1
,Inhoud
Hoorcollege 1: Positief Klasklimaat
Gevoelige Thema’s ................................................................................................................................................. 8
Pikall: Afspraken Om Veilige Omgeving Te Creëren ........................................................................................... 8
Ground Rules (De Leersnyder, 2024) .................................................................................................................. 8
Positief Klasklimaat ................................................................................................................................................. 9
Dimensies Van Een Positief Klasklimaat ............................................................................................................. 9
Hoorcollege 2: Klasmanagement
Klasklimaat Algemeen .......................................................................................................................................... 10
Cijfertjes (Talis Onderzoek, 2018) ..................................................................................................................... 10
Klasmanagement Vraagt Groot Deel Van Onze Aandacht............................................................................ 10
Praktijkschok ..................................................................................................................................................... 13
Valcke En De Craene, 2020 ............................................................................................................................... 13
2 Delen Van Klasmanagement: De Preventiepiramide (Johan Deklerck) ......................................................... 13
Preventief Klasmanagement ................................................................................................................................ 14
Afspraken, Regels En Procedures ..................................................................................................................... 14
Aandachtsgebieden Om Regels/Afspraken Rond Te Maken ........................................................................ 14
Pro-Actieve Klasmanagement Strategieën ....................................................................................................... 15
Klas Als Organisatievorm (Doyl, 1986) .......................................................................................................... 15
Proactieve Klasmanagementstrategieën (Kounin, 1970) ............................................................................. 15
Klasmanagement: Reactief ................................................................................................................................... 16
Wat Is Probleemgedrag? .................................................................................................................................. 16
Oorzaken Van Probleemgedrag ........................................................................................................................ 17
Kleuters ......................................................................................................................................................... 17
Verschillende Factoren Die Een Rol Spelen In Het Onstaan Van Probleemgedrag ...................................... 17
Kinderen En Jongeren ................................................................................................................................... 17
Hoorcollege 3: Klasmanagement Deel 2
Hoe Reageren Op Probleemgedrag Als Het Zich Stelt? ........................................................................................ 19
Warm-Streng (Gastles Orhan Agirdag) ............................................................................................................. 19
Marzano & Marzano (2003).......................................................................................................................... 20
Créton & Wubbels (2010) ............................................................................................................................. 20
Haim Omer (2010) ....................................................................................................................................... 20
Stappenplan ...................................................................................................................................................... 21
Leonard, 2009 ............................................................................................................................................... 21
2
,Hoorcollege 3, Deel 2: Inclusief Onderwijs
Wat Is Inclusief Onderwijs? .................................................................................................................................. 25
Verschillende Definities .................................................................................................................................... 25
Opertti Et Al. (2014) ...................................................................................................................................... 25
Göransson & Nilholm (2014) ........................................................................................................................ 25
Engsig (2015) → Diepte Van Inclusie ............................................................................................................ 26
Ecologische Systeembenadering Bronfenbrenner → Verschillende Niveaus .............................................. 26
Definitie (Onderzoeksproject Potential) ....................................................................................................... 26
Hoorcollege 4: Inclusief Onderwijs
Decretale Kaders................................................................................................................................................... 27
Leersteundecreet (Vroeger M-Decreet) ........................................................................................................... 27
Welke Aandeel Van De Schoolgaande Leerlingen Gaat Naar School In Het Buitengewoon Onderwijs? ..... 27
Vlaanderen Koploper Qua Ongelijkheid. ...................................................................................................... 27
Recht Op Inclusief Onderwijs ........................................................................................................................ 28
Leersteunmodel/ Zorgcontinuum ................................................................................................................. 29
Buitengewoon Onderwijs ............................................................................................................................. 32
Gok-Decreet (2008) En Inschrijvingsdecreet (2002) ......................................................................................... 33
Gok-Indicatoren ............................................................................................................................................ 33
Dubbele Contingentering ............................................................................................................................. 33
Differentiatie ........................................................................................................................................................ 34
Vormen Van Differenttiatie .............................................................................................................................. 34
Welke Vorm Is Het Meest Effectief? ............................................................................................................. 34
Risico's Externe Differentiatie....................................................................................................................... 34
Binnenklasdifferentiatie ................................................................................................................................... 35
Hoe Differentiëren? ...................................................................................................................................... 35
Doel En Basisfilosofie .................................................................................................................................... 36
Inspelen Op Verschillende Soorten Verschillen (Differentiëren Obv:…) ...................................................... 36
Didactische Principes .................................................................................................................................... 36
Universeel Ontwerp .............................................................................................................................................. 37
Gelijkheid - Gelijke Kansen - Udl ....................................................................................................................... 37
Van Neurologie Naar Udl-Principes .................................................................................................................. 37
Relatie Universeel Ontwerp En Differentiatie .................................................................................................. 38
Gastles 1: Genderinclusief Onderwijs
Veiig Klimaat Creëren: Pickasoll ........................................................................................................................... 39
Doelen .................................................................................................................................................................. 39
Inleiding ................................................................................................................................................................ 40
3
, De Genderkoek ................................................................................................................................................. 40
Geslacht En Gender .............................................................................................................................................. 40
Intersekse ......................................................................................................................................................... 41
Wanneer Zichtbaar ....................................................................................................................................... 41
