Педагошки факултет, 76 300 Бијељина, Семберских ратара 1E
THE IMPORTANCE OF PARTICIPATION OF PRIMARYMUSIC SCHOOL PUPILS IN THE SEGMENT OF VOCAL AND INSTRUMENTAL TEACHING DURING THE MUSIC CULTURE EDUCATION. ACCORDING IN THE MUSIC CULTURE EDUCATION
The need for the work of this type occurred long before we decided to process the importance of the formation of musical taste in humans, with emphasis of the first two educational Triads. In fact, according to developments in popular music scene, which also, according to our research carried out in practice, which will be discussed later, has a large following among young people aged between 19-20g. Judging from the survey that we conducted, a good part of those who will in the near future have some impact on targeted educational Triads, not really familiar with classical music and the importance of its influence on the formation and completion of one person. As the survey showed that we conducted the first year students of the Faculty of Education, Department of class teaching, many, unfortunately, is foreign to the instruments, such as accordion, can play anything other than folk music. Analyzing the curriculum in 1997 and 2009. year, we realized that no one moment during the teaching process is not clearly stated cooperation with students attending the parallel elementary music school in one of the lodges, which, as we are closed, very important, not only because of better organizing teaching choir and orchestra, but and because of the favorable influence on the formation of the youth musical adequate musical taste among their peers, and the aforementioned issue, in fact, the subject of our work. Was processed and available to us, the literature dealing with the vocal and instrumental music as one of the most important segments in music teaching in primary schools.
Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0
RECENT CHANGES IN SYSTEMATICS OF LIFE, FUNGAL SYSTEMATICS AND PEDAGOGICAL IMPLICATION
General and common divide of life species into two groups, plants and animals, has been changed in recent systematics, even though it still exist in our schools. The main reasons for that, apart from insufficient knowledge of recent systematics archived by using the old books, are simplicity and practicality of previous systematics. Recent systematics divide the life into 6 groups: archaeabacteria, eubacteria, protists, plants, animals and fungi. The principles of division are cell organization, multicellularity, way of producing the food (energy) and presence of certain macromolecules in cell composition. Systematics of fungi has changed in sense that are excluded from plants kingdom and included into a new kingdom - Fungi. Systematics of high taxa has always been controversial, and we still have disagreements about the basic groups of life. Despite more complexed, recent systematics of life should find its place in our schools.
INCLUSION OF THE AFFECTIVE ASPECTS IN ENGLISH LANGUAGE TEACHING
The affective side of foreign language learning has been neglected in English language teaching in primary schools. Focusing on the affective aspects may lead to the more efficient language acquisition. When it comes to the affective side we need to solve the problems occured as the consequence of negative emotions and to create and use positive and beneficial emotions. When there are negative emotional influences such as anxiety, fear, pressure, anger or depression, optimal learning potential is being substantially diminished. Encouraging of various positive emotional factors such as self-confidence, sympathy and motivation can significantly enhance and improve the process of foreign language learning. The use of humanistic techniques in English language teaching helps in dealing with many classroom problems, particulary with motivation and discipline.
affective aspects of English language teaching
TEACHER-STUDENT RELATION IN COMMUNICATIVE LANGUAGE TEACHING
The work deals with the role of teachers and students in communicative language teaching.. Due to the development of economy and political life at the end of the nineteenth century, grammar-translation method in the srcond language teaching became obsolete and a lot of new methods and approach developed. The idea about the importance of learning foreign languages has culminated in these days of European political,economic and cultural unity. These political needs resulted in practical needs of using foreign languages and a high level of communicative competence. Teachers and students in a modern teaching approach are seen as the participants in the process of communication in different social activities, performing particular tasks. This is, in fact, the main principle of communicative language teaching. Comparing to traditional methods, the roles of teachers and students are considerably changed. A teacher's main role is a facilitator and monitor rather than leading the class and he has two main roles: the first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learningteaching group. He does not only teach the language but also takes part in the process of learning the language. In order to apply his knowledge and experience in the classroom he has to possess skills and a critical, flexible and experimental approach to the process of teaching. On the other hand, being more responsible for participating in the process of communication students feel more self-confident and enthusiastic about using the foreign language.
