S \u010d\u00edm v\u0161\u00edm se m\u016f\u017ee v t\u011bchto nestandardn\u00edch podm\u00ednk\u00e1ch potkat \u0161koln\u00ed psycholog? Jak vyu\u017e\u00edt zku\u0161enosti z n\u00e1hl\u00e9 zm\u011bny re\u017eimu ve \u0161kol\u00e1ch i rodin\u00e1ch? Jak\u00e9 d\u016fsledky a mo\u017en\u00e9 pou\u010den\u00ed to s sebou p\u0159in\u00e1\u0161\u00ed? Jak p\u0159edej\u00edt pot\u00ed\u017e\u00edm, kter\u00e9 nyn\u00ed teprve za\u010d\u00edn\u00e1me mapovat?<\/p>\n\n\n\n
Na po\u010d\u00e1tku bylo zav\u0159en\u00ed \u0161kol, p\u0159i\u010dem\u017e nikdo netu\u0161il na jak dlouho a co v\u0161echno to bude obn\u00e1\u0161et. P\u0159ineslo s sebou zna\u010dnou m\u00edru nejistoty. N\u011bkte\u0159\u00ed si mysleli, \u017ee je to ot\u00e1zka karant\u00e9nn\u00edch 2 – 3 t\u00fddn\u016f, mo\u017en\u00e1 m\u011bs\u00edce. \u017de to bude u 2. stupn\u011b Z\u0160 a st\u0159edn\u00edch \u0161kol trvat v podstat\u011b do konce \u0161koln\u00edho roku, to na za\u010d\u00e1tku nikdo netu\u0161il. V\u0161ichni se postupn\u011b museli adaptovat jak na n\u00e1hlou zm\u011bnu, tak i na nejist\u00fd pr\u016fb\u011bh dal\u0161\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed. <\/p>\n\n\n\n
Pod\u00edv\u00e1me-li se na situaci z pohledu \u017e\u00e1k\u016f, n\u011bkter\u00e9 to zasko\u010dilo a zkomplikovalo situaci, maturanti a \u017e\u00e1ci v o\u010dek\u00e1v\u00e1n\u00ed p\u0159ij\u00edmac\u00edch zkou\u0161ek (a hlavn\u011b jejich rodi\u010de) znerv\u00f3zn\u011bli, prvostup\u0148ov\u00e9 d\u011bti, prv\u0148\u00e1\u010dci ur\u010dit\u011b, mohly b\u00fdt smutn\u00e9 ze ztr\u00e1ty kontaktu s pan\u00ed u\u010ditelkou a spolu\u017e\u00e1ky a v\u011bt\u0161ina ostatn\u00edch \u017e\u00e1k\u016f se alespo\u0148 v prvn\u00ed chv\u00edli zaradovala z neo\u010dek\u00e1van\u00fdch \u201epr\u00e1zdnin\u201c, voln\u00e9ho \u010dasu a svobody.<\/p>\n\n\n\n
R\u016fzn\u00fd p\u0159\u00edstup v za\u010d\u00e1tc\u00edch distan\u010dn\u00edho studia mohl ur\u010dovat i v\u011bci n\u00e1sleduj\u00edc\u00ed. Vypadnout ze st\u00e1l\u00e9ho re\u017eimu je pom\u011brn\u011b snadn\u00e9, ov\u0161em znovu nasko\u010dit do rozjet\u00e9ho vlaku je mnohem n\u00e1ro\u010dn\u011bj\u0161\u00ed. Velmi snadno se m\u016f\u017ee st\u00e1t lehkomysln\u00e9mu, bezradn\u00e9mu a nesystematick\u00e9mu \u017e\u00e1kovi, kter\u00fd je vlastn\u00ed vinou zavalen\u00fd povinnostmi, \u017ee postupn\u011b rezignuje. <\/p>\n\n\n\n
