Abstract:

The presented empirical study deals with the influence of perceptual errors and subsequent preferential attitudes of the teacher on the number of positive reactions towards the pupil and on the number of instructions (pupil evocation in context of task giving). The research was conducted in two classes (4th and 5th) of primary school. In the pre-research, an observation sheet was first created based on the observation involved. The main survey (participant observation) took place in a two-month interval in twenty random lessons. To relate the number of positive responses and instructions of the teacher towards the pupil based on the teacher’s preferential attitude, a questionnaire was created to diagnose the perceived intelligence and effort of the pupil by the teacher. Within the inductive statistics, 7/8 formulated hypotheses confirming the uneven distribution of the number of positive reactions and instructions due to the perceived level of intelligence and pupil's effort by the teacher were confirmed.

Keywords:

Perceptual errors, empirical study, primary school.