактики проблемных ситуаций. Принципы вроде простые и местами банальные, но действенные. Например, о том, чтобы воспринимать слова другого человека нужно как минимум не быть в состоянии аффекта или о том, что люди делают самое понятное в каждой ситуации.
Мой любимый принцип о том, что если люди могут вести себя (адекватно, соответствующее ситуации), то они будут это делать. ("Kids who can behave, will behave"). Проблемы возникают при несоответствии умений и ожиданий. Ведь мы часто принимаем как данность, что другие люди могут предвидеть последствия своих поступков, планировать свое время или быть терпеливыми. А это не так. Многие люди, тем более дети, этого не могут. Не исключено, что эта мысль может сделать важный вклад и в мои семейные отношения!
Вторая часть книги очень ценная. Она содержит подробный разбор трех типичных ситуаций, с вопросами для обсуждения и конкретными предложениями. Например, общий план действий в ситуации конфликта содержит пять пунктов, которые нужно применять последовательно, если более легкий вариант не помогает. Часто достаточно просто стать в нескольких метрах от учеником, которые задевают ссору или драку. Если это не помогает, автор предлагает попросить учеников разойтись. Следующие шаги - предложить заняться чем-то другим (предложение должно быть конкретным), а если ученики продолжают, то встать между ними. Самый крайний случай - это когда учеников приходится оттаскивать друг от друга (тут автор рекомендует короткие подходы, во время которых взрослый держит ученика от пяти до семи секунд, а потом отпускает).
Единственный момент, который показался странным, это сравнение школы с автомастерской, учителей с автомеханиками, а учеников, соответственно, с машинами. Заказчиком (kund) выступает общество/правительство. Сравнение приведено для того, чтобы показать абсурдность оправданий "учителей-механиков", которые не могут научить ребенка тому, чему надо: "Автомобиль отказывается сотрудничать", "А этой машине не хватило мотивации, поэтому я не поменял ей масло" и т.д. Я, конечно, понимаю, что маркетизацию в образовании можно трактовать и таким образом, но уж какое-то совсем топорное сравнение.
Отдельный респект автору за то, что он прошелся по шведской "священной корове" - принципу, что все люди равны ("Alla människa är lika värde") - в контексте моббинга. Большинство шведских антимоббинговых программ уделяют этому принципу большое значение, но все зря. Единственное, что имеет значение для предотвращения моббинга - это хорошие отношения между учениками и учителями.
В общем, рекомендую эту книжку тем, кто работает в школе и с детьми!
PS. Кстати, книги и лекции этого автора есть на английском и даже на русском (http://eng.hejlskov.se).
Пока строжила сон младенца, прочитала книгу о проблемном поведении в школе. Автор - датский психолог Bo Hejlskov Elvén, живущий в Швеции. Его я заприметила еще во время изучения курса специальной педагогики. Книга, которую читали на курсе, была очень практичной, с множеством жизненных примеров. Плюс хороший язык - простой и в то же время живой.
Книга "Beteendeproblem i skolan" посвящена тому, как справляться с проблемами в поведении в современной школе. Раньше можно было быть авторитарным педагогом и считаться при этом хорошим профессионалом, сегодня же такой подход не проходит. Кроме обучения, от учителя требуются компетенции, которые, пожалуй, есть у хорошего родителя - принимать ребенка любым и сохранять доброжелательную взрослую позицию после детских "выбрыков". В примерах из книжки ученики часто выражаются типа "jävla kärring" ("чертова ведьма"), а задача учителя все-таки помочь ребенку вернуть контроль над своим поведением и создать хорошие отношения, способствующие учебе.
Первая часть книги описывает 11 принципов, которые автор использует для понимания и профилактики проблемных ситуаций. Принципы вроде простые и местами банальные, но действенные. Например, о том, чтобы воспринимать слова другого человека нужно как минимум не быть в состоянии аффекта или о том, что люди делают самое понятное в каждой ситуации.
Мой любимый принцип о том, что если люди могут вести себя (адекватно, соответствующее ситуации), то они будут это делать. ("Kids who can behave, will behave"). Проблемы возникают при несоответствии умений и ожиданий. Ведь мы часто принимаем как данность, что другие люди могут предвидеть последствия своих поступков, планировать свое время или быть терпеливыми. А это не так. Многие люди, тем более дети, этого не могут. Не исключено, что эта мысль может сделать важный вклад и в мои семейные отношения!
Вторая часть книги очень ценная. Она содержит подробный разбор трех типичных ситуаций, с вопросами для обсуждения и конкретными предложениями. Например, общий план действий в ситуации конфликта содержит пять пунктов, которые нужно применять последовательно, если более легкий вариант не помогает. Часто достаточно просто стать в нескольких метрах от учеником, которые задевают ссору или драку. Если это не помогает, автор предлагает попросить учеников разойтись. Следующие шаги - предложить заняться чем-то другим (предложение должно быть конкретным), а если ученики продолжают, то встать между ними. Самый крайний случай - это когда учеников приходится оттаскивать друг от друга (тут автор рекомендует короткие подходы, во время которых взрослый держит ученика от пяти до семи секунд, а потом отпускает).
Единственный момент, который показался странным, это сравнение школы с автомастерской, учителей с автомеханиками, а учеников, соответственно, с машинами. Заказчиком (kund) выступает общество/правительство. Сравнение приведено для того, чтобы показать абсурдность оправданий "учителей-механиков", которые не могут научить ребенка тому, чему надо: "Автомобиль отказывается сотрудничать", "А этой машине не хватило мотивации, поэтому я не поменял ей масло" и т.д. Я, конечно, понимаю, что маркетизацию в образовании можно трактовать и таким образом, но уж какое-то совсем топорное сравнение.
Отдельный респект автору за то, что он прошелся по шведской "священной корове" - принципу, что все люди равны ("Alla människa är lika värde") - в контексте моббинга. Большинство шведских антимоббинговых программ уделяют этому принципу большое значение, но все зря. Единственное, что имеет значение для предотвращения моббинга - это хорошие отношения между учениками и учителями.
В общем, рекомендую эту книжку тем, кто работает в школе и с детьми!
PS. Кстати, книги и лекции этого автора есть на английском и даже на русском (http://eng.hejlskov.se).
August 31, 2018
'Beteendeproblem i skolan' är en lättläst bok som introducerar pedagogen till olika principer som gäller i relation till beteendeproblem i grundskolan. Dessa principer försöker att förklara varför beteendeproblem uppstår och vad som borde göras för att förhindra dessa. Författaren använder tydliga exempel som illustrerar hur varje princip fungerar (eller inte) och hänvisar till studier som gjorts i de olika områdena.
Jag skulle vilja påstå att huvudidéerna i boken är att (1) det är pedagogen och skolan som har det största ansvaret för att se till att förhindra och eventuellt lösa beteendeproblem, och att det t.o.m. ibland är pedagogens eller skolans fel att de uppstår, samt att (2) alla beteendeproblem borde bemötas med "låg-affektiva metoder", d.v.s. att man agerar på ett lugnt och sansat sätt som inte bygger på problemet. Författaren avslutar boken med en kommentar om att, trots bokens syfte, så är det viktigaste att inte lägga för mycket fokus på beteendeproblem och glömma bort inlärningen - det är trots allt vad skolan är till för.
Då jag själv inte är utbildad pedagog eller har mycket erfarenhet från de slags situationer som beskrivs i boken så har jag svårt att säga hur pass användbar boken är i det dagliga lärandet (jag gick heller inte igenom studiematerialet längst bak). Men givet att jag fick i uppgift utav en skolas rektor att läsa boken, som en förutsättning för att jobba som elevassistent, så verkar den ändå ha sina praktiska fördelar.
Generellt sett tyckte jag att det fanns en del intressanta idéer som jag tror även kan appliceras i vardagen. Detta är nog en bok som man ska ha i bokhyllan på sin arbetsplats och återkomma till lite då och då. Kan rekommendera den till lärare i grundskolan samt lärarstuderande.
Jag skulle vilja påstå att huvudidéerna i boken är att (1) det är pedagogen och skolan som har det största ansvaret för att se till att förhindra och eventuellt lösa beteendeproblem, och att det t.o.m. ibland är pedagogens eller skolans fel att de uppstår, samt att (2) alla beteendeproblem borde bemötas med "låg-affektiva metoder", d.v.s. att man agerar på ett lugnt och sansat sätt som inte bygger på problemet. Författaren avslutar boken med en kommentar om att, trots bokens syfte, så är det viktigaste att inte lägga för mycket fokus på beteendeproblem och glömma bort inlärningen - det är trots allt vad skolan är till för.
Då jag själv inte är utbildad pedagog eller har mycket erfarenhet från de slags situationer som beskrivs i boken så har jag svårt att säga hur pass användbar boken är i det dagliga lärandet (jag gick heller inte igenom studiematerialet längst bak). Men givet att jag fick i uppgift utav en skolas rektor att läsa boken, som en förutsättning för att jobba som elevassistent, så verkar den ändå ha sina praktiska fördelar.
Generellt sett tyckte jag att det fanns en del intressanta idéer som jag tror även kan appliceras i vardagen. Detta är nog en bok som man ska ha i bokhyllan på sin arbetsplats och återkomma till lite då och då. Kan rekommendera den till lärare i grundskolan samt lärarstuderande.
April 3, 2024
Velar lite mellan 3 och 4 stjärnor för den här, och det är mest för att det känns som att boken vill vara mer än den är.
Som en introduktion till synsätten och metoderna som boken behandlar fungerar den väldigt bra. Den ger flera exempel att utgå från och reflektera över medan den introducerar olika metoder att hantera vad vi ser som problembeteenden, och den diskuterar också möjliga händelseförlopp bakom dessa beteenden. Läser vi boken som så och låter den vara en introduktion så är den enligt mig värd de 4 stjärnorna.
Som en bok att kunna konkret arbeta utifrån fungerar den dock inte lika bra. Det är tyvärr en väldigt kort bok, så tid finns inte riktigt att gå ned på djupet och verkligen diskutera de olika exemplen osv. Efter nästan varje kapitel så kändes det att jag saknade något, att det fanns så mycket mer att lära sig. Det blir då också ännu värre när författaren väljer att spendera tid på sådant som inte känns lika viktigt. Läser vi boken med förhoppningen att verkligen använda oss av så är den nog runt 3 stjärnor.
I slutändan en bra introduktion och utgångspunkt för ämnet, även om den kändes något bristande bitvis.
Som en introduktion till synsätten och metoderna som boken behandlar fungerar den väldigt bra. Den ger flera exempel att utgå från och reflektera över medan den introducerar olika metoder att hantera vad vi ser som problembeteenden, och den diskuterar också möjliga händelseförlopp bakom dessa beteenden. Läser vi boken som så och låter den vara en introduktion så är den enligt mig värd de 4 stjärnorna.
Som en bok att kunna konkret arbeta utifrån fungerar den dock inte lika bra. Det är tyvärr en väldigt kort bok, så tid finns inte riktigt att gå ned på djupet och verkligen diskutera de olika exemplen osv. Efter nästan varje kapitel så kändes det att jag saknade något, att det fanns så mycket mer att lära sig. Det blir då också ännu värre när författaren väljer att spendera tid på sådant som inte känns lika viktigt. Läser vi boken med förhoppningen att verkligen använda oss av så är den nog runt 3 stjärnor.
I slutändan en bra introduktion och utgångspunkt för ämnet, även om den kändes något bristande bitvis.
May 13, 2017
4,5 stjärnor. En hel del tänkvärt. Vilka strider väljer vi som pedagoger? Vad ska jag lägga krut på? Affekt smittar. Behålla lugnet. Se till att underlätta att eleven når målen.
October 16, 2019
Lättläst och gav mig många tankeväckande insikter. Jag tycker dock att det ibland framställs som lite lättare än vad det egentligen är i praktiken.
February 27, 2015
En tydlig bok med konkreta förslag på hur situationer som upplevs problematiska kan undvikas genom att fylla på med de önskade beteenden som passar bättre. Mycket läsvärd för pedagoger, elevhälsa och även föräldrar med barn som ofta hamnar i problemsituationer.
August 31, 2017
Jeg er ikke i kernemålgruppen, men jeg synes alligevel det var en rigtig fin guide til at håndtere konflikter, i skolen eller andre steder. Bogen forklarer fint og pædagogisk sine pointer, og peger venligt, men bestemt, på nogle uhensigtsmæssige ting, lærere og pædagoger kan komme til at gøre.
October 2, 2015
En lättläst och vintressant bok där jag delvis känner igen mig från mitt arbete.
April 14, 2016
"Det är lärarnas fel..."
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