{"id":31452,"date":"2022-03-19T08:40:04","date_gmt":"2022-03-19T07:40:04","guid":{"rendered":"https:\/\/ulqini-online.com\/sajti\/?p=31452"},"modified":"2022-03-19T08:48:17","modified_gmt":"2022-03-19T07:48:17","slug":"te-mesuarit-ne-paralele-te-kombinuara-ne-shkollat-e-treves-kraje-shestan","status":"publish","type":"post","link":"https:\/\/ulqini-online.com\/sajti\/?p=31452","title":{"rendered":"T\u00cb M\u00cbSUARIT N\u00cb PARALELE T\u00cb KOMBINUARA N\u00cb SHKOLLAT E TREV\u00cbS KRAJ\u00cb-SHESTAN"},"content":{"rendered":"
\"arsimi<\/figure>\n\n\n

Nga Hamid Alaj, New York<\/strong><\/p>\n\n\n\n

T\u00eb m\u00ebsuarit n\u00eb paralele t\u00eb kombinuara n\u00eb shkollat e trev\u00ebs Kraj\u00eb-Shestan \u00ebsht\u00eb e njohur q\u00eb m\u00eb heret. Kjo metod e t\u00eb m\u00ebsuarit \u00ebsht\u00eb e njohur nga t\u00eb gjith\u00eb ne. Sistemi i t\u00eb m\u00ebsuerit n\u00eb paralele t\u00eb kombinuara kryesisht \u00ebsht\u00eb praktikuar n\u00eb ciklin e ult\u00eb t\u00eb shkollave fillore, kryesisht n\u00eb paralele t\u00eb ndara t\u00eb shkollave am\u00eb t\u00eb k\u00ebsaj treve, t\u00eb asaj t\u00eb shkoll\u00ebs am\u00eb n\u00eb Ostros-Kraj\u00eb dhe t\u00eb shkoll\u00ebs am\u00eb n\u00eb Gjura\u00e7it-Shestan.
Q\u00eb n\u00eb fillim do t\u00eb p\u00ebrmendi-ceki ato paralele t\u00eb ndara fizike t\u00eb shkollave am\u00eb t\u00eb k\u00ebsaj treve (Kraj\u00eb-Shestan), shkolla t\u00eb cillat n\u00eb m\u00ebnyr\u00eb sistematike organizuan m\u00ebsimin n\u00eb paralele t\u00eb kombinuara, n\u00eb nj\u00ebren nga ato shkolla n\u00eb gjuh\u00ebn shqipe (Kraj\u00eb) e n\u00eb an\u00ebn tjet\u00ebr n\u00eb gjuh\u00ebn serbosllave (Shestan). N\u00eb trev\u00ebn e Kraj\u00ebs kemi k\u00ebto shkolla ku nx\u00ebn\u00ebsit zhvillonin m\u00ebsimin n\u00eb paralele t\u00eb kombinuara, si paralelja e ndar\u00eb fizike n\u00eb fshatin Ftjan, K\u00ebshtenj\u00eb, Bobosht, Arbnesh dhe ajo e Skjes\u00eb, kurse n\u00eb trev\u00ebn e Shestanit kemi paralelet e ndara fizike n\u00eb fshatin Muriq Posht, Pin\u00e7-Muriq Nalt dhe n\u00eb Ljare.
T\u00eb m\u00ebsuarit \u00ebsht\u00eb nj\u00eb nga format e njohjes, t\u00eb cil\u00ebn njeriu e ka t\u00eb pandar\u00eb nga jeta,1 duke m\u00ebsuar n\u00eb t\u00eb gjitha fushat e jet\u00ebs, si n\u00eb shkoll\u00eb, shoq\u00ebri, n\u00eb shkenca t\u00eb ndryshme, n\u00eb aktivitete sportive etj., gj\u00eb q\u00eb k\u00ebt\u00eb lloj\u00eb t\u00eb m\u00ebsuarit e vazhdon gjat\u00eb t\u00ebr\u00eb jet\u00ebs s\u00eb tij.
