The publication mentions, among others, Professor Wolanin the characteristics of the American approach to education. First of all, it stresses that justice should be the basis of educational policy, which will be manifested primarily through equal educational opportunities. According to statistics kept by the American researchers are those students from wealthy families who are able to finance their education. Counteracting this situation used in American education include lowering tuition fees to universities are available to all, the possibility of distance learning programs, compensatory or additional possibility of learning the language. The book “To no child left behind” also presents examples of custom compensatory programs for people who want to study, which do not have adequate qualifications eg. Through programs to succeed in college. The author also notes that child to its share of success in school educational institutions should take care of constant improvement of student achievement through individualized curriculum and equal opportunities for children from poor families and minorities. The publication defines in detail the tasks of the American educational system, which can be an inspiration for Polish schools. It is designed for both educational politicians, school principals, teachers and student teachers and all those who are interested in the subject of education and education. (Source: Wolters Kluwer Poland) / ** / jQuery (document) .ready (function ($) {jac_init ();}); var JACommentConfig = {jac_base_url: ‘/ component / jacomment /’ SITEURL: ‘/ component / jacomment /? tmpl = component & view = comments’, minLengthComment:’ 10 ‘, errorMinLength:’ Your comment is too short. ‘, maxLengthComment’ 5000 ‘, errorMaxLength:’ Your comment is too long. ‘isEnableAutoexpanding:’ 1 ‘, dateASC’ recent comments at the top ‘, dateDESC’ Latest comment in bottom ‘, votedASC:’ Most voted on top ‘, votedDESC’ Most voted in bottom ‘, strLogin:’ Login ‘, isEnableBBCode:’ 1 ‘, isEnableCharacterCounter:’ 0 ‘, isEnableLocationDetection:’ 0 ‘, commentFormPosition:’ 1 ‘, hdCurrentComment: 0, contentoption’ com_content ‘ContentID’ 1560 ‘, commenttype’ 1 ‘jacomentUrl’ https://www.edunews.pl/system-edukacji/warto-przeczytac/1560-aby-zadne-dziecko-nie-pozostalo-w-tyle ‘contenttitle’ that no child is left behind ‘, hidInputComment:’ You must input comme on. ‘hidInputWordInComment:’ The words are too long you should add more spaces between them ‘, hidEndEditText:’ Please exit spell check before Submitting comment ‘, hidInputName:’ You must input name ‘, hidInputEmail:’ You must input email ‘ , hidValidEmail: ‘Your email is invalid’, hidAgreeToAbide: ‘You must agree that abide by the website rules’ hidInputCaptcha: ‘You must input the captcha’, textQuoting ‘Quoting’ textQuote ‘Quote’, textPosting ‘Posting’ , textReply ‘Reply comment’, textCheckSpelling ‘No writing errors’, mesExpandForm ‘(+) Click to Expand’ mesCollapseForm ‘(-) Click to Collapse’ theme ‘default’, txtCopiedDecode ‘Copied DCode’ }; / ** / / ** / / ** // ** / / ** / / ** / / ** / / ** / function open_youtube (id) {jacCreatForm ( ‘open_youtube’, id, 400,200,0, 0, ‘Embed a YouTube video’, 0, ‘Embed video’); } / ** / / ** / window.addEvent ( “load” function () {var url = window.location.hash; c_url = url.split ( ‘#’); d = 0; tmp = 0; if (c_url.length> = 1) {for (i = 1; i -1) {tmp = c_url [i]. split ( ‘:’) [1]; if (tmp! = “”) {id = parseInt (tmp, 10);}}}} url = “? tmpl = component & option = com_jacomment & view = comments & contentoption = com_content & ContentID = 1560 & wound = 815420872” ; if (d! = 0) {url + = “& currentCommentID =” + id;} var req = new Request ({method: ‘get’, uRL url onComplete: function (text) {$ jacJQuery = jQuery; $ jacJQuery ( ‘# Jac-wrapper’). html ($ jacJQuery ( ‘# Jac-wrapper’). html () + text); moveBackground (id ‘https://edunews.pl/’); jac_auto_expand_textarea (); jacJQuery $ ( ‘# jac-wrapper-.conversation avatar’). tooltip (); jacJQuery $ ( ‘# jac-wrapper and #jacTab: last’). it ( ‘shown’, f unction (e) {displayVotedComments ( ‘com_content’, ‘1560’); }); }}.) Send (); }); / ** / 10% of children experience bullying – experts say the Educational Research Institute. Particularly at risk are children from poor families, without the support of parents. Aggressive behaviors are mainly in classes IV to VI of primary school, not junior high! The problems are smaller classes where students evaluate teachers as życzliwszych and more willing to help, and where students better know the laws and prohibitions school and accept them, and the teachers and directors discuss them clearly and in detail. The report presents the results conducted by the Institute for Educational Research study safety of students and social climate in Polish schools, aimed at deepening the knowledge on the scale and forms of violence and aggression at school and school climate description, including the quality of social relations and conditions in the school rules. School safety is a topic often present in public debate and important for both teachers and principals, and students and their