1. TE Altered conditions and new teacher role Isp - Uio1 Schools - and behavor problems in Norway Behavior problem5. grade 8. grade 11. grade Reported by teachers from the total population 11,5%10,8%19,8% Teaching restraining – mentally absent 33%43%59% Acting out behavior29%21% Social isolation17%32%17% Antisocial behavior3%5%1%

2. TE Altered conditions and new teacher role Isp - Uio2 Altered conditions during the growth years – educational consequensis? Children and youth have less natural and non – organized contact with ”ordinary ” adults. The parents? Extendid family? The local community? Social arenas? Learning areas – social competence

3. TE Altered conditions and new teacher role Isp - Uio3 Altered conditions during the growth years – educational consequensis? Children and youth spend more time with ”Professional” adults 1. Experts 2. Public employees 3. Leisure instructors and sport trainers 4 ”Just for fun” adults

4. TE Altered conditions and new teacher role Isp - Uio4 Altered conditions during the growth years – educational consequensis? The content of being together between children and adults has altered: From producing together to consuming together Producing together could be: boring, ordinary, strenuous, meaningful useful, demanding, jeading to consequences Consuming together can be:………

5. TE Altered conditions and new teacher role Isp - Uio5 Altered conditions during the growth years – educational consequensis? Contact with adults has changed in character. It has become more Conflict oriented: Adults correcting Service oriented: Adults providing service

6. TE Altered conditions and new teacher role Isp - Uio6 Altered conditions during the growth years – educational consequensis? Children and youth are more together with people of the same age. This suits the system and its bureaucrats and is effective when it comes to teaching special skills, but important socialisation agents will be lost

7. TE Altered conditions and new teacher role Isp - Uio7 Altered conditions during the growth years – educational consequensis? Children and youth will be allocated the role of consumer of the society

8. TE Altered conditions and new teacher role Isp - Uio8 Important for a new teaching role Be a person who stands for something, a communicator of adulthood. Lay less emphasis on professional teacher’s role - lecturing Highlight the traditional care worker role. In this context to make some rational demands, and to mark some boundary, to be a clear and explicit person may be is just what the student needs

9. TE Altered conditions and new teacher role Isp - Uio9 Important for a new teaching role Traditional lecturing will be less important, but that will also require greater professional competence of the teacher. Advise and guidance will be more important - provision of information and contacts and methodology Problem analysis to provoke ideas instead of providing solutions will be important

10. TE Altered conditions and new teacher role Isp - Uio10 Important for a new teaching role Prosess orientation. Group processes will be more important than individual approaches Group discussion and project work will be useful methods These are two contradictory strategies Process will be more important than plans and systems.

11. TE Altered conditions and new teacher role Isp - Uio11 Important for a new teaching role To have courage to to give responsibility to the students. They need it and want it, but they do not have much practise. Lack of belongingness to social groups that mean something for them (significant others) seems to be one of the big problems in modern society among youth. If you successfully create a climate of positive relationship in the class, then the most important work is done.

12. TE Altered conditions and new teacher role Isp - Uio12 Important for a new teaching role My conclusion: The involved problem - solving supervisor will replace the impersonal conflict – shy lecturer