God klasseledelse kan være litt av en utfordring. Det er påstått at lærernes autoritet har blitt sterkt svekket de siste årene og at konsekvensen av dette er økt uro i klassene og redusert læring (Postholm). Barns atferdsmøstre har endret seg de siste årene. De er vant til å bli hørt og sett, blitt gode til å forhandle når det kommer til regler, sanksjoner og belønninger. Som lærer kan det oppleves vanskeig å møte slike utfordringer på en konstruktiv måte. Jeg tror at ved å være obs på nettopp disse endringene i atferdsmønstre så kan en som lærer bruke det konstruktivt. En kan ansvarliggjøre elevene for oppførselen sin og hjelpe dem til å forstå konsekvenser av handlinger og regler. En god leder og lærer vil klare å utnytte elevenes engasjement bl.a. i form av at de selv kan være med på å utforme reglene og dermed også «eie» sanksjonene. Det er viktig å være tydelig på hvem som er leder, hvem som har kontroll, men likevel imøtekomme elevene på en varm måte. Være autoritativ.
Samarbeid i team er viktig. Før i tida var det vanlig at de fleste lærere kjørte et sololøp bak lukkede dører. Det er ikke lenger tilfellet. Heldigvis. Jeg tror det er viktig med en god forståelse for at lærersamarbeid og kollegialitet er veien å gå for å utvikle lærerarbeidet og iverksette endringer. Skolen har et kollektivt ansvar og fungerer i stor grad som en lærende organisasjon (Postholm). Kunnskapsløftet sier bl.a. at skolen skal «legge til rette for at lærerne kan lære av hverandre gjennom samarbeid om planlegging, gjennomføring og vurdering av opplæringen». Amen.
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