Speech, Communication Styles and Classroom Management: A Case Study
DOI:
https://doi.org/10.55707/ds-po.v41i1.214Keywords:
Flanders analysis, classroom interaction, Slovenian in primary school, teacher communication, classroom management, Wubbels modelAbstract
The article presents an analysis of the structure of classroom communication in Slovenian primary schools, focusing on the proportion of direct and indirect speech used by the teacher, communication styles, and the relationship between communication and classroom management. Using Flanders’ language analysis and Wubbels’ model of communication styles, a case study was conducted on a Slovenian language teacher teaching eighth-grade students. The study included an analysis of a recording of a lesson and a student survey assessing the teacher’s communication style. The results show that the teacher uses an authoritative but also partly democratic style. The students perceive the teacher as organised and competent, but regard her as stricter and less understanding than she perceives herself to be. The research confirms a link between communication style and classroom management. The conclusions of the study emphasise the need for two-way communication, which would allow students to take more initiative and actively participate in the learning process.
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