Pro studenty to rozhodn\u011b byla neoceniteln\u00e1 zku\u0161enost, kter\u00e1 prov\u011b\u0159ila jejich studijn\u00ed p\u0159edpoklady a pracovn\u00ed n\u00e1vyky, ale i podporu, p\u0159\u00edpadn\u011b kontrolu ze strany rodi\u010d\u016f. \u017de nem\u011bli v\u0161ichni stejn\u00e9 podm\u00ednky pro pr\u00e1ci je z\u0159ejm\u00e9. Zaznamenali jsme n\u011bkolik p\u0159\u00edpad\u016f, kdy \u017e\u00e1ci nem\u011bli k dispozici odpov\u00eddaj\u00edc\u00ed technick\u00e9 z\u00e1zem\u00ed (p\u0159\u00edpadn\u011b jim chyb\u011bly pot\u0159ebn\u00e9 dovednosti), n\u011bkter\u00e9 d\u011bti m\u011bly zdravotn\u00ed \u010di psychick\u00e9 probl\u00e9my, kter\u00e9 jim situaci komplikovaly. Mnoz\u00ed studenti situaci jednodu\u0161e hrub\u011b podcenili, jindy selh\u00e1vala z r\u016fzn\u00fdch d\u016fvod\u016f podpora \u010di dohled rodi\u010d\u016f, v n\u011bkter\u00fdch p\u0159\u00edpadech jsme p\u0159\u00ed\u010diny selh\u00e1v\u00e1n\u00ed komunikace a spolupr\u00e1ce \u017e\u00e1k\u016f zat\u00edm nebyli schopni identifikovat.<\/p>\n\n\n\n
Z pohledu u\u010ditele m\u016f\u017eeme sledovat jak se vyu\u010duj\u00edc\u00ed s touto mimo\u0159\u00e1dnou situac\u00ed vyrovnali, jak se jim da\u0159ilo zapojit a motivovat \u017e\u00e1ky, jak\u00e9 n\u00e1stroje pou\u017e\u00edvali ke komunikaci a jak intenzivn\u011b byli v kontaktu se sv\u00fdmi \u017e\u00e1ky. Rozd\u00edly mohly b\u00fdt v p\u0159\u00edstupu k hodnocen\u00ed \u017e\u00e1k\u016f a d\u016fle\u017eit\u00e9 bude, jak se jim poda\u0159\u00ed d\u011bti podchytit v z\u00e1\u0159\u00ed a pomoci jim nastolit rozumn\u00fd pracovn\u00ed re\u017eim. <\/p>\n\n\n\n
U\u010ditel\u00e9 s r\u016fznou m\u00edrou kompetenc\u00ed, ale i mo\u017enost\u00ed v oblasti ICT, museli zpo\u010d\u00e1tku pom\u011brn\u011b rychle zareagovat. Ve snaze udr\u017eet \u0159\u00e1d a st\u00e1vaj\u00edc\u00ed pravidla v\u00fduky, se v\u011bt\u0161inou aktivn\u011b sna\u017eili b\u00fdt v kontaktu se \u017e\u00e1ky (ka\u017ed\u00fd po sv\u00e9m), p\u0159ekl\u00e1p\u011bt sv\u016fj v\u00fdklad do n\u011bjak\u00e9 z forem distan\u010dn\u00ed v\u00fduky, udr\u017eovat jejich pracovn\u00ed tempo a studijn\u00ed mor\u00e1lku v b\u011bhu d\u00edl\u010d\u00edmi \u00fakoly a individu\u00e1ln\u00edmi \u010di skupinov\u00fdmi projekty. Muselo ov\u0161em nastat obdob\u00ed jak\u00e9si kalibrace a koordinace. Za\u010d\u00ednali jsme zachycovat sign\u00e1ly od samotn\u00fdch \u017e\u00e1k\u016f, kte\u0159\u00ed nev\u011bd\u011bli co d\u0159\u00edve d\u011blat, \u00fakol\u016f a pr\u00e1ce m\u011bli ze v\u0161ech stran a\u017e dost. U\u010ditel\u00e9 v\u011bt\u0161inou necht\u011bli nechat d\u011bti usnout na vav\u0159\u00ednech a v dobr\u00e9 v\u00ed\u0159e je zat\u00ed\u017eili p\u0159\u00edli\u0161. V r\u00e1mci zp\u011btn\u00e9 vazby \u017e\u00e1ci sd\u011blovali, \u017ee maj\u00ed pocit, \u017ee u\u010den\u00ed jim zab\u00edralo v\u00edce \u010dasu, ne\u017e v b\u011b\u017en\u00e9m re\u017eimu, \u017ee se probralo