parents. Conducted in Poland in recent years the study of school violence and aggression do not confirm media also true of the deepening of the problem, however, point to a serious threat in this respect and emphasize the transformation of the specifics of aggressive behavior in school (even associated with the advent of electronic aggression). Previous studies, however, did not give a complete picture of the phenomenon or the possibility of comparing the results with each other. IBE matthias essay writer study first gives a complete and full picture of the problems. Annoyances in relationships with peers survey showed that the majority of pupils in Polish schools, at least from time to time experiencing the broad sense of aggressive behavior on the part of colleagues. Figure 1. Percentage of students declaring the behavior experience at least once in the four weeks preceding the survey does not mean, however, that such behaviors are frequent, although their experience can be perceived by students as severe. Chart 2. Assessment of the level of severity experienced behavior – response students who have experienced the behavior within 4 weeks preceding the survey Among the five behavior received by students as the most severe are three manifestations of relational aggression: setting class against the student, and isolation measures to ridicule or humiliation of the student (the latter to a large extent can be categorized as verbal aggression, as they rely primarily on ridicule, teasing or calling names in different ways). 10% of the students is tormented Interest on multiple experience of aggressive behavior are several times lower than those relating to the behavior of one-off, for example. Although nearly half of the students experienced insult or call names, it is repeatedly experienced about one tenth of the students. We say that a student or group of students tormenting a person (another student), if: many times says or does that person sad, annoying things, like challenges, ridicule, teasing, forcing to do something, take something to the person sends lies about her, beats her, etc., if such a situation occurs frequently, and that person is hard to defend against this. Figure 3. Percentage of students who declare that they were harassed during the four weeks preceding the survey Tortured students frequently experience aggression from colleagues several times a week (39%) or several times a month (42%), but one in five speaks of the everyday harassment. In three-quarters of cases, the number of pursuers did not exceed three people and mostly they are people of the same class (59% – only with the same class, 22% – in both class and outside class, while 25% – only outside the class). Most bullies are boys, but it is important to people persecuted sex: boys are harassed almost exclusively by boys, while girls – both boys and girls. The frequency of experiencing aggression and violence, including harassment of school generally decreases with age. Students declaring that the financial situation of their family is worse than the average in the classroom, clearly likely to experience various forms of aggression are also more often victims of bullying school. Students who are doing the WF-e worse or even avoid this lesson, more often than others they are experiencing various forms of aggression, and often fall victim to bullying by their peers. Finally, aggression and harassment clearly more experienced students with low grades and behavior of walking on truancy. Children of parents interested less likely to become victims of school bullying. Aggression and harassment issues of most concern for classes IV-VI of primary school, in high school, and to a lesser extent the smallest high schools, especially high schools. Among the reactions of children and young people is dominated by bullying behavior, such as observing the escape, disregard or circumvent; it is very rare to resort to the help of teachers. Educators about school violence Much of the educators are aware of the problem of peer violence and aggression, but many also do not realize the scale. About one third of teachers believe that their classes do not occur to any of this type of behavior. They declare that primarily educators from high schools and technicians (60%) – so (especially when it comes to high school) schools actually less affected. In about a quarter of secondary schools educators pointed to the lack of any kind of problem in the classroom in primary schools (class IV-VI) – about one-fifth. Educators often do not know about verbal aggression and bullying on the Internet. Students at the school about the climate Four-fifths of the students feel safe at school, and nearly one in ten has any sense of danger. Two-thirds of students likes to go to school, just over half stated that their school feels that he is at home. Most students are satisfied with relationships in the classroom and positively evaluates the support of colleagues. Sympathy for colleagues is slightly higher in primary schools. 80% of the students declared that he likes his class. 