Organizimi i m\u00ebsimit n\u00eb paralele t\u00eb kombinuara nuk ishte edhe gjithaq\u00eb i leht\u00eb. Ky lloj organizimi n\u00eb sistemin shkollor\u00eb k\u00ebrkonte sakrifica dhe v\u00ebshtir\u00ebsi t\u00eb m\u00ebdha si dhe angazhim shum\u00eb i madh si dhe vullnet i plot\u00eb n\u00eb m\u00ebnyr\u00eb q\u00eb suksesi i nx\u00ebn\u00ebsve si dhe suksesi i organizimit t\u00eb m\u00ebsimit t\u00eb mos mungoj\u00eb. M\u00ebsimdh\u00ebn\u00ebsi n\u00eb k\u00ebt\u00eb lloj organizimi t\u00eb m\u00ebsimit p\u00ebrballej me sfida t\u00eb shumta sepse ka t\u00eb b\u00ebj\u00eb me zhvillimin e m\u00ebsimit me dy e ndonj\u00ebher\u00eb me m\u00eb shum\u00eb klas\u00eb.
M\u00ebsimi n\u00eb klas\u00eb t\u00eb kombinuara ka lind n\u00eb gjysm\u00ebn e par\u00eb t\u00eb shekullit t\u00eb kaluar, si nj\u00eb rug\u00ebzgjidhje q\u00eb do t\u00eb siguronte rritjen e efektshmeris\u00eb s\u00eb t\u00eb m\u00ebsuarit dhe ve\u00e7an\u00ebrisht, t\u00eb pun\u00ebs s\u00eb m\u00ebsuesit. Baza teorike dhe eksperimentale e k\u00ebtij sistemi t\u00eb t\u00eb m\u00ebsuarit lidhet me emrat e Kappelit, Shapin-it, Auderson-it, Trump-it dhe baunham-it. N\u00eb fillimet e tij u p\u00ebrhap shpejt n\u00eb SHBA, n\u00eb Angli, Suedi dhe RFGJ.2
T\u00eb m\u00ebsuarit n\u00eb paralele t\u00eb kombinuara synon kap\u00ebrcimin e t\u00eb metave t\u00eb t\u00eb m\u00ebsuarit, monotonin\u00eb, v\u00ebshtir\u00ebsit\u00eb si dhe ngushtimin e pun\u00ebs brenda n\u00eb klas\u00eb q\u00eb konkretisht lindin nga grupimi n\u00eb klas\u00eb nga nj\u00eb num\u00ebr i madh i nx\u00ebn\u00ebsish. Grupimi i nj\u00eb numri t\u00eb madh nx\u00ebn\u00ebsish n\u00eb nj\u00eb klas\u00eb pengon suksesin dhe arritjet e rezultateve t\u00eb t\u00eb m\u00ebsuarit t\u00eb nx\u00ebn\u00ebsit. T\u00eb m\u00ebsuarit n\u00eb k\u00ebt\u00eb m\u00ebnyr\u00eb duhet t\u00eb jet\u00eb i mir\u00eb organizuar dhe i ndrysh\u00ebm.
Brendia e t\u00eb m\u00ebsuarit n\u00eb paralele t\u00eb kombinuara nuk \u00ebsht\u00eb nj\u00eb problem i vog\u00ebl i t\u00eb m\u00ebsuarit. Ajo paraqet nj\u00eb problem padagogjik n\u00eb shoq\u00ebrin n\u00eb p\u00ebrgjith\u00ebsi e n\u00eb ve\u00e7anti aty ku zhvillohet dhe praktikohet ky lloj\u00eb i t\u00eb m\u00ebsuarit, i cili ka t\u00ebrhequr v\u00ebmendje t\u00eb posa\u00e7me n\u00eb \u00e7do periudh\u00eb t\u00eb zhvillimit shoq\u00ebror, jo vet\u00ebm tek opinioni pedagogjik i m\u00ebsimdh\u00ebn\u00ebsve, por edhe m\u00eb gj\u00ebr\u00eb, si tek opinioni shkencor, t\u00eb dijetar\u00ebve n\u00eb fusha t\u00eb ndryshme pedagogjike t\u00eb sociolog\u00ebve etj. Brendia e t\u00eb m\u00ebsuarit n\u00eb paralele t\u00eb kombinuara p\u00ebrb\u00ebhet nga planet e organizimit t\u00eb vet\u00eb m\u00ebsimdh\u00ebnesit, nga programet m\u00ebsimore, t\u00eb cilat duhet vet\u00eb mesimdh\u00ebn\u00ebsi duhet ti realizoj\u00eb n\u00eb at\u00eb rast si dhe tekstet m\u00ebsimore t\u00eb cilat m\u00ebsimdh\u00ebn\u00ebsit duhet t’i p\u00ebrdor\u00eb n\u00eb ato raste. Nga kjo shihet qart\u00eb se secila form\u00eb e veprimtaris\u00eb s\u00eb t\u00eb m\u00ebsuarit n\u00eb brendin\u00eb e vet ka planin e saj, p\u00ebr t\u00eb b\u00ebr\u00eb t\u00eb mundsh\u00ebm realizimin e plot\u00eb t\u00eb detyrave edukative t\u00eb arsimit t\u00eb cilat shtrohen para cil\u00ebsdo shkoll\u00eb ku zhvillohet m\u00ebsimi n\u00eb paralele t\u00eb tilla.