FORMS OF INDIVIDUALIZATION IN TEACHING SCIENCE AND SOCIETY
The problem of individualized teaching in general, and so the teaching of science and social, is one of the fundamental questions of modern schools. Our modern education system tends to gradually abandon the traditional, and teaching more and more to the individual characteristics of each individual student. In order to improve access and training in teacing nature and society it should, primarily, examine and determine how our schools represent individualization, or whether it is represented equally in both rural and urban schools. Accordingly, the paper presents a part of a larger research which shows that the individualization of the teaching of science and social is not equally represented in rural and urban schools. The subject and purpose of the research are aimed at determining differences in diversity of forms of individualized teaching of science and social in rural and urban school. This work represents an effort to identify the present state of the process of individualization in teaching science and social in rural and urban schools, and to point to possible solutions that would improve the existing theory and practice in elementary primary school teaching.
INSTITUTIONAL PRESCHOOL EDUCATION INTO A UNIFIED SYSTEM OF EDUCATION IN THE TERRITORY OF MONTENEGRO – THE IMPORTANCE AND OPPORTUNITIES
This paper presents a new way to work in preschools in the territory of Montenegro, which is recommended for more complex and more open access to the whole organization of education, taking into account the individuality of each child. Discussed the current issues and prospects of development of preschool education, as well as the conditions in which children of early ages can develop their potential. At the same time not neglected either introduce parents to a group of preschool children who participate as observers, planners and implementers of certain educational activities.
The content of pre-school mathematics and mathematics education at all levels, is characterized by abstraction, which limits their adoption to the thought processes and the formation of concepts. Unlike to the fact that the empirical origin, and to be adopted in other fields of education work in kindergarten, the adoption of mathematical concepts is a continuous process of solving various numerical and essay-type questions. Mathematical tasks, therefore, constitute a means of adopting content preschool children logicalmathematical activities. To develop mathematical concepts is extremely important method of problem situations, which, unlike other methods of educational work, engaging the overall intellectual potential of the child. Given its widespread acceptance in preschool pedagogy, problem solving method finds its application through problem solving adjusted level of mental development and specifics of preschool age. In order to achieve their educational purpose, problem-solving tasks on the one hand, must comply with mathematics as a science and to psychology in terms of development of logical-mathematical thinking, and on the other, they must meet certain methodological requirements, particularly the gradual crossing the practical and perceptual, concrete ways of presenting to the abstract-symbolic.
PRESCHOOL TEACHERS’ OPINION ON CHILDREN’S ART CREATIVITY
Comprehension of children’s art creativity was always in accordance with pedagogic ideas of its time. Educational programmes based on the comprehension could be put in three categories: academic (where teachers "teach" children to draw by imitating their models), socialization – maturational (where teachers restrain themselves from influencing on children and just eliminate constrains to children’s “natural” development and cognitive – developmental (where teachers appreciate characteristics of child’s development, but also influence on child through partnership). Research study that used Questionnaire for preschool teachers, that was originally created, proved superiority of the cognitive – developmental programme of art teaching over the socialization – maturational programme which is applied in the Republic of Serbia for more than one decade. The superiority of cognitive – developmental programme of art teaching is explained by experience in applying of Karlavaris’ New conception of art teaching, defined goals and programme contents, clear instructions which suggest systematic quality and graduality in work, as well as the programme concept which enables them to be creative in the process of art teaching.
SOCIO-CONSTURCTIVISM AS AN IMPORTANT BASE IN METHODOLOGY OF NURSERY EDUCATION
This paper is entirely dedicated to the current problems of constituting preschool upbringing and education methods, their own strongholds and functional connections with other pedagogical disciplines. As it is about conceiving a ‘new’ programme and programme conception of preschool upbringing and education in this part of the world, and after a long-term break in teaching early childhood educators at the teachers’ training faculties, there is a real danger of confusion, ‘disorientation’ and taking traditional methodical models from the period of ‘intuitive pedagogy’. Thus, a ‘new orientation’ of preschool teaching practice is necessary, new methods that particularly focus on the complexity of the work with the children of this age, objectively decreased capability for any kind of ‘lecturing’ and ‘academically orientated programmes for early learning’ which directly implicate the urgent need to raise education of preschool teachers on the higher education level, but primarily based on the methods that will harmonize teaching children with their developmental capacities.