70% of students estimated that a person who does not work out a lesson or sad or upset, receive support from the people in the class. 20% of students said that the students themselves are unkind and spiteful. In 60% of classes in primary and secondary schools, there is the problem of rejected students. Almost half of the students confirms that in the class there are people with whom others do not want to sit on the bench. The main reason for the rejection is distinguishing itself from the other, to a lesser extent, poor school performance, or lack of money. Chart 4. The opinions of students of different types of schools on the importance of the problem of aggression and violence in their school support teachers affects the school climate and bullying aggression issues of most concern for classes IV-VI of primary school, in high school, and to a lesser extent the smallest high schools, especially high schools. The problems are smaller classes where students evaluate teachers as życzliwszych and more willing to help, and where students better know the laws and prohibitions school, accept them, and the teachers and directors discuss them clearly and in detail. Figure 5. Percentage of students agreeing (strongly or rather) with the given statements about the kindness and support from the teacher rating kindness and caring teachers of students dramatically decreases with age students. In the last years of primary school, almost all students feel that teachers try to help students with problems and praise those who are making progress. Worse are assessed the relationship unrelated to the science itself: the opportunity to talk on any topic or interest in each pupil (teachers such behavior indicates 60% -70% of pupils from primary schools and less than 40% of the high schools and technicians). Attitude of teachers is evaluated higher in small schools, and where teachers feel good. At the same time, almost one third of the students declared that in the last month, a teacher shouted at them, at a similar level are an indication of teasing and ridicule the other, and a few percent of students say that their teachers hit or tugged. The survey results confirm that the behavior of this type are being used by teachers in relation to students with worse outcomes in science and worse levels of behavior; uninvolved parents and children are not interested in what is happening in the school; boys than girls. The students believe that teachers clearly informed about the rules applicable in the classroom and the consequences of breaking the rules. Four-fifths of primary school students (and somewhat less at higher levels) confirms that teachers react immediately if someone is not properly maintain. Despite the general knowledge of students in terms of their existing rules, only two-thirds declare that they agree with them, and nearly half believe that some are unnecessary. In addition to the kindness, support for students and unpleasant behavior of teachers, to assess the relationship also affects school students a sense of justice. It refers both to the behavior of teachers, and enforce the rules. As with the assessment of kindness and caring teachers, the evaluation of justice decreases with age. Appreciates it about 70% of primary school (class IV-VI), but only half of high school students and only every third student technical college. One quarter of the last pupils of primary schools and nearly 40% of technical students are convinced that for the same work some students get better grades, and others worse. The high degree of consequence, teachers are convinced the vast majority of students, but not all: in primary schools 80% of students confirmed that teachers react immediately if someone is not properly maintain, at higher levels of education are convinced about that about 70% of the students. Relations between teachers affect students’ relationships among adults in the school they also interact with students: on the one hand, model the behavior of students watching their teachers, on the other – the level of involvement of teachers is reflected in their behavior and affect students. Figure 6. Percentage of teachers who agree and who disagree with the given statements about the relationship among the educational level of both support and trust, is the highest in small schools. In large schools is greater competition between teachers. More critical are teachers who spend more time in school (have a higher teaching load). There is little negative feedback indicating a rivalry or a bad atmosphere; while more than 40% of the teacher confirms that the group is divided and a clear group of holding together. Sample and Methodology The quantitative study was preceded by a review of research, data and research tools related to aggression and school violence and school climate and class qualitative research – interviews with experts dealing with issues of aggression and school violence and school climate and class, individual and group interviews with students primary, secondary and high schools, as well as piloting quantitative research tools.

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