v\u00edce l\u00e1tky. Jak ale rozpoznat optim\u00e1ln\u00ed m\u00edru zat\u00ed\u017een\u00ed \u017e\u00e1k\u016f v situaci, kdy ka\u017ed\u00fd z u\u010ditel\u016f pracoval z domova, nem\u011bl mo\u017enost, vyjma t\u0159\u00eddn\u00edch u\u010ditel\u016f, sledovat kolik \u00fakol\u016f m\u00e1 \u017e\u00e1k dan\u00e9 t\u0159\u00eddy nalo\u017eeno, p\u0159\u00edpadn\u011b jak se kumuluj\u00ed term\u00edny odevzd\u00e1n\u00ed r\u016fzn\u00fdch \u00fakol\u016f a prac\u00ed. <\/p>\n\n\n\n
Kl\u00ed\u010dovou roli v t\u011bchto chv\u00edl\u00edch hr\u00e1li t\u0159\u00eddn\u00ed u\u010ditel\u00e9, jejich schopnost a ochota komunikovat se studenty. Pr\u00e1v\u011b oni se \u010dasto st\u00e1vali medi\u00e1tory mezi \u017e\u00e1ky a jednotliv\u00fdmi vyu\u010duj\u00edc\u00edmi, oni d\u00e1vali impuls veden\u00ed \u0161koly, v\u00fdchovn\u00fdm poradc\u016fm, \u0161koln\u00edm psycholog\u016fm k doporu\u010den\u00edm pro ostatn\u00ed u\u010ditele (konkr\u00e9tn\u011bj\u0161\u00edm a na m\u00edru \u0161it\u00fdm, se znalost\u00ed m\u00edstn\u00edch pom\u011br\u016f – v porovn\u00e1n\u00ed s \u010dasto neur\u010dit\u00fdmi, n\u011bkdy i protich\u016fdn\u00fdmi pokyny a doporu\u010den\u00edmi M\u0160MT). <\/p>\n\n\n\n
Mnoz\u00ed u\u010ditel\u00e9 jsou v t\u011bchto dnech frustrovan\u00ed z toho, \u017ee vlo\u017eili spousty energie do p\u0159\u00edprav, ale i do motivov\u00e1n\u00ed \u017e\u00e1k\u016f. Na \u00fakor sv\u00e9ho voln\u00e9ho \u010dasu investovali do sv\u00e9ho sebevzd\u011bl\u00e1v\u00e1n\u00ed, tak aby d\u011btem p\u0159ipravili co nejlep\u0161\u00ed podm\u00ednky za t\u011bchto nestandardn\u00edch okolnost\u00ed a najednou maj\u00ed pocit, \u017ee jejich pr\u00e1ce p\u0159i\u0161la vnive\u010d, nejen vzhledem k doporu\u010den\u00edm M\u0160MT pro klasifikaci \u017e\u00e1k\u016f. Mnoz\u00ed pro\u017e\u00edvaj\u00ed pocity marnosti z toho, \u017ee si \u017e\u00e1ci, kte\u0159\u00ed nespolupracuj\u00ed a nekomunikuj\u00ed, dostate\u010dn\u011b nev\u00e1\u017e\u00ed jejich pr\u00e1ce. <\/p>\n\n\n\n
V t\u00e9to situaci ov\u0161em nen\u00ed \u00fapln\u011b jednoduch\u00e9 odli\u0161it \u017e\u00e1ky l\u00edn\u00e9 a nemotivovan\u00e9 od t\u011bch, kte\u0159\u00ed mohou m\u00edt i jin\u00e9 d\u016fvody, pro\u010d byli tak m\u00e1lo aktivn\u00ed. <\/p>\n\n\n\n