Edhe n\u00eb shkollat e trev\u00ebs Kraj\u00eb-Shestan kemi nj\u00eb p\u00ebrballje t\u00eb till\u00eb t\u00eb sistemit shkollor\u00eb. Ky sistem i t\u00eb m\u00ebsuarit n\u00eb k\u00ebt\u00eb trev\u00eb \u00ebsht\u00eb zbatuar q\u00eb n\u00eb fiilim t\u00eb hapje s\u00eb shkollave fillore n\u00eb brendin e trev\u00ebs n\u00eb fjal\u00eb (Kraj\u00eb-Shestan). P\u00ebr zbatimin e k\u00ebsaj forme t\u00eb t\u00eb m\u00ebsuarit merit\u00eb t\u00eb madhe kan\u00eb brezat e vjet\u00ebr t\u00eb m\u00ebsimdh\u00ebn\u00ebsve n\u00eb k\u00ebt\u00eb trev\u00eb. Duhet pas\u00eb parasysh se brezat e vjet\u00ebr t\u00eb m\u00ebsimdh\u00ebn\u00ebsve jan\u00eb p\u00ebrballuar me v\u00ebshtir\u00ebsi t\u00eb shumta, por d\u00ebshira p\u00ebr t\u00eb p\u00ebrhapur dijen tek brezat e ri aty ku punonin dhe p\u00ebr t\u00eb vazhduar punuar n\u00eb profesionit e tyre t\u00eb m\u00ebsuesit ua leht\u00ebsonte pak a shum\u00eb k\u00ebto v\u00ebshtir\u00ebsi t\u00eb dalur para tyre. Ato kan\u00eb punuar shum\u00eb dhe me zell n\u00eb profesionin e tyre.
Organizimi i or\u00ebve m\u00ebsimore n\u00eb klas\u00eb t\u00eb kombinuara duhet t\u00eb jet\u00eb i mir\u00eb organizuar dhe t\u00eb jet\u00eb n\u00eb p\u00ebrputhshm\u00ebri t\u00eb programit m\u00ebsimor\u00eb t\u00eb klas\u00ebs me klas\u00eb. K\u00ebtu duhet theksuar kombinimi i klas\u00ebs s\u00eb par\u00eb me t\u00eb dyt\u00ebn ose i klas\u00ebs s\u00eb dyt\u00eb me t\u00eb tret\u00ebn, kurse kombinimi me klas\u00eb t\u00eb kat\u00ebrt i p\u00ebrket nj\u00eb cikli m\u00eb t\u00eb lart\u00eb se klas\u00ebve te parap\u00ebrmendura. Ky lloj\u00eb kombinimi t\u00eb klas\u00ebve n\u00eb gjirin e vet p\u00ebrfshihet cikli i ult\u00eb t\u00eb m\u00ebsimit shkollor. V\u00ebshtir\u00ebsit\u00eb e aplikimit t\u00eb metodave m\u00ebsimore me paralele t\u00eb kombinuara jan\u00eb t\u00eb shumta dhe varen nga kombinimi i klas\u00ebve duke pas\u00eb parasysh se a jan\u00eb adekuat apo jo n\u00eb zhvillimin e procesit m\u00ebsimore. Disa nga ato v\u00ebshtir\u00ebsi mund t\u00eb jen\u00eb si mosha e nx\u00ebn\u00ebsve, rrethi shoq\u00ebror i tyre, sepse shoq\u00ebrohen me shok\u00eb-nx\u00ebn\u00ebsa t\u00eb klas\u00ebs tjet\u00ebr, pastaj \u00ebsht\u00eb numri i vog\u00ebl i nx\u00ebnsave n\u00eb nj\u00ebren nga paralelet e kombinuara, pra jo num\u00ebr t\u00eb