Post Scriptum

Interpersonal relationships in the prediction of school satisfaction of students and teachers

2024-07-22T20:09:42+00:00

Only those who love and are loved can teach, because children learn only from those they love, there is no other compromise. The generally accepted rule is that only what is loved can be refined and improved. Is it possible to successfully realize the mission of the school if the teacher is not a role model for the students, if the student has an aversion to the teacher, if the teacher does not direct his teaching towards the student, if the student or the teacher does not like the school? A series of questions opened the research curiosity by thinking about the factors that influence the school satisfaction of students and teachers. The aim of the work was to examine school satisfaction among secondary school students and teachers depending on the mutual perception of the relationship. Empirical research was carried out, which follows the qualitative-quantitative paradigm with the following methods: descriptive, theoretical analysis method and judgment/evaluation method. In the research, a survey questionnaire
for teachers and students “Evaluation of satisfaction with school” was used. The research sample consists of 192 respondents (96 students and 96 teachers of four-year and three-year secondary schools from the area of Una-Sana Canton). The results of the research did not confirm differences in the satisfaction of students and teachers regarding the type of school, years of schooling and work experience, but they did confirm that the quality of interaction and communication between students and teachers affects their satisfaction with the school.

The role of communication in preschool children's play

2024-07-22T20:32:47+00:00

All we do with children has a form of communication, not just words, but also the timbre of the voice, facial expression and body language. The way we communicate with children sends messages of respect, empathy and care, but it can also send the opposite messages. By actively listening to children, encouraging them to talk about their feelings, and using positive, descriptive language, we let children know they can confide in us. In addition, the way we communicate with others has an impact on teaching children to solve problems, to be selfaware and to know how to listen to other people. Children’s play and communication are closely related. Some experts describe children’s play as a social activity that represents a form of communication. Play has always been an integral part of children’s life and creativity as well as the basis of children’s development, their physical, intellectual and socio-emotional abilities. A child develops in a play and acquires the first concepts about himself / herself and his / her environment. Although lifestyles changed at various stages of social development, the play has remained an integral part of children’s activities in new social conditions. The play is the primary activity of a preschool child. In the game, a child communicates, expresses his / her feelings and relationships with the environment, the game enables them to actively participate in a social life. In the game, a child develops motor skills and his / her nervous system, enriches his / her vocabulary, expands his / her knowledge about the life and work of people, socializes and learns proper behavior in life. That is the reason why we can say that play affects the allround development of a child’s personality and that preschool institutions should pay a great attention to it.

Questions and tasks in reading texts for classroom teaching

2024-07-23T09:34:40+00:00

In the last two decades, changes have occurred in the education system of Bosnia and Herzegovina which relate to revision of the curriculums, the introduction of new methods of learning and teaching and the transition to nine-year education. Certain aspects of knowledge acquisition have remained unchanged, which also applies to sources of knowledge. Among them is a textbook, which, regardless of the above changes, remains a significant factor in the teaching process and the starting point for the practical application of binding curriculums. In this research, reading books for the third, fourth and fifth grade of a nine-year elementary school were analyzed. The subject of analysis is the representation of questions and tasks in reading books according to Bloom’s taxonomy, which will lead to the one that is the most representative.

Development of the present tense in Bosnian legal texts of medieval Bosnia

2024-07-24T06:39:50+00:00

The paper deals with the development of the present tense in Bosnian legal texts of medieval Bosnia with the aim of better understanding the present tense and its continuations in the modern Bosnian language. The work is based on the corpus of charters that were created in the area of medieval Bosnia in the period from the 12th to the 15th century. We chose the corpus of charters because they are relatively far from the Church Slavonic language and are closer to the living vernacular. Present continuations are tabulated and accompanied by appropriate examples. This paper also includes a comparative analysis of the occurrence of present tenses in the Gospels. We chose this approach so that the relationship between Old Church Slavonicism and the influence of the vernacular language could be better observed. In part of this work, the method of learning and mastering the present tense is also methodologically explained through the teaching process at the faculty, because in our work with students we noticed the need for a more transparent presentation.

About the language of young people in the city of Bihać

2024-07-24T09:06:04+00:00

This paper describes the linguistic creativity of the youth in the city of Bihać, which is reflectedin the use of slang in everyday communication and depicts the attitudes and characteristicsof the mentioned group. This non-standard lexis of the Bosnian language was collected bya survey of the student population. It has been established that the youth use emotional–expressive lexis to express attitudes, share experiences, and that this lexis of limited use iscreated to oppose the standard.