preschool educators and their professional
PROFESSIONAL COMPETENCY OF TEACHERS – CONDITION FOR QUALITY NURSERY EDUCATION
This paper presents critical analysis of present system efficiency and practice in education of teachers and on the basis of that it proposes further ways of its development and improvement. It is also pointed out on some important assumptions for more quality and more efficient education of teachers, such as: adjustment of curricula with professional roles of teachers; organisation of teaching work and professional pedagogic practice, selection of candidates for teaching mission, etc.
EXPERIENCES FROM WORK ON IMPROVEMENT OF COMPETENCES FOR PLANNING OF EDUCATIONAL WORK
In the first part of this paper the practical opportunities of strategic planning in schools are pointed out, aiming towards the enhancement of the work on development of one of the students' key competencies. The second part of this paper is dedicated to the elaboration of "standards" for evaluation and self-evaluation of the quality of daily preparations for classes, with a special overview on the class preparation/outline through development of mind maps.
class preparation/outline through mind maps
EDUCATIONAL SOFTWARE PERSPECTIVE OF LEARNING THROUGH PROBLEM SOLVING
PLANNING, IMPLEMENTATION AND EVALUATION OF BASIC QUALITIES OF PUPILS' WORK IN EFFICENT CLASS TEACHING
This paper (for the first time) explicates seven criteria for educational efficiency of class teaching. Six procedural and four source and basic (key, critical) qualities of pupils’ work in efficient class teaching have been identified. Models of efficient class teaching have been classified. Basic qualities of pupils’ work have been further explained in relation to stages of micro plan of efficient class teaching in inverse design. Possibilities for achievement of planned key qualities of pupils’ work in efficient class teaching have been studied. A special space is dedicated to presenting of techniques and measurement instruments of formative evaluation of basic qualities of pupils’ work in efficient class teaching.
criteria of efficiency in class teaching
stages of micro plan in efficient class teaching in inverse design
DEFINITION OF COMPETENCIES FOR TEACHERS OF CLASS-SUBJECT TEACHING
Complex problems of defining general and specific professional competencies have been in the focus of interest of major number of pedagogues in the past couple of years. In addition to that, curriculum theory has not provided answers to fundamental theoretic-methodological questions in regard to defining of competencies. Implications of such a state in drafting of curriculum are becoming more expressed. A particular problem lies in curriculum for future teachers studies based on Bologna process. By primary education reform and developing of the concept of contemporary nine-year long primary school install a fundament for micro organisation of teaching in triads (class, class-subject and subject teaching). Such a concept resembles European models for primary school. Differing from a contemporary concept practical solutions still maintain traditional concept of class and subject teaching. Maintaining of such a model of primary school teaching is primarily influenced by lack of educated teachers of class-subject teaching. Initial problem for educating teachers of class-subject teaching represents lack of precisely defined competencies of such teachers’ profile. In focus of our interest is a complex theoretic-methodological question of defining of teachers’ competences for class-subject teaching. Our thinking in relation to this problem have been focused on critical analysis of new definitions of the idea of competency, which is determined by psychophysical capabilities and attributes (characteristics) of personalities, and constructs of competencies (knowledge, skills, opinions and attitudes). On the basis of contemporary understanding of competencies’ basics and their constructs it is possible to identify teachers’ competencies and competencies for teachers of class-subject teaching. On the basis of identifies competencies this paper presents two models of curricula (synergetic model and divergent model) for education of future teachers of class-subject teaching.
POSSIBILITIES OF THE USE OF NATURE’S GOODS FOR DEVELOPMENT OF ECOLOGICAL AWARENESS
In this paper I have described possible ways of using nature’s goods in order to raise students’ ecological awareness and culture. Three representative natural goods from Trebinje have been chosen as destinations: Vrelo oko, Pavlova cave and mountain Orjen (the part that belongs to Hercegovina). Going to nature and getting acquainted with its beauties encourages people to act more responsibly towards environment. The development of environmental awareness should be one of the priority tasks for school educational system. Ecological education should help society to understand the sustainable correlation between nature and humans. Ecological education raises ecological awareness and conscience and encourages people to behave according to the laws of nature. Ecological education is the basis for better managing of natural resources and more conscientious planning of the future.
CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS AS A PREREQUISITE FOR IMPROVEMENT OF THE EDUCATIONAL PROCESS AND PROFESSIONAL ADVANCEMENT
By continuous professional development a teacher improves himself, develops knowledge, skills and abilities, as well as personal characteristics and its own work. Provision of carrier advancement, as well as other benefits (functions, professional titles, financial incentives…) for teachers who complete appropriate training programs opens a wide space for new interests, encourages their potential, and focuses on the selfevaluation and further professional development. This paper presents the results of an empirical research and opinions of employees in education about opportunities for the dissemination and application of knowledge acquired through professional development programs. The research has been done on a sample of 802 respondents in five districts of Republic Serbia (Zlatiborski, Kolubarski, Macvanski, Moravicki and Raski). The degree and manners of knowledge application, acquired through training programs and the motivation for development and advancement, are the results obtained during the research.
ACCREDITATION OF ACADEMIC INSTITUTIONS IN BIH– STANDARDS AND POINTERS, CRITERIA, QUALITY ASSURANCE
General aims of a set of standards and pointers for quality providing are to promote and support constant improvement of quality and standards of higher education provision, the availability of public and accurate information about quality and standards of higher education provision and training, and implementation of the best international practice in the assesment an review of higher education and training programs.Criteria for accreditation define the standards that should be achieved by academic institutions in order to demonstrate a credible performance of educational activity, which will be evaluated by independent experts.Criteria for accreditation are unique and mandatory and recommendations on accreditation of academic institutions will depend on the degree of their realization. As it's primary mission, academic institutions perform through scientific-instuctional and scientific-exploratory process,which is the main part of quality system that is developed in academic institutions. Definition of most needed places where system of quality should be mostly present, is consisted in the following: the design of curricula and programs, students straining, realisation of curricula, accreditation of curricula, selfevaluation (audits), survey of students and stuffs,extern evaluation and accreditation, scientific-exploratory and specialized work, quality promotion,quality assurance and quality control.
PEDAGOGICAL AND SCHOOL PLURALISM AS AN OPPORTUNITY FOR ACHIEVING BASIC HUMAN AND CHILDREN'S RIGHTS
There is no best school in the world. There are only different schools. These schools differ depending on the position of the main actors of educational process, on the relation between the teacher and the student, depending on the world view, school autonomy, parents' rights, educational philosophy and theory which make daily communication in school work and life. The question (Alain Madelin) „To whom do the children belong to – the parents or the state?“ is answered in the Universal declaration on human rights (article 26) Parents have a prior right to choose the kind of education that shall be given to their children. How is this article interpreted in South East Europe? The only possible way of enabling this basic human right is school and pedagogical pluralism. In the Republic of Croatia there are three alternative primary schools (two waldorf and one Montessori school), and six private primary schools. In Slovenia besides opening private schools parents have the option of homeschooling their children. This option is used only by fifty parents but the same option in Austria is chosen by thousands. This opportunity was possible for Croatian citizens in the 19th century while Croatia and Slovenia were under the rule of Wien. At this moment there are discussions in the Republic of Croatia on returning the possibility of homeschooling in the school legislation. Since that in the areas of former Yugoslavia and in the surrounding countries (South East Europe) only state school existed for half a century, it is difficult to expect strong development of school pluralism (opening of a greater number of private and alternative schools). It would be more realistic to expect the development of pedagogical pluralism in state schools.