barabart\u00eb nx\u00ebn\u00ebsish n\u00eb klas\u00ebt e kombinuara e shum\u00eb e shum\u00eb t\u00eb tjera si k\u00ebto. Andaj, si nj\u00eb nga metodat m\u00eb t\u00eb avancuara t\u00eb m\u00ebsimit me paralele t\u00eb kombinuara \u00ebsht\u00eb ai i kombinimit t\u00eb klas\u00ebs s\u00eb par\u00eb me t\u00eb dyt\u00ebn, sepse planprogrami m\u00ebsimor p\u00ebr k\u00ebta klas\u00eb \u00ebsht\u00eb i p\u00ebraf\u00ebrt dhe nx\u00ebn\u00ebsit e nj\u00ebr\u00ebs klas\u00eb p\u00ebrfitojn\u00eb nga klasa tjet\u00ebr shum\u00eb gj\u00ebja. Me k\u00ebt\u00eb rast m\u00ebsimdh\u00ebn\u00ebsi duhet t\u00eb ket\u00eb t\u00eb p\u00ebrgaditur mir\u00eb hartimin e planit t\u00eb pun\u00ebs, n\u00eb m\u00ebnyr\u00eb q\u00eb t\u00eb k\u00ebnaq\u00eb nx\u00ebn\u00ebsit e t\u00eb dy klas\u00ebve.
Planifikimi i m\u00ebsimit me paralele t\u00eb kombinuara duhet t’i p\u00ebrshtatet edhe rrethanave ku vepron shkolla dhe gjuh\u00ebn n\u00eb t\u00eb cil\u00ebn zhvillohet m\u00ebsimi edhe pse planprogramet jan\u00eb t\u00eb nj\u00ebjta p\u00ebr t\u00eb gjitha shkollat fillore. Mir\u00ebpo, n\u00ebse krahasojm\u00eb m\u00ebsimin me klas\u00eb t\u00eb kombinuara n\u00eb shkollat fillore n\u00eb trev\u00ebn e Shestanit me at\u00eb t\u00eb shkollave fillore n\u00eb trev\u00ebn e Kraj\u00ebs, do t\u00eb shohim se m\u00ebsimdh\u00ebn\u00ebsit do ta ken\u00eb m\u00eb v\u00ebshtir\u00eb pun\u00ebn n\u00eb klas\u00eb t\u00eb kombinuara n\u00eb shkollat e trev\u00eb s\u00eb Shestanit se sa ato n\u00eb shkollat e trev\u00ebs s\u00eb Kraj\u00ebs. K\u00ebto v\u00ebshtir\u00ebsi shfaqen nga arsyeja se n\u00eb shkollat e trev\u00ebs s\u00eb Shestanit t\u00eb gjith\u00eb nx\u00ebn\u00ebsit jan\u00eb t\u00eb komb\u00ebsis\u00eb shqiptare kurse m\u00ebsimi zhvillohet n\u00eb gjuh\u00ebn sllave, \u00e7ka paraqet v\u00ebshtir\u00ebsi t\u00eb dyfisht\u00eb, m\u00ebsues-nx\u00ebn\u00ebs dhe nx\u00ebn\u00ebs-m\u00ebsues. V\u00ebshtir\u00ebsia m\u00ebsues-nx\u00ebn\u00ebs paraqitet n\u00eb at\u00eb m\u00ebnyr\u00eb q\u00eb m\u00ebsuesi or\u00ebt m\u00ebsimore i zhvillon n\u00eb gjuh\u00ebn sllave, kurse nx\u00ebn\u00ebsit pak, sa mos t\u00eb themi hi\u00e7 fare e kuptojn\u00eb at\u00eb gjuh\u00eb, kurse v\u00ebshtir\u00ebsia tjet\u00ebr nx\u00ebn\u00ebs-m\u00ebsues paraqitet n\u00eb at\u00eb m\u00ebnyr\u00eb q\u00eb nx\u00ebn\u00ebsi nuk \u00ebsht\u00eb i aft\u00eb t\u00eb p\u00ebrgjigjet n\u00eb at\u00eb gjuh\u00eb q\u00eb \u00ebsht\u00eb zhvilluar procesi mesimor. Mir\u00ebpo, organizimi i m\u00ebsimit me paralele t\u00eb kombinuar duhet t\u00eb jet\u00eb i organizuar sikur m\u00ebsimdh\u00ebn\u00ebsi t\u00eb jet\u00eb duke punuar me nj\u00eb paralele si bie fjala me paralele t\u00eb pest\u00eb apo t\u00eb gjashte e n\u00eb t\u00eb v\u00ebrtet\u00eb punon me paralele t\u00eb kombinuar. N\u00ebse planifikimi i m\u00ebsimit realizohet sipas programit shkollor, at\u00ebher\u00eb patjet\u00ebr se edhe n\u00eb paralele t\u00eb kombinuara suksesi nuk do t\u00eb mungoje. Ky sukses i arritur n\u00eb k\u00ebt\u00eb m\u00ebnyr\u00eb ndoshta nuk do t\u00eb mund t\u00eb krahasohet nj\u00ebjt\u00eb me at\u00eb t\u00eb paraleleve t\u00eb ve\u00e7anta, por me organizim t\u00eb mir\u00ebfillt\u00eb duke zbatuar reformat p\u00ebrkat\u00ebse edukativo-arsimore, mesiguri se suksesi do t\u00eb arrihet deri n\u00eb nivelin e duhur.
M\u00ebsimdh\u00ebn\u00ebsit profesional t\u00eb cil\u00ebt punuan dhe punojn\u00eb me paralele t\u00eb kombinuara n\u00eb shkollat e trev\u00ebs Kraj\u00eb-Shestan, duhet t\u00eb luajn\u00eb rolin kryesor n\u00eb ngritjen e suksesit t\u00eb nx\u00ebn\u00ebsit. Ata gjat\u00eb or\u00ebve m\u00ebsimore duhet t\u00eb jen\u00eb t\u00eb pandar\u00eb me nx\u00ebn\u00ebsin sepse nx\u00ebn\u00ebsi i n\u00ebnshtrohet fatit t\u00eb vet n\u00eb duart e m\u00ebsuesit. Nga ky “fat” nx\u00ebn\u00ebsi \u00ebsht\u00eb m\u00eb i v\u00ebmendsh\u00ebm n\u00eb or\u00ebt e m\u00ebsimit dhe n\u00eb t\u00eb nj\u00ebjt\u00ebn koh\u00eb nx\u00ebn\u00ebsi p\u00ebrparon, arrin rezultate t\u00eb k\u00ebnaqshme dhe suksesi i tyre \u00ebsht\u00eb i pranish\u00ebm. E kund\u00ebrta e k\u00ebtij “fati” mund t\u00eb jet\u00eb, n\u00ebse ndodh\u00eb q\u00eb m\u00ebsuesi t\u00eb jet\u00eb i paaft\u00eb dhe t\u00eb mos e zot\u00ebroj\u00eb l\u00ebnd\u00ebn p\u00ebrkat\u00ebse ashtu si\u00e7 duhet, dhe n\u00eb k\u00ebt\u00eb aspek nx\u00ebn\u00ebsi nuk \u00ebsht\u00eb i aft\u00eb t\u00eb kuptoj\u00eb m\u00ebsimin dhe del n\u00eb pah se suksesi nuk \u00ebshjt\u00eb i pranish\u00ebm. E gjitha kjo mund t\u00eb ndodh duke pasur t\u00eb pranish\u00ebm nj\u00eb m\u00ebsimdh\u00ebn\u00ebs t\u00eb dob\u00ebt n\u00eb zhvillimin e or\u00ebve m\u00ebsimore.