Na gymnazi\u00e1ln\u00ed p\u016fd\u011b jsme se setkali s nepracuj\u00edc\u00edmi \u017e\u00e1ky ve v\u0161ech v\u011bkov\u00fdch skupin\u00e1ch. Na ni\u017e\u0161\u00edm stupni se situace d\u00e1 snadn\u011bji zachr\u00e1nit a podchytit v\u010dasn\u00fdm informov\u00e1n\u00edm rodi\u010d\u016f, i kdy\u017e i jejich p\u0159\u00edstup byl, podle na\u0161ich zku\u0161enost\u00ed, pom\u011brn\u011b diferencovan\u00fd. Na rozd\u00edl od z\u00e1kladn\u00edch \u0161kol, m\u00e1me v\u00fdhodu ve specifick\u00e9m v\u00fdb\u011bru d\u011bt\u00ed p\u0159ev\u00e1\u017en\u011b z velmi motivovan\u00fdch rodin, intervence rodi\u010d\u016f v\u011bt\u0161inou d\u0159\u00edve \u010di pozd\u011bji vedla k n\u00e1prav\u011b. Na druh\u00e9 stran\u011b v\u011bkov\u00e9ho spektra byli maturanti, z nich\u017e n\u011bkte\u0159\u00ed doufali, \u017ee se u n\u00e1s s maturitn\u00edmi zkou\u0161kami nalo\u017e\u00ed podobn\u011b jako na Slovensku, v\u011bt\u0161ina (soud\u011b alespo\u0148 podle v\u00fdborn\u00fdch v\u00fdsledk\u016f, zvl\u00e1\u0161\u0165 nap\u0159\u00edklad u osmilet\u00e9ho gymn\u00e1zia) vyu\u017eila \u010das nav\u00edc i bonus v podob\u011b p\u0159edmaturitn\u00edch konzultac\u00ed s vyu\u010duj\u00edc\u00edmi na maximum.<\/p>\n\n\n\n
P\u0159\u00ed\u010din nespolupr\u00e1ce u ostatn\u00edch \u017e\u00e1k\u016f m\u016f\u017ee b\u00fdt cel\u00e1 \u0159ada (vych\u00e1z\u00edme z prvotn\u00edho mapov\u00e1n\u00ed situace). N\u011bkte\u0159\u00ed m\u011bli pot\u00ed\u017ee s technick\u00fdm z\u00e1zem\u00edm, st\u011b\u017eovali si na zastaral\u00e9 za\u0159\u00edzen\u00ed, jeden notebook na n\u011bkolik \u010dlen\u016f dom\u00e1cnosti, kte\u0159\u00ed na n\u011bm ve stejnou dobu pot\u0159ebovali pracovat. Jin\u00ed m\u011bli pot\u00ed\u017ee s kvalitou pokryt\u00ed internetov\u00e9ho sign\u00e1lu, star\u0161\u00ed studenti si pozd\u011bji hledali brig\u00e1du, v n\u011bkter\u00fdch p\u0159\u00edpadech mo\u017en\u00e1 i proto, aby kompenzovali v\u00fdpadek p\u0159\u00edjm\u016f v rodin\u011b. Nejen u men\u0161\u00edch d\u011bt\u00ed se rodi\u010de \u010dasto spolehli na jejich samostatnost a d\u016fsledn\u011b je nekontrolovali. Byli pak nep\u0159\u00edjemn\u011b p\u0159ekvapeni ze zp\u011btn\u00e9 vazby od u\u010ditel\u016f. U \u017e\u00e1k\u016f, kte\u0159\u00ed u\u017e d\u0159\u00edve nebyli v dobr\u00e9 zdravotn\u00ed a psychick\u00e9 kondici, se z\u0159ejm\u011b jejich probl\u00e9my izolac\u00ed a zv\u00fd\u0161en\u00fdmi n\u00e1roky na studium vyost\u0159ily, jejich stav se zhor\u0161il, co\u017e m\u011blo vliv i na jejich pr\u00e1ci. <\/p>\n\n\n\n
Jako psycholog si dok\u00e1\u017eu si p\u0159edstavit, \u017ee slo\u017eit\u011bj\u0161\u00ed to m\u011bly tak\u00e9 d\u011bti, kter\u00e9 u\u017e p\u0159ed t\u00edmto obdob\u00edm byly ve \u0161koln\u00edch kolektivech sp\u00ed\u0161e na okraji. Takov\u00e9 d\u00edt\u011b, zvl\u00e1\u0161t\u011b co se t\u00fd\u010de spolupr\u00e1ce a vz\u00e1jemn\u00e9 pomoci mezi spolu\u017e\u00e1ky, mohlo je\u0161t\u011b hloub\u011bji uv\u00edznout ve sv\u00e9m osamocen\u00e9m sv\u011bt\u011b a \u00fapln\u011b ztratilo se