LIFE LONG LEARNING IN CORRECTIONAL INSTITUTIONS
In most prison systems, prison punishement is considered as part of rehabilitation ideal, after which people will come back to community completely changed. This change, even if it is practised, is not easy at all, specially in condition of punishement servitude. Main purpose of prison punishement is social rehabilitation of convicts, which is carried out through educational treatmant. In order to make social rehabilitation and resocialization as succesfull as possible, it is necesery to create and addapt treatmant to each convict personaly. This is the reason why we, in prison in Banjaluka, from 2007. to 2010. intorduced many inovative approaches. Some of these inovations were: foreign language courses, computer usage education (were educators were also prisoners), magazine that is written and published by convicts, many exhibition of different work done by convicts, taking part in competitions outside the prison, and many other forms of education that also changed attitude of convicts towards punishment. This approach to social rehabilitation work became recognized, not only in Bosnia and Herzegovina, but also in whole region. It is based on principals of humanization, individualization, democracy and resocialization. Main goal of this paper is to present how educational aspect can be important in correctional treatment, and how much concept of life long learning can contribute to succefull rehabilitation of convicts.
Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0
RELEVANCE OF HIGHER EDUCATION COMPETENT TEACHERS TO PRESENT RELIGIOUS TEACHING IN SCHOOLS
In terms of religious education at school, there is widespread consensus that knowledge, religion and belief is an important part of quality education that can promote democracy and freedom of religion and contribute to the understanding of social diversity. To achieve this, the introduction of religion is classes as an elective subject in schools. The teaching of this subject, accompanied by numerous problems: not performed properly, is not in line with the general intellectual and psycho physiological development of students, and is performed under competent teachers. Religious education generally performs sacred persons who know the profession, but not teaching. Performed by the teachers who are teaching methodologists, but not expert methodologists. Hence the suspicion of its justification and necessity, but also calls for religious education as a subject terminates, because it led to many more doubts and prejudices, but you know what has the educational performance in school. All this points to the importance of higher education and the need to carry out competent teachers of religious education in schools, in particular directions at teacher, pedagogical and philosophical faculties. This would be the appropriate curriculum prepared qualified teachers of religious education, to own a professional and expert knowledge, pedagogical-psychological, methodological and other competencies to perform religious education in school.
ROLE AND PLACEMENT OF A PSYCHOLOGIST IN HIGH SCHOOL
Educational facilities are important part of every society. Through educational process students should develop certain characteristics, such as: need for learning, social acceptance and self-accomplishment, socially desirable stand-points, emotional stability etc. For this process, speaking of high-school education, to be partially or completely carried out, understanding and adequate approach towards difficulties adolescents encounter is needed (negative attitude towards school and school obligations, feeling of detachment, insecurity towards themselves and their abilities, physical changes, experimenting with alcohol and eventually substance abuse etc.). Previously stated characteristics and difficulties indisputably point to importance of presence of psychologists in high-schools. To critically evaluate role and placement of psychologists in schools it is important to get acquainted with planned (expected) obligations of this professional associate, as well as real possibility for those obligations to be accomplished. Important part in work of school psychologist is perception and acceptance of his profession, then role and placement of psychologist in school by teachers, students, principal and other associates. Objective of this work is to show planned influence of psychologist on different segments of educational work of teachers, and then real possibilities and circumstances he can act within. Furthermore, through analysis of attitude of teachers, principal towards affairs and “problems” psychologist is expected to manage, to obtain an insight into their expectations, the extent they are willing to cooperate to, and the basic domain, in their opinion, in which psychologist in school should function.
RELATIONS OF MOTOR ABILITIES AND RESULTS OF SHORT SPRINT RUNNING
The sample of examinees consists of young female athletes (90 in total), high-school students, age group 16-17 (± 6 months) involved in the training process in athletic clubs in Niš. The subject of research are motor abilites as a predictor system and speed of short sprint running as a criterion system. The main aim of research is to determine relations and impacts between motor abilites, on one side, and results of 100 and 200 m running, on the other. The software „Statistica“ 8.0 for Windows has been used for measuring following parameters: basic statistics, canonical correlation analysis and regression analysis. The results of the study show that there are statistically significant relations and impacts between the set of variables for motor abilities assessment and results of sprint disciplines running (100 m and 200m).
