چکیده:
Introduction: In today's complex world, the phenomenon of shyness is considered a social disability. Many individuals with many abilities and talents are unable to actualize their potential due to being shy. The present study was conducted with the aim of investigating the actions and opinions of administrative and educational staff in elementary schools (as a case study in Abhar County) in dealing with the shyness and timidity of students. Methods: This study was conducted using a qualitative phenomenological method. The participants of this study were teachers engaged in teaching during the current year, who were selected through purposive sampling. Data were collected using in-depth interviews and data analysis was performed with the help of the MaxQDA qualitative data analysis software based on Colaizzi's seven-step pattern. Findings: The results obtained from this study regarding the lived experiences of teachers in dealing with shy students were categorized into two main conceptual codes: teacher actions (including sub-conceptual codes of full understanding and acceptance of the student and teacher interventions and assistance) and family actions (including sub-conceptual codes of full understanding and acceptance of the child and parental interventions and assistance). Conclusion: The results of this study showed that teachers and the student's family play an important role in reducing the level of their shyness. Therefore, teachers and families should receive the necessary information in this field so that they can help children solve this problem.
خلاصه ماشینی:
Lived experiences of teachers regarding dealing with shy students (Teacher actions) Main conceptual code, sub-conceptual code, semantic units Teacher actions, full understanding and acceptance of the student, - Being sensitive to the student's interests and feelings - Being friendly with the student - Listening to the student's talk - Strengthening the student's self-confidence - Talking to the student about their fears - Showing affection and supporting the student - Accompanying the student and initiating conversation with them - Motivating the student - Valuing them - Giving them time - Continuous interaction with the student's family , teacher interventions and assistance, - Seating the student in the front rows of the class - Performing group activities with the student - Supporting the student in class discussions during teaching - Engaging in games or shared tasks with the student - Having several simple and short conversations throughout the week to create calmness and comfort in them - Teaching social skills to the student - Selecting the shy student as a class representative - Activating the student in class - Encouraging the student to establish contact with others by placing them in academic groups and...
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