Kako sestaviti urnik v devetletki s približno 60 oddelki na petih lokacijah?

How to compose schedule in compulsory elementary school with around 60 classes at 5 different locations?

Mateja Sajovec
[email protected]
Osnovna šola Simona Jenka Kranj

Predstavitev

Povzetek

Želela sem raziskati vpliv prostorske in časovne organizacije pouka na otrokovo počutje in učenje v šoli, učinkovitost učiteljevega dela, odnose v šoli in vpliv na medpredmetno povezovanje. V teoretičnem uvodu je podanih nekaj povzetkov raziskav, ki so bile opravljene na slovenskih srednjih in osnovnih šolah.
V nadaljevanju prispevka sem se lotila problematike organizacije pouka, s katero se srečujem zadnjih pet let na osnovni šoli, kjer sem zaposlena kot pomočnica ravnateljice. Našo šolo je leta 2004/05 obiskovalo 948 učencev v 49 oddelkih in 14 oddelkih OPB na petih lokacijah. Število učencev je v tem času padlo skoraj za 100. Vsako leto imamo 45–48 skupin nivojskega pouka in 45–53 skupin izbirnih predmetov. Analize števila rojstev pa kažejo, da bo v prihodnjih dveh letih število učencev spet naraslo čez 900.
Zaradi prostorskih zmožnosti pouka predmetne stopnje ni mogoče organizirati na eni lokaciji, kar pomeni, da imamo polovico učencev predmetne stopnje na matični šoli, drugo polovico učencev predmetne stopnje pa na enoti center. Zadovoljiti pričakovanja učencev in staršev na eni strani ter učiteljev na drugi strani je praktično nemogoče.
Organizacijskih problemov se lotevamo na različne načine. Urnik izdelujem z iUrnikom.
Čakajočih učencev na pouk nimamo več, leta 2005/06 pa je bilo čakajočih učencev precej, kar 170 ur na teden. Zaradi tega je bilo potrebno:
- omejiti učence pri izbiri izbirnih predmetov,
- v sistemizaciji popolnoma prerazporediti učitelje.
Poučevati na tako veliki šoli je naporno za slehernega učitelja. Učitelji, ki poučujejo matematiko, slovenščino in angleščino v štirih nivojskih skupinah na dveh lokacijah, prehajajo iz ene lokacije na drugo najmanj enkrat na dan. Na »dnevnih sprehodih« ni samo 5 odstotkov predmetnih učiteljev, vsi ostali se selijo.
Ob tem se pojavijo najrazličnejši problemi:
- komunikacija med sodelavci,
- »gostovanje« v različnih učilnicah,
- učenci izkoristijo odsotnost razrednika v svoj prid,
- dežuranje,
- nadomeščanje …
Radi bi izboljšali delovne pogoje učiteljev, zato iščemo sogovornika s podobnimi težavami in boljšimi rešitvami.

Abstract

I wanted to research the influence of space and time organisation of lessons on children’s feelings and learning in school, the effectiveness of teachers' work, relations in school and links between different subjects.
The theoretical introduction outlines certain research conducted in Slovenian primary and secondary schools. I will then discuss problems of lesson organisation that I have observed in my work as an assistant primary-school principal.
In 2004/05, 948 pupils attended our school – in 49 classes and 14 after school classes spread over 5 different locations. Since then the number of pupils has fallen by almost 100. Every year we have 45-48 groups of level lessons and 45-53 groups of optional subjects. Demographic analysis shows that in the near future (the next two years), the number of pupils will increase to more than 900.
Capacity constraints make it impossible to organise lessons for years 6-9 at a single site. This means there are two groups of pupils, half of whom (years 6-9) attend classes at one location (“main school”), and half attend another location (separate unit). One consequence is that it is impossible to satisfy pupil and parental expectations as well as those of teachers.
We thus have to solve organisational problems in various ways. I prepare timetables using “iUrnik”. There are no “waiting children”, but in 2005/06 there were 170 “waiting children” during the week – pupils had spare hours in their timetables as they waited for optional subjects. As a result, it is necessary to:
- restrict choice for optional subjects,
- completely reallocate teachers.
It is very difficult to teach in schools of this size. Maths, Slovene and English teachers teach in 4 level lessons at 2 locations, meaning that they have to move between locations at least once a day. Only 5% of subject teachers teach at only one location.
Several problems thus arise:
- lack of communication between coworkers,
- teachers don’t have their own classrooms
- lack of time when class teacher is at the same location as pupils