Abstrakt
The aim of the paper is to describe, analyze and compare ways of teacher's dealing with pedagogical situations.Two different types of teacher's approaches to low secondary students can be observed at the Czech schools. At some schools teacher's power dominance predominates, teachers raise pupils using a model grounded in unequal, power-based relationships between adults and children.
In others teachers communicate with pupils from a partnership perspective, which is based on equality and maintaining respect for child's dignity. The paper deals with a detailed description of similar pedagogical situations which are being managed in different ways - powerfully or respectfully - with diametrically different means and with different impact.
I ask how similar pedagogical situations are controlled by teachers in a regular school and in a reference school, and in what situations the teachers' behaviour in these types of school differs most.