Individualizing classroom communication in primary school

Abstract

Individualization of instruction as a precondition for quality assurance in planning and achieving learning goals and objectives implies the adaptation of methodology and didactic procedures to individual student characteristics. The basis of successful individualized instruction is the individualization of classroom communication as a means but also a goal of education. This paper aims to determine the opinions of teachers and students on whether primary school education is characterized by individualized classroom communication. The paper presents the results of a study conducted on a sample of 550 students in the final grades of primary school and 160 teachers from the School Administration of Nis. Based on the analysis of the survey results, it can be concluded that the primary schools analyzed in our study are not characterized by an enviable level of individualized classroom communication and that a significant pedagogic and didactic intervention and development of all participants in the learning process is needed in this field.