Status of teachers in relation to students in preparation work hours

Abstract

Teaching physical education is specific activity in which the organization plays a key role hour. Because of possible violations of actors in teaching the organization must be brought to the highest level. So that children could follow the general education teacher frequently used method of demonstration as a method for presenting a motor task. To this end it is essential that the role of teachers is optimal in relation to the students. Preparatory part of class takes 15-20 percent of the total duration of the class. This section can be extended and can be connected with the introductory part, but should not be skipped. The exercises are intended to partially affect the muscle groups. The teacher can not watch the form, but that will stretch muscle groups relative to the main part of class. It should be programmable from 8 to 10 exercises with eight repetitions. The number of repetitions and exercise can decrease or increase in relation to the age of the children. Students of high school for teacher training in Belgrade in 2003/04 were used as a sample of respondents to determine the level of training just finished high school, compared to their previous experience of position teachers compared with students in the preparatory work hours. Students have demonstrated the role of teachers in relation to children who are in the preparatory work hours were in the columns, sorts, a semi-circle or circle. After collecting the results of the accuracy of placement of teachers in relation to students discuss the results and conclusions that students are fit to be the demonstration when they were in question types, most of the good fit for the position of columns and semi-circle, and no student was not an integral part of circle when the free exercise performed in this formation. All and one student stood at the center of the circle, thus demonstrating the exercises as an irregular position.

Nastava fizičkog vaspitanja je specifična delatnost u kojoj organizacija časa igra ključnu ulogu. Zbog mogućnosti povrede aktera u nastavi ta organizacija mora biti dovedena na najveći nivo. Kako bi deca uopšte mogla pratiti nastavu nastavnik vrlo često upotrebljava metod demonstracije kao metod za prezentovanje motoričkog zadatka. Da bi se to ostvarilo neophodno je da položaj nastavnika bude najoptimalniji u odnosu na učenike. Pripremni deo časa traje 15-20 odsto od ukupnog trajanja časa. Ovaj deo se može produžiti, a može se spojiti sa uvodnim delom ali se ne sme preskočiti. Vežbe imaju cilj da parcijalno utiču na mišićne grupe. Nastavnik ne sme gledati formu, već koje će mišične grupe razgibavati u odnosu na glavni deo časa. Treba programirati od 8 do 10 vežbi sa po osam ponavljanja. Broj ponavljanja i vežbi se može smanjivati ili povećavati u odnosu na uzrast dece. Studeni Više škole za obrazovanje vaspitača u Beogradu u školskoj 2003/04 su poslužili kao uzorak ispitanika da se utvrdi nivo obučenosti tek završenih srednjoškolaca, u odnosu na njihovo dotadašnje iskustvo o položaju nastavnika u odnosu na učenike u pripremnom delu časa. Studenti su demonstrirali položaj nastavnika u odnosu na decu koja su u pripremnom delu časa bile u kolonama, vrstama, polukrugu ili krugu. Nakon prikupljenih rezultata o tačnosti postavljanja nastavnika u odnosu na učenike iskomentarisani su rezultati i izvedeni zaključci da su studenti stali kako treba za demonstraciju kada su bile u pitanju vrste, većina je dobro stala za položaj kolona i polukruga, a ni jedan student nije bio sastavni deo kruga kada su vežbe oblikovanja izvođene u toj formaciji. Sve i jedan student je stao u centar kruga i na taj način demonstrirao vežbe što je nepravilan položaj.