Doorheen De Tijd .......................................................................................................................................... 41
Survey’s......................................................................................................................................................... 42
Pano Repportage .............................................................................................................................................. 43
Man Box ............................................................................................................................................................ 43
Hoe Reageer Je Als Een Leerling Zegt: .............................................................................................................. 43
In Gesprek Met Leerlingen ............................................................................................................................... 44
Gender En Onderwijs ........................................................................................................................................ 44
Gender Is Aanwezig In Verschillende Aspecten Van Ons Onderwijs ............................................................ 44
Onderzoek Naar Genderspecifieke Karakters In Handboeken Engels Eerste Graad (Van Dyck, Bekers &
Consuegra, 2019) .......................................................................................................................................... 44
Screen Je Lesmaterialen ............................................................................................................................... 45
Expressie ............................................................................................................................................................... 46
Genderexpressie ............................................................................................................................................... 46
Kledingvoorschriften (Rosa Vzw, 2021) ............................................................................................................ 46
Aantrekking........................................................................................................................................................... 47
Terminologie ..................................................................................................................................................... 47
Holebi............................................................................................................................................................ 47
Lgbtqia+ ........................................................................................................................................................ 47
Sogiesc .......................................................................................................................................................... 47
(Gender)Queer ............................................................................................................................................. 47
In De Schoolboeken .......................................................................................................................................... 47
Cijfertjes ............................................................................................................................................................ 48
Onderzoek .................................................................................................................................................... 48
Tips Voor Lgbtqi+ Leerkrachten (Rasson & Consuegra, 2023) .......................................................................... 49
Identiteit ............................................................................................................................................................... 49
Transgender Personen ...................................................................................................................................... 49
Stijging Aanmeldingen, Ook Bij Minderjarigen ............................................................................................. 49
Wetgeving ..................................................................................................................................................... 49
Transgenderjongeren At Risk Voor Mentale Problemen .............................................................................. 50
Geslachtsopperatie ....................................................................................................................................... 50
Polarisatie & Extremisme ..................................................................................................................................... 50
Definitie Polarisatie (Verloove Et Al., 2020) ..................................................................................................... 50
Definitie Extremisme (Ozer & Bertelsen, 2018) ................................................................................................ 51
4
,Inhoud
Hoorcollege 1: Positief Klasklimaat
Gevoelige Thema’s ................................................................................................................................................. 8
Pikall: Afspraken Om Veilige Omgeving Te Creëren ........................................................................................... 8
Ground Rules (De Leersnyder, 2024) .................................................................................................................. 8
Positief Klasklimaat ................................................................................................................................................. 9
Dimensies Van Een Positief Klasklimaat ............................................................................................................. 9
Hoorcollege 2: Klasmanagement
Klasklimaat Algemeen .......................................................................................................................................... 10
Cijfertjes (Talis Onderzoek, 2018) ..................................................................................................................... 10
Klasmanagement Vraagt Groot Deel Van Onze Aandacht............................................................................ 10
Praktijkschok ..................................................................................................................................................... 13
Valcke En De Craene, 2020 ............................................................................................................................... 13
2 Delen Van Klasmanagement: De Preventiepiramide (Johan Deklerck) ......................................................... 13
Preventief Klasmanagement ................................................................................................................................ 14
Afspraken, Regels En Procedures ..................................................................................................................... 14
Aandachtsgebieden Om Regels/Afspraken Rond Te Maken ........................................................................ 14
Pro-Actieve Klasmanagement Strategieën ....................................................................................................... 15
Klas Als Organisatievorm (Doyl, 1986) .......................................................................................................... 15
Proactieve Klasmanagementstrategieën (Kounin, 1970) ............................................................................. 15
Klasmanagement: Reactief ................................................................................................................................... 16
Wat Is Probleemgedrag? .................................................................................................................................. 16
Oorzaken Van Probleemgedrag ........................................................................................................................ 17
Kleuters ......................................................................................................................................................... 17
Verschillende Factoren Die Een Rol Spelen In Het Onstaan Van Probleemgedrag ...................................... 17
Kinderen En Jongeren ................................................................................................................................... 17
Hoorcollege 3: Klasmanagement Deel 2
Hoe Reageren Op Probleemgedrag Als Het Zich Stelt? ........................................................................................ 19
Warm-Streng (Gastles Orhan Agirdag) ............................................................................................................. 19
Marzano & Marzano (2003).......................................................................................................................... 20
Créton & Wubbels (2010) ............................................................................................................................. 20
Haim Omer (2010) ....................................................................................................................................... 20
Stappenplan ...................................................................................................................................................... 21
Leonard, 2009 ............................................................................................................................................... 21
2
,Hoorcollege 3, Deel 2: Inclusief Onderwijs
Wat Is Inclusief Onderwijs? .................................................................................................................................. 25
Verschillende Definities .................................................................................................................................... 25
Opertti Et Al. (2014) ...................................................................................................................................... 25