spolu\u017e\u00e1ky kontakt. Na po\u010d\u00e1tku nouzov\u00e9ho obdob\u00ed jsem komunikovala s \u00fazkostn\u00fdmi \u010di perfekcionistick\u00fdmi studenty, kte\u0159\u00ed byli zvykl\u00ed spolehliv\u011b, kvalitn\u011b a v\u010das plnit \u00fakoly, ale najednou byli nekoordinovan\u011b zavaleni materi\u00e1ly, \u00fakoly a testy ze v\u0161ech p\u0159edm\u011bt\u016f. Do toho se je\u0161t\u011b n\u011bkte\u0159\u00ed nav\u00edc museli starat o mlad\u0161\u00edho sourozence, p\u0159\u00edpadn\u011b o dom\u00e1cnost. <\/p>\n\n\n\n
V ka\u017ed\u00e9 t\u0159\u00edd\u011b nal\u00e9z\u00e1me typ \u017e\u00e1ka, kter\u00fd nikdy nebyl p\u0159\u00edli\u0161 ambici\u00f3zn\u00ed, je nesystematick\u00fd, bez fixovan\u00fdch studijn\u00edch a pracovn\u00edch n\u00e1vyk\u016f, p\u0159\u00edpadn\u011b m\u00e1lo pracovit\u00fd, nemotivovan\u00fd, laxn\u00ed. V b\u011b\u017en\u00e9m \u0161koln\u00edm re\u017eimu v r\u00e1mci mo\u017enost\u00ed funguje v rozvrhov\u00e9m pevn\u011b dan\u00e9m rytmu, je pod pravideln\u00fdm tlakem u\u010ditel\u016f, term\u00edn\u016f \u010di p\u0159\u00edpadn\u00fdch bezprost\u0159edn\u00edch sankc\u00ed. Pro takov\u00e9 \u017e\u00e1ky byl nouzov\u00fd re\u017eim zpo\u010d\u00e1tku jist\u011b v\u00edtanou \u00falevou, ale ve fin\u00e1le to pro n\u011b muselo b\u00fdt t\u00e9m\u011b\u0159 nezvl\u00e1dnuteln\u00e9, zvl\u00e1\u0161t\u011b bez pomoci a d\u016fsledn\u00e9ho dohledu rodi\u010d\u016f. Ti u t\u00e9m\u011b\u0159 dosp\u011bl\u00fdch \u010di dosp\u011bl\u00fdch st\u0159edo\u0161kol\u00e1k\u016f zdaleka nemus\u00ed m\u00edt \u0161anci uplat\u0148ovat dostate\u010dn\u011b sv\u016fj vliv.<\/p>\n\n\n\n
Jak postupovat v p\u0159\u00edpad\u011b, \u017ee by se situace t\u0159eba i v m\u00edrn\u011bj\u0161\u00ed podob\u011b opakovala? U\u010ditel\u00e9 se v ICT technologi\u00edch za pomoci ICT koordin\u00e1tor\u016f a dal\u0161\u00edch technicky zb\u011bhl\u00fdch koleg\u016f vzd\u011bl\u00e1vali za b\u011bhu, ale n\u011bjakou koordinovanou a c\u00edlenou p\u0159\u00edpravu by mnoz\u00ed jist\u011b kvitovali i nyn\u00ed, rozhodn\u011b by se c\u00edtili l\u00e9pe p\u0159ipraveni, jist\u011bji a sebev\u011bdom\u011bji.<\/p>\n\n\n\n
T\u0159\u00eddn\u00ed u\u010ditel\u00e9 by mo\u017en\u00e1 uv\u00edtali n\u00e1vrh na jednotn\u00fd postup v komunikaci s \u017e\u00e1ky a rodi\u010di, ale i s kolegy, kte\u0159\u00ed vyu\u010duj\u00ed v dan\u00e9 t\u0159\u00edd\u011b, aby se v budoucnu p\u0159ede\u0161lo neadekv\u00e1tn\u00edmu zat\u011b\u017eov\u00e1n\u00ed d\u011bt\u00ed, a tak\u00e9 tomu, \u017ee n\u011bkter\u00e9 d\u011bti vypadnou ze syst\u00e9mu, p\u0159est\u00e1vaj\u00ed pr\u016fb\u011b\u017en\u011b pracovat, p\u0159est\u00e1vaj\u00ed komunikovat s u\u010diteli a n\u011bkte\u0159\u00ed i se spolu\u017e\u00e1ky. C\u00edlem je p\u0159\u00edpadn\u00e9 pot\u00ed\u017ee v\u010das zachytit a t\u00edm zv\u00fd\u0161it \u0161anci je spole\u010dn\u011b s rodi\u010di vy\u0159e\u0161it. <\/p>\n\n\n\n
