VOJKO JURGEC, KSENIJA ŽIŽEK KOVAČIČ, MONIKA PETROVIČ
PRIMARY SCHOOL OLGA MEGLIČ PTUJ
Interview information
Organization responsible for the interview: PUBLIC UNIVERSITY OF PTUJ
Country: Slovenia
Occupation: English teachers
Small bio / CV:
VOJKO JURGEC
Vojko Jurgec is an experienced English teacher with over 20 years of teaching at Olge Meglič Primary School. He has a deep understanding of the challenges and opportunities in teaching foreign languages to students with learning difficulties. Vojko is known for his practical approach to education, emphasizing individualized support and peer-assisted learning.
KSENIJA ŽIŽEK KOVAČIČ
Ksenija Žižek Kovačič is an English teacher with 27 years of experience, primarily at Olge Meglič Primary School. She is particularly skilled in working with students who have learning difficulties, employing a variety of inclusive teaching strategies to ensure all students succeed.
MONIKA PETROVIČ
Monika Petrovič is a dedicated English teacher with eight years of experience across different schools, including four years at Olge Meglič Primary School. She has a strong focus on supporting students with dyslexia and other learning difficulties, employing both traditional and digital methods to engage her students.
Date of the Interview: 16.5.2024
Short Summary of the interview:
The focus group at Olge Meglič Primary School included English teachers who discussed the challenges and strategies for teaching foreign languages to students with learning difficulties. The participants highlighted the increasing number of students with learning difficulties, including dyslexia, concentration disorders, and emotional-behavioral disorders. Despite the rise in these cases, the teachers noted that formal decisions or diagnoses often lack specific guidance, leaving teachers to independently determine the best approaches.
The teachers emphasized the importance of adapting teaching methods, including extended time for assignments, individualized support, and modified assessments. However, they also noted that finding effective methods, especially for students with dyslexia, remains challenging. Digital tools and interactive exercises are utilized, but their effectiveness is limited by the students’ lack of engagement at home.
The group also discussed the need for practical training rather than theoretical sessions, expressing a preference for sharing experiences with other teachers. Gamification was mentioned as a useful tool, particularly for younger students, though it presents challenges, especially for students with learning difficulties.
Overall, the teachers strive to balance support with maintaining academic standards, focusing on fostering intrinsic motivation and highlighting students’ strengths. The need for more specific, practical resources and training to better accommodate students with diverse learning needs was a key takeaway from the discussion.
Most important statement
“ We would just need more concrete things. More practical examples. We have enough theory. Every time you come to a training, when it comes to these students, it’s more about the same things – we go through the theory. Personally, I am a practitioner, not a theoretician. I mean, you have to know certain things, but I think practice and personal experience is more important.”
Usefull links
Primary school Olga Meglič Ptuj: https://www.olgica.si/
VOJKO JURGEC: vojko.jurgec@olgica.si
KSENIJA ŽIŽEK KOVAČIČ: ksenija.kovacic@olgica.si
MONIKA PETROVIČ: monika.petrovic@olgica.si
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