canonical correlation and regression analysis
PEDAGOGICAL STYLE AS DETERMINANTS OF INDEPENDENCE IN YOUNG PEOPLE
Adolescence is a period of many challenges, making and choosing from endless possibilities, period when the achievement of independence is "expected". This expectation is based on two grounds - in the adolescent, as well as in the position of parents. Starting with the assertion that parenthood is the most beautiful role in life of a human, but at the same time the most difficult one, it is hard to imagine a completely self-realization of an individual without its influence. Factors that influence on the outcome of parenthood are diverse, and the consequences of adequate selection of styles are of essential value in fulfilling the role of a parent in terms of preparing their children for complete independence. Psychological separation, that is, independence in context of work, presents a multidimensional construct and refers to the questions of attachment and autonomy in late adolescence. In this regard, the subject of work is directed towards the analysis of achieved individuation - independence of adolescents, as a product of parents’ different pedagogical styles in use.
psychological separation - individuation
PEDAGOGICAL QUALITY IN PRESCHOOL INSTITUTIONS, EDUCATION AND CARE: THE ISSUE OF MEASUREMENT INDICATORS AND THE SEARCH FOR MEANING IN THEIR
In the era of the establishment of the system framework of preschool education in Republic of Srpska walking quickly to catch up with the decade-long backlog of institutional preschool education, the question of pedagogical quality seems unnecessary controversy, and luxury. On the one hand, it can seem as an attempt to immediately fly from horse drawn carts in the space shuttle with the unprepared and untrained drivers who are yet to review and restructure, not only a century of social practice, but also to take a difficult effort to overcome understanding and knowledge of the form "universe" that they have so far studied, gathering valuable experience of their predecessors, all with the "support" command station that has required, a bit outdated technology and the lack of trained logistics and clear financial background. On the other hand, the need for pedagogical quality may be called into question or whether it is really necessary at this point, at this level of development of preschool education, if the system can and does speak in the substantial, but the formal sense, what we learn from the latest strategy of education development in Republic of Srpska where the preschool education starts from the age of five? The concept of "pedagogical quality" in the last decade of the twentieth century transformed and today it goes from the area of measuring to the area of finding meaning and value in what we are doing. Thus the institutional preschool education becomes slippery area where one should be particularly cautious, keeping in mind that this is about the welfare of the citizens whose rights have only recently been proclaimed, and whose learning and development characteristics, when taken from their perspective, are little known (eg education at an early age). As the system of education, even at the preschool level is "a good, silent and humble" polygon for "overnight – under the table" "reforms," and a testing ground for experiments in vivo, it is worthwhile to examine contemporary approaches to this problem and use the knowledge others have reached. Even more so, because the question of pedagogical quality, or at least question of the effects in terms of achievement of its actors - children (depending on arbitrary decisions and the effects of happiness), quickly come to the repertoire of preschool education in Republic of Srpska especially when you begin to seriously study and implement legislation and a number of pedagogical rules that are either already announced or are expected to release their procedures.
BASIC FUNDAMENTS OF CONTEMPORARY METHODICS OF PRESCHOOL EDUCATION RELATED TO INTEGRATED PROGRAMMES OF EARLY STUDING
The paper is totally dedicated to consideration of dilemas about what could be basics for good programme of early studing and what kind of attitude to methodics of preschoold educations could be acceptable, taking into consideration theory and practice of preshcool education in BiH and programmes implemented within. Nevertheless, the main impression is that „programme confusion“ lasts for too long in BiH, especially in regard to sticking to inherited concepts of „studing in preschool time“, it is certain that actual tendencies however mostly divert to so called „integrated curicullum“, whatever that term basically entails. A good programme of early (preschool) studing (the period from birth to enrolling to school) has to be mainly directed towards contemporary paradigm of studing in general and organisation of favorable environment, which is the focus of the paper. However, this could be proportional to endavour and manner in which „the new role of teacher“ is understood, how can we in general consider the term „competency“ and how we must influence its development. If we understand them as „POWER“ which is combination of valuable orientation, personal characteristics, attitudes, motives, knowledge and skills that are being developed during initial professional development and improvement or self-improvement, for profession called „teacher“, or any other, then the definition itslef descibes the compexity of their development.