T\u00eb m\u00ebsuarit n\u00eb paralele t\u00eb kombinuara n\u00eb shkollat e trev\u00ebs Kraj\u00eb-Shestan kan\u00eb lindur si rrezultat i lart\u00ebsis\u00eb s\u00eb dy shkollave am\u00eb t\u00eb k\u00ebsaj treve, terenit shum\u00eb t\u00eb thyer t\u00eb saj si dhe numri i vog\u00ebl i nx\u00ebn\u00ebsve poashtu ka kusht\u00ebzuar ngritjen e paraleleve t\u00eb kombinuara n\u00eb k\u00ebt\u00eb trev\u00eb (Kraj\u00eb-Shestan). Paralelet e kombinuara n\u00eb k\u00ebto shkolla jan\u00eb t\u00eb bashkuara n\u00ebn drejtimin e nj\u00eb m\u00ebsuesi, por ka pasur raste ku klasat jan\u00eb bashkuar edhe n\u00ebn drejtimin e dy m\u00ebsues\u00ebve. Raste t\u00eb tilla kemi pasur pothuaj se n\u00eb t\u00eb gjitha shkollat e k\u00ebsaj treve. Numri i klasave q\u00eb bashkohen, duke pasur parasysh kushtet n\u00eb t\u00eb cil\u00ebn zhvillohet m\u00ebsimi, mund t\u00eb jet\u00eb dy, tre ose kat\u00ebr klasave. Edhe kjo dukuri e bashkimit t\u00eb klasave ka qen\u00eb e pranishme n\u00eb shkollat e trev\u00ebs Kraj\u00eb-Shestan. Kombinimi i klasave b\u00ebhet dy e nga dy, duke filluar prej ciklit t\u00eb ult\u00eb t\u00eb shkoll\u00ebs fillore. Kombinimi i k\u00ebtyre klasave, ku japin m\u00ebsim nj\u00eb apo dy m\u00ebsues, b\u00ebhet n\u00eb at\u00eb m\u00ebnyr\u00eb, duke bashkuar klasat: I-III dhe t\u00eb II-IV. Ky lloj i t\u00eb m\u00ebsuarit n\u00eb shkollat e trev\u00ebs n\u00eb fjal\u00eb (Kraj\u00eb-Shestan), \u00ebsht\u00eb i pranish\u00ebm vet\u00ebm n\u00eb ciklin e ult\u00eb t\u00eb shkoll\u00ebs fillore. Ky bashkim i klas\u00ebve fillon q\u00eb nga klasa e par\u00eb e vazhdon deri n\u00eb klas\u00ebn e kat\u00ebrt, n\u00eb paralelet e ndara fizike t\u00eb shkollave am\u00eb t\u00eb k\u00ebsaj treve. Numri i vog\u00ebl i nx\u00ebn\u00ebsve i ka detyruar drejtuesit e shkollave am\u00eb q\u00eb t\u00eb planifikojn\u00eb kurse m\u00ebsuesit t\u00eb ushtrojn\u00eb k\u00ebt\u00eb sistem t\u00eb m\u00ebsuari. Barra kryesore mbetet gjithher\u00eb tek m\u00ebsuesi i cili e ushtron k\u00ebt\u00eb sistem t\u00eb m\u00ebsuari, sepse puna n\u00eb paralele t\u00eb kombinuara ka qen\u00eb dhe mbetet fusha specifike m\u00eb e v\u00ebshtira dhe m\u00eb e ngarkuara e arsimit fillor. Sistemi i shkollimit me paralele t\u00eb kombinuara \u00ebsht\u00eb zhvuilluar q\u00eb heret n\u00eb shkollat e trev\u00ebs s\u00eb Kraj\u00ebs dhe at\u00eb t\u00eb Shestanit, dhe zhvillohet aktualisht me dy klasa, por ka raste ku zhvillohet edhe me m\u00eb shum\u00eb klasa t\u00eb bashkuara, si shkak i numrit t\u00eb vog\u00ebl t\u00eb nx\u00ebn\u00ebsve. Si rregul pedagogjik \u00ebsht\u00eb q\u00eb nj\u00eb m\u00ebsues zhvillon m\u00ebsim me klas\u00ebn e par\u00eb dhe t\u00eb tret\u00eb, nd\u00ebrsa m\u00ebsuesi tjet\u00ebr (n\u00ebse m\u00ebsimin e zhvillojn\u00eb dy m\u00ebsues H.A.), zhvillon m\u00ebsimin me klas\u00ebn e dyt\u00eb dhe t\u00eb kat\u00ebrt. Kurse, rasti tjet\u00ebr i zhvillimit t\u00eb ar\u00ebve m\u00ebsimore me paralele t\u00eb kombinuara mund t\u00eb jet\u00eb kur m\u00ebsimin e zhvillon nj\u00eb m\u00ebsues, me at\u00eb rast shkolla ka edhe tre klasa t\u00eb bashkuara dhe u jep m\u00ebsim nj\u00eb m\u00ebsues.
