Abstract
The goal of the thesis is to clarify a problem of what we call Teachers'' authority. It focuses on the form of communication between teacher and pupils in the age of thirteen.
The authority is regarded as a result of organization of competencies, bounds and relations in the area of teacher-pupils contact. The data for the research come from both observation and interviews and their analysis is based on the techniques of qualitative methodology - the grounded theory.
The form of the communication in the circle depends on three things: Whether the teacher''s behaviour is authentic or not, whether his or her attitude to the pupils is friendly or not and how much he or she understands the pupils culture and identifies with it. At the end the "supercategory" called "Being together?" - in the meaning of fellowship between a teacher and a class - is constructed.