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Samenvatting OWMA: pedagogisch handelen
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Volledige samenvatting van de lessen, powerpoints en cursus van OWMA: pedagogisch handelen
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InhoudsopgaveInleiding.................................................................................................................................................................................. 3
1 Het pedagogisch model: overzicht......................................................................................................................................... 4
1.1 Componenten van het pedagogisch handelen...........................................................................................................................4
1.2 Het kind en zijn psyschologische basisbehoeften.......................................................................................................................5
1.3 De basishoudingen van de leerkracht........................................................................................................................................6
1.4 Contexten waarbinnen opvoeding plaatsvindt..........................................................................................................................7
1.4.1 thuiscontext.........................................................................................................................................................................7
1.4.2 Peergroup............................................................................................................................................................................8
1.4.3 Leerkracht............................................................................................................................................................................8
1.4.4 School..................................................................................................................................................................................8
1.4.5 buurt....................................................................................................................................................................................8
1.5 Algemene context waarbinnen pedagogisch handelen plaatsvindt..........................................................................................9
1.5.1 Gelijkheid.............................................................................................................................................................................9
1.5.2 Emancipatorisch opvoeden.................................................................................................................................................9
2 Psychologische basisbehoeften........................................................................................................................................... 11
2.1 De behoefte aan verbondenheid — ik hoor erbij......................................................................................................................11
2.1.1 Hechtingstheorie...............................................................................................................................................................11
2.1.2 Bij een groep horen...........................................................................................................................................................11
2.1.3 Verbondenheid met de leerkracht....................................................................................................................................11
2.2 Behoefte aan competentie — ik kan het..................................................................................................................................12
2.2.1 Zelfvertrouwen en zelfbeeld.............................................................................................................................................12
2.2.2 Fixed en growth mindset...................................................................................................................................................13
2.3 De behoefte aan autonomie — ik wil het zelf..........................................................................................................................13
2.3.1 De relatie tussen autonomie en ondersteuning...............................................................................................................13
2.3.2 Zelfsturing en zelfregulatie................................................................................................................................................13
2.4 De gevolgen van de basisbehoeften op de ontwikkeling van het kind.....................................................................................14
2.4.1 Intern kompas...................................................................................................................................................................14
2.4.2 Intrinsieke motivatie.........................................................................................................................................................14
2.4.3 Welbevinden betrokkenheid.............................................................................................................................................15
2.4.4 Invloed van welbevinden en betrokkenheid op onderwijskwaliteit.................................................................................16
3 Basishoudingen van de leerkracht....................................................................................................................................... 17
3.1 Waarderen................................................................................................................................................................................17
3.1.1 Acceptatie van de persoon van het kind, niet zomaar van al zijn gedrag.........................................................................17
3.1.2 Persoonlijk contact............................................................................................................................................................18
3.1.3 Positieve communicatiewijze............................................................................................................................................19
3.2 Ondersteunen...........................................................................................................................................................................20
3.2.1 Affectieve ondersteuning..................................................................................................................................................20
3.2.2 Gedrag regulerende ondersteuning..................................................................................................................................21
3.2.3 Informatieve ondersteuning.............................................................................................................................................23
3.3 Uitdagen...................................................................................................................................................................................23
3.3.1 Zone van naaste ontwikkeling...........................................................................................................................................23
3.3.2 Zelfstandigheid..................................................................................................................................................................24
3.3.3 Samenwerken....................................................................................................................................................................24
3.3.4 Vragen stellen....................................................................................................................................................................25
3.4 Vertrouwen...............................................................................................................................................................................25
3.4.1 Een veilige omgeving creëren...........................................................................................................................................25
3.4.2 Authentieke omgang.........................................................................................................................................................25
3.4.3 Empathische omgang........................................................................................................................................................25
3.5 De relatie tussen de basishoudingen van de leerkracht...........................................................................................................26
,3.6 Basishoudingen van de leerkracht versus opvoeden................................................................................................................26
3.6.1 Omschrijving......................................................................................................................................................................26
3.6.2 Opvoedingsstijlen..............................................................................................................................................................26
3.6.3 Basishoudingen van de leraar en de opvoedingsstijlen....................................................................................................28
, INLEIDING
- Schriftelijk examen in januari
- 12 lesblokken, 6 thuis, 6 op de campus
Pedagogiek:
- Oorsprong in Oud Griekenland
Haalden een slaaf in huis die goed met kinderen om kon
- Nu: wetenschappelijke studie of theorie van opvoeding
- Pedagogisch handelen = opvoedkundig handelen
- Het is nodig om een kind goed te leren kennen om daar goed te leren op inspelen
- Hoe als leerkracht gepast kunnen reageren in onze relatie met kinderen
Zorgen voor een veilig leer- en leefklimaat in de klas
Leerlingen motiveren
3 componenten die het pedagogisch handelen complexer maken
- Je moet vrijwel onmiddellijk ageren
- Je kan niet niet ageren
- Je moet jouw interventies afwegen volgens het individuele kind om wie het gaat
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