envirenment as initiator of educations influences and basis of cultural linkages
SPATIAL AND FINCTIONAL DEVELOPMENT OF PRESCHOOL EDUCATION IN REPUBLIC OF SRPSKA
Subject of research is related to spatial and functional development of preschool education,in many respects specificial,but very significant within education system as a whole. Spatio-functional development of preschool education should point to neccessary changes of spatial arrangement and prestructuring and it covers preschool population by this segment of education which will initiate and instigate development of other functions. According to technical literature,exploratory experience,basis of statistical facts and formulated aimof research in this project, it can be accessed formulation of researching hypothesis. Hypothesis in this project are set in a function : assumption of the state in a preschool education ,assumption of conditionality of one factor by other in saptio-functional development of preschool education. Expected results on this project have special value on social community,such as development of school population at all levels and interdependence with socio-economic development of Srpska. Significance of expected results for development of science – is reflected in case of researching problem that is set by virtue of theoretical cognitions that are in literature and at this rate make contribution of theoretical knowledge on researched occurrences in a domain of humanistic and social science.
PRINCIPAL’S TIME MANAGEMENT COMPATIBILITY
In this piece of writing we tried to indicate the most important factors of irrational time use (time wasters) while carrying on school activities and possibilities of upgrading some of the elements of principal’s time management compatibility. Special attention is dedicated to elements of time management compatibility which are important for successful time management itself: self-organisation, establishing priorities, organising team work, meaningful duty assigning and responsibilities, etc.
meaningful duty assigning and responsibilities and time wasters
TEACHER AS A PERSONAL FACTOR OF SUCCESSFUL INDIVIDUALIZATION TEACHING NATURE AND SOCIETY
The individualization of teaching has an important role in improving and streamlining course of nature and society. Its application the student as an individual has the optimum conditions for the development, promotion and the formation of his personality. The level of implementation of individualization of teaching natural science and the way in implementing teaching practice is conditioned by a number of factors. It is necessary to consider changes in conditions in which it will develop individualization, successes and limitations of scientific and theoretical foundation, didactic and methodological characteristics of innovative, new designs, models, variants and methods of individualization of teaching natural science and their effect on the improvement of educational work. The object of labor is the need to formulate and analyze the teaching competence of their contribution to the quality of education students in order to successfully individualization in teaching of nature and society. Particular emphasis was paid to professional skills and personality traits of teachers that make it professionally competent in the application of different models of individualization of teaching, and relate to: knowledge of the essence of the model of individualization and differentiation of teaching natural science, competence of teachers, innovation and creativity of teachers, teachers' communication skills, knowledge of students and to meet the appropriate material and technical conditions.
LEISURE TIME AS A FACTOR IN FORMING MODERN PERSONALITY
Leиsure tиme иs an иntegral part of every man’s lиfe, иt exиsts and evolves along wиth the cиvиlиsatиon, and иt иs greatly manиfested иn the fиeld of upbrиngиng and educatиon. The way of иts use plays the иmportant role иn formиng a versatиle personalиty, иt has a posиtиve иnfluence on health, physиcal and mental development, and иt makes lиfe experиence rиcher. In thиs work, the focus иs on the stabиlиty, sиgnиfиcance and иnfluence of the dиfferent factors that have theиr иmpact on the organиzиng and realиzatиon of young people’s leиsure tиme. One meets the certaиn needs wиth the free tиme actиvиtиes, and they rиse one to a hиgher level иn the culture of lиvиng and professиonal lиfe. One chooses them accordиng to one’s abиlиtиes and иs ’forced’ to be responsиble for иts development. The aиm of the work иs to show the sиgnиfиcance of leиsure tиme durиng whиch a person strenghtens иts ego, self-иmage, emotиons, character and socиalиzatиon.
DEVELOPMENT AND STRENGTHENING OF COMPETENCE IN MUSIC EDUCATION SECTOR
Focusing our attention on developing and strengthening competencies in music education, this paper aimed at the presentation of different approaches to acquiring them. The work contains the competencies that have been identified by Russian scientists (Trjapicina, Radionova, Cipin) together with the competencies that we have proposed. The synthesis of the known data with what we suggested, in our opinion, is to create a compact scientific and practical usable whole. In this paper, we pointed out some of the problems that accompany the acquisition of competence in music education, some of which are: insufficient number of students with previously acquired musical education, lack of time for a better introduction to the vocal and instrumental tuition in school, and the lack of papers in the area the former Yugoslavia dealing with this issue.