Göransson & Nilholm (2014) ........................................................................................................................ 25
Engsig (2015) → Diepte Van Inclusie ............................................................................................................ 26
Ecologische Systeembenadering Bronfenbrenner → Verschillende Niveaus .............................................. 26
Definitie (Onderzoeksproject Potential) ....................................................................................................... 26
Hoorcollege 4: Inclusief Onderwijs
Decretale Kaders................................................................................................................................................... 27
Leersteundecreet (Vroeger M-Decreet) ........................................................................................................... 27
Welke Aandeel Van De Schoolgaande Leerlingen Gaat Naar School In Het Buitengewoon Onderwijs? ..... 27
Vlaanderen Koploper Qua Ongelijkheid. ...................................................................................................... 27
Recht Op Inclusief Onderwijs ........................................................................................................................ 28
Leersteunmodel/ Zorgcontinuum ................................................................................................................. 29
Buitengewoon Onderwijs ............................................................................................................................. 32
Gok-Decreet (2008) En Inschrijvingsdecreet (2002) ......................................................................................... 33
Gok-Indicatoren ............................................................................................................................................ 33
Dubbele Contingentering ............................................................................................................................. 33
Differentiatie ........................................................................................................................................................ 34
Vormen Van Differenttiatie .............................................................................................................................. 34
Welke Vorm Is Het Meest Effectief? ............................................................................................................. 34
Risico's Externe Differentiatie....................................................................................................................... 34
Binnenklasdifferentiatie ................................................................................................................................... 35
Hoe Differentiëren? ...................................................................................................................................... 35
Doel En Basisfilosofie .................................................................................................................................... 36
Inspelen Op Verschillende Soorten Verschillen (Differentiëren Obv:…) ...................................................... 36
Didactische Principes .................................................................................................................................... 36
Universeel Ontwerp .............................................................................................................................................. 37
Gelijkheid - Gelijke Kansen - Udl ....................................................................................................................... 37
Van Neurologie Naar Udl-Principes .................................................................................................................. 37
Relatie Universeel Ontwerp En Differentiatie .................................................................................................. 38
Gastles 1: Genderinclusief Onderwijs
Veiig Klimaat Creëren: Pickasoll ........................................................................................................................... 39
Doelen .................................................................................................................................................................. 39
Inleiding ................................................................................................................................................................ 40
3
, De Genderkoek ................................................................................................................................................. 40
Geslacht En Gender .............................................................................................................................................. 40
Intersekse ......................................................................................................................................................... 41
Wanneer Zichtbaar ....................................................................................................................................... 41
Doorheen De Tijd .......................................................................................................................................... 41
Survey’s......................................................................................................................................................... 42
Pano Repportage .............................................................................................................................................. 43
Man Box ............................................................................................................................................................ 43
Hoe Reageer Je Als Een Leerling Zegt: .............................................................................................................. 43
In Gesprek Met Leerlingen ............................................................................................................................... 44
Gender En Onderwijs ........................................................................................................................................ 44
Gender Is Aanwezig In Verschillende Aspecten Van Ons Onderwijs ............................................................ 44
Onderzoek Naar Genderspecifieke Karakters In Handboeken Engels Eerste Graad (Van Dyck, Bekers &
Consuegra, 2019) .......................................................................................................................................... 44
Screen Je Lesmaterialen ............................................................................................................................... 45
Expressie ............................................................................................................................................................... 46
Genderexpressie ............................................................................................................................................... 46
Kledingvoorschriften (Rosa Vzw, 2021) ............................................................................................................ 46
Aantrekking........................................................................................................................................................... 47
Terminologie ..................................................................................................................................................... 47
Holebi............................................................................................................................................................ 47
Lgbtqia+ ........................................................................................................................................................ 47
Sogiesc .......................................................................................................................................................... 47
(Gender)Queer ............................................................................................................................................. 47
In De Schoolboeken .......................................................................................................................................... 47
Cijfertjes ............................................................................................................................................................ 48
Onderzoek .................................................................................................................................................... 48
Tips Voor Lgbtqi+ Leerkrachten (Rasson & Consuegra, 2023) .......................................................................... 49
Identiteit ............................................................................................................................................................... 49
Transgender Personen ...................................................................................................................................... 49
Stijging Aanmeldingen, Ook Bij Minderjarigen ............................................................................................. 49
Wetgeving ..................................................................................................................................................... 49
Transgenderjongeren At Risk Voor Mentale Problemen .............................................................................. 50
Geslachtsopperatie ....................................................................................................................................... 50
Polarisatie & Extremisme ..................................................................................................................................... 50
Definitie Polarisatie (Verloove Et Al., 2020) ..................................................................................................... 50
Definitie Extremisme (Ozer & Bertelsen, 2018) ................................................................................................ 51
4
