Eureka! Institutional Repository

In education, many teachers have been engaged in effective classroom teaching with "other" students other than us. A group of "other" pupils, different, are also Roma pupils. The present study investigated the factors that influence the teaching practices of Roma students in the schools of Drosero Xanthi. The research questions that were asked were what didactic practices are applied by the teachers who teach to Roma students in Drosero Xanthi schools and what factors influence the teaching practices applied by the teachers. Qualitative research has been carried out to investigate the peculiarity of the event. Fifteen teachers of different specialties participated in the survey, who in the school year 2018-19 work in Drosero schools. The semi-structured interview method compiled the data. The method of analysis used to process research data is that of quality content analysis. The conclusions of the survey show the teaching practices that are being approached in the schools of Drosero Xanthi, where only Roma pupils attend. School teachers apply, in addition to the methods applied to other schools, modern teaching methods and practices such as experiential and interdisciplinary approaches to knowledge, differentiated teaching, project method, the use of new technologies, the teaching of the image Mr. Teachers argue that to teach at Drosero schools they take into account children's experiences, different cultures, a distinct lifestyle, and plan the lesson to respond to the interests of pupils and students. In relation to the factors influencing the didactic work, those that make the educational process more difficult, such as the different language, the inadequate attendance, the school family relationship, the curriculum, the didactic books, the logistic infrastructure, etc., are highlighted. There are also factors that support teachers' teaching practices such as teacher collaboration with school management, teaching experience, training, use of audiovisual media and support from new education structures. Finally, teachers were satisfied with the learning outcomes and their readiness to teach Roma pupils.