Je vhodn\u00e9 se \u017e\u00e1ky prob\u00edrat v\u00fdhody i nev\u00fdhody distan\u010dn\u00edho studia, pom\u016f\u017ee jim to ocenit vklad a p\u0159\u00ednos u\u010ditele ve v\u00fduce a tak\u00e9 v\u00fdhody bezprost\u0159edn\u00ed spolupr\u00e1ce se spolu\u017e\u00e1ky. Uv\u011bdom\u00ed si tak\u00e9 leccos o sob\u011b sam\u00e9m, o sv\u00fdch studijn\u00edch p\u0159edpokladech, kompetenc\u00edch a n\u00e1vyc\u00edch. St\u0159edo\u0161kol\u00e1ci si mohou ud\u011blat lep\u0161\u00ed p\u0159edstavu o n\u00e1roc\u00edch vysoko\u0161kolsk\u00e9ho studia z hlediska vlastn\u00ed motivace, voln\u00edch p\u0159edpoklad\u016f, seberegulace, zodpov\u011bdnosti, samostatnosti, pl\u00e1nov\u00e1n\u00ed a systematick\u00e9ho p\u0159\u00edstupu. <\/p>\n\n\n\n
\u0160kol\u00e1m by se hodilo zmapovat situaci kolem distan\u010dn\u00edho studia a vychytat \u017e\u00e1ky, kte\u0159\u00ed v tomto syst\u00e9mu selh\u00e1vali. Z\u00e1rove\u0148 se pokusit ve spolupr\u00e1ci s rodi\u010di zjistit p\u0159\u00ed\u010diny tak, aby v p\u0159\u00edpad\u011b podobn\u00fdch podm\u00ednek mohly b\u00fdt tyto d\u011bti sledov\u00e1ny u\u017e od po\u010d\u00e1tku a p\u0159ede\u0161lo se dal\u0161\u00edm \u0161kod\u00e1m.<\/p>\n\n\n\n
V z\u00e1\u0159\u00ed \u010dek\u00e1 u\u010ditele hodn\u011b pr\u00e1ce. Budou se muset p\u0159en\u00e9st p\u0159es d\u00edl\u010d\u00ed \u0161patn\u00e9 zku\u0161enosti a zklam\u00e1n\u00ed z \u017e\u00e1k\u016f, kte\u0159\u00ed nefungovali podle jejich p\u0159edstav a naopak jim pomoci za\u0159adit se do b\u011b\u017en\u00e9 v\u00fduky. Pozvolna dohnat nedobranou l\u00e1tku, vytipovat a zopakovat t\u00e9mata, kter\u00e1 d\u011blaj\u00ed \u017e\u00e1k\u016fm nejv\u011bt\u0161\u00ed probl\u00e9my a je nutn\u00e9 se k nim vr\u00e1tit. Ze zp\u011btn\u00e9 vazby od \u017e\u00e1k\u016f vypl\u00fdv\u00e1 obava z toho, \u017ee se v n\u011bkter\u00fdch p\u0159edm\u011btech nedok\u00e1zali l\u00e1tku sami dob\u0159e nau\u010dit, \u0159ada z nich s obavami o\u010dek\u00e1v\u00e1, \u017ee se to v p\u0159\u00ed\u0161t\u00edm \u0161koln\u00edm roce negativn\u011b projev\u00ed. N\u011bkte\u0159\u00ed p\u0159izn\u00e1vali, \u017ee si hl\u00eddali hlavn\u011b \u00fakoly, nad kter\u00fdmi se ale p\u0159\u00edli\u0161 nezam\u00fd\u0161leli, hlavn\u011b, \u017ee si jejich spln\u011bn\u00ed mohli od\u0161krtnout. N\u011bkdy je zpracov\u00e1vali spole\u010dn\u011b, testy tak\u00e9 neprob\u00edhaly \u00fapln\u011b standardn\u011b. \u0158ada student\u016f si je v\u011bdoma, \u017ee jejich v\u00fdsledky v pololet\u00ed neodpov\u00eddaj\u00ed jejich b\u011b\u017en\u00e9 v\u00fdkonnosti. <\/p>\n\n\n\n
U\u010ditel\u00e9 budou muset pomoci znovu nastavit d\u011btem jasn\u00e1 a d\u016fsledn\u011b uplat\u0148ovan\u00e1 pravidla, pot\u0159ebnou rutinu a z\u00e1rove\u0148 mohou tvo\u0159iv\u011b uplat\u0148ovat a vyu\u017e\u00edvat vhodn\u00e9 n\u00e1stroje distan\u010dn\u00ed v\u00fduky, kter\u00e9 si sami osvojili a ve v\u00fduce se jim osv\u011bd\u010dily. Pro komunikaci se studenty, jejich rodi\u010di, jednotliv\u00fdmi kolegy i veden\u00edm \u0161koly se mi osv\u011bd\u010dila zpo\u010d\u00e1tku p\u0159edev\u0161\u00edm emailov\u00e1 komunikace, z\u0159\u00eddila jsem si i speci\u00e1ln\u00ed koronavirovou linku a jakmile to situace dovolila, setk\u00e1vala jsem se s \u017e\u00e1ky, p\u0159\u00edpadn\u011b jejich rodi\u010di, p\u0159i dodr\u017eov\u00e1n\u00ed bezpe\u010dnostn\u00edch opat\u0159en\u00ed, p\u0159\u00edmo ve \u0161kole. <\/p>\n\n\n\n
Autorka: Petra Ma\u0159\u00edkov\u00e1 <\/strong><\/p>\n","protected":false},"excerpt":{"rendered":" S \u010d\u00edm v\u0161\u00edm se m\u016f\u017ee v t\u011bchto nestandardn\u00edch podm\u00ednk\u00e1ch potkat \u0161koln\u00ed psycholog? Jak vyu\u017e\u00edt zku\u0161enosti z n\u00e1hl\u00e9 zm\u011bny re\u017eimu ve \u0161kol\u00e1ch i rodin\u00e1ch? Jak\u00e9 d\u016fsledky a mo\u017en\u00e9 pou\u010den\u00ed to s sebou p\u0159in\u00e1\u0161\u00ed? Jak p\u0159edej\u00edt pot\u00ed\u017e\u00edm, kter\u00e9 nyn\u00ed teprve za\u010d\u00edn\u00e1me mapovat? Na po\u010d\u00e1tku bylo zav\u0159en\u00ed \u0161kol, p\u0159i\u010dem\u017e nikdo netu\u0161il na jak dlouho a co v\u0161echno to…<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11],"tags":[88,89,68],"class_list":["post-573","post","type-post","status-publish","format-standard","hentry","category-sekce-metodickeho-rizeni","tag-pedagogika","tag-psychologie","tag-rizeni"],"_links":{"self":[{"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=\/wp\/v2\/posts\/573","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=573"}],"version-history":[{"count":2,"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=\/wp\/v2\/posts\/573\/revisions"}],"predecessor-version":[{"id":595,"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=\/wp\/v2\/posts\/573\/revisions\/595"}],"wp:attachment":[{"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=573"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=573"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ucitel.kvcso.cz\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=573"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}