Ky sistem i t\u00eb m\u00ebsuarit rrjedh si kusht\u00ebzim i numrit t\u00eb vog\u00ebl t\u00eb nx\u00ebn\u00ebsve p\u00ebr t\u00eb plot\u00ebsuar paralelen p\u00ebrkat\u00ebse. Mir\u00ebpo, n\u00eb t\u00eb kaluar\u00ebn ky sistem i t\u00eb m\u00ebsuarit kusht\u00ebzohej edhe nga mungesa e kuadrit m\u00ebsimor. Puna me paralele t\u00eb kombinuara n\u00eb shkollat e trev\u00ebs Kraj\u00eb-Shestan, kryesisht ka qen\u00eb karakteristike p\u00ebr shkollat-paralele t\u00eb ndara t\u00eb shkollave am\u00eb t\u00eb k\u00ebsaj treve, p\u00ebr shkollat e fshatrave.
Puna me paralele t\u00eb kombinuara n\u00eb brendin e saj p\u00ebrfshin nj\u00eb mori problemesh, si bie fjala oraganizimi i suksessh\u00ebm i or\u00ebve m\u00ebsimore, kombinimi i q\u00eblluar i klas\u00ebve, kushtet n\u00eb t\u00eb cilat zhvillohen or\u00ebt m\u00ebsimore etj. M\u00ebsuesit t\u00eb cil\u00ebt caktohen t\u00eb punojn\u00eb me paralele t\u00eb kombinuara duhet t\u00eb ken\u00eb p\u00ebrvoj\u00eb pun\u00eb n\u00eb k\u00ebt\u00eb sistem t\u00eb m\u00ebsuari, nd\u00ebrsa n\u00eb realitet n\u00eb shkollat e trev\u00ebs s\u00eb Kraj\u00ebs dhe t\u00eb Shestanit, ku zhvillohet m\u00ebsimi me paralele t\u00eb kombinuara, jan\u00eb t\u00eb ngarkuar q\u00eb me paralele t\u00eb tilla t\u00eb punojn\u00eb m\u00ebsuesit e rinj\u00eb, t\u00eb cil\u00ebt nuk e kan\u00eb p\u00ebrvoj\u00ebn e duhur.
Sa m\u00eb i madh t\u00eb jet\u00eb puna praktike e m\u00ebsimdh\u00ebn\u00ebsit me paralele t\u00eb kombinuara aq m\u00eb i madh \u00ebsht\u00eb suksesi i nx\u00ebn\u00ebsve. M\u00ebsimi me paralele t\u00eb kombinuara mund t\u00eb realizohet edhe me kombinimin e klas\u00ebve sipas l\u00ebnd\u00ebve; shoq\u00ebrore dhe atyre natyrore. Mir\u00ebpo, gjith\u00ebsesi puna e m\u00ebsimdh\u00ebn\u00ebsit me paralele t\u00eb kombinuara ka qen\u00eb dhe mbetet fusha m\u00eb specifike dhe m\u00eb e v\u00ebshtira e arsimit fillore.
N\u00eb shkollat e trev\u00ebs Kraj\u00eb-Shestan ndeshemi edhe me m\u00ebsidh\u00ebn\u00ebs t\u00eb cil\u00ebt n\u00eb vitet e tyre t\u00eb pun\u00ebs kan\u00eb punuar edhe me dy, tre, apo me kat\u00ebr klasa bashk\u00eb, me nj\u00eb num\u00ebr t\u00eb konsidesruesh\u00ebