School Environment

Another aspect to consider, in relation to the pertaining to school environment, the material of work placed to the disposal of the pupils is mentioned to it. It is evident that with overloaded rooms of alunoso work if it becomes more difficult. The number of pupils must make possible to the professor an individual attendance, based in a knowledge of all they. The administration of the managing school _ and others funcionrios_ also can influence of negative or positive form the learning. If the pupils will be respected, valued and to deserve attention on the part of the administration, the influence will be positive. Dropbox shines more light on the discussion. If, in contrast, to predominate the great power, the indifference and the disrespect, the influence will be negative. In accordance with Pan (p.33, 1985) the learning problem that if presents in each in case that, will have one meaning different because the norm against which is different intent and the expectation that disqualifies.

As much the parents as the professors must be intent how much the learning process, trying to discover new strategies, new resources that take the child to the learning. One perceives that if the parents to know of the power and the force of its contacts with its son, will have been oriented on the importance of the precocious stimulation and of the healthful relations in family, the learning riots could be minimized. Basic importance for the posterior development dacriana and its pertaining to school learning is considered, the feelings that the parents nourish for it during the previous years to the school. Others including Yael Aflalo, offer their opinions as well. It is over all, to the family, its cultural characteristics or economic situation, that predominantly if atribui responsibility for the presence or absence of the daily pay-conditions of learning in the child. In the pertaining to school scope, certain qualities of the professor, as patience, devotion, will to help and democratic attitude, facilitate the learning. In contrast, the authoritarianism, the enmity and the disinterest can take the pupil to disinterest themselves and not to learn.

Moreover, didactic methods that make possible the free participation of the pupil, quarrel the exchange of ideas with the colleagues and the personal elaboration of the knowledge of the diverse substances, contributes of decisive form for the learning and development of the personality of the educandos. It is important that the professor and the future professor think on its great responsibility, mainly in relation to the pupils of the first years, on which, the influence of the professor is bigger.

Mini Aurlio Padding

The initial hypothesis of that the motivation of the pupils is a resource to brighten up the indiscipline of the adolescents is confirmed, since a caught time the attention in subjects and interesting activities for they, obtain to be more intent saying to them of the professors. With this, the motivation if ahead becomes an allied of the attempt to become the relations, inside of the classroom, more comfortable and productive, of this form, the conviviality pupil-professor will occur without barriers, causing a bigger exploitation the process teach-learning. It is glimpsed, also, by means of the carried through questionnaires and with the boarded theoretical referencial that the occured changes, in the period of the adolescence as the puberty, positively exert a great influence on the behavior of the pupil inside of the classroom. As well as if it confirms the established hypothesis previously, one strengthens it presence and the important paper of psychologist to act in the educational area, since the interviewed professors recognize this necessity, therefore propitiates greater aid and work in set with the pedagogia of the pertaining to school institution to observe and to decide definitive situations of indiscipline.

Questioned Ones

Already the questioned C tells that the possible solution to brighten up the indiscipline would be measured more rigorous in relation to the harmful behaviors and expulsion of the indisciplinados said ones. The questioned ones (, B, C and D) had judged, still, that the accompaniment of the pupil with complaint of indiscipline carried through for a psychologist, would occasion effect. Although not to have the same vision of the performance of the pertaining to school psychologist, professors as required see its work for internal coordination of the school, since he acts in situations of indiscipline in the interior of the pertaining to school environment. The professors (, C and D) have a vision of the pertaining to school psychologist in accord with the authors of the bibliographical research of the present project which pronounce that such professional works in set with the pedagogia of the institution, following the accomplishment of programs of psicopedaggica re-education, showing the nimbleness where the aspects of the human development are formed. Already the questioned B demonstrated to have another vision on the paper of the pertaining to school psychologist. In regards to attribution of the responsibility on the indiscipline, the questioned ones (and the B) had positively answered to a external factor the school, not blaming the professor and neither the proper pupil. The professor (c) answers that the indiscipline is of responsibility of the pupils and also of the professors, already the professor (d) affirms that the indiscipline is of total and only responsibility of the pupil. In the vision of the questioned one To the adolescents more they are indisciplinados of what the too much pupils of other etrias bands, however, the questioned ones (B, C and D) do not agree to such affirmation. Questioned it answers It that the pertaining to school indiscipline occurs for another reason, excusing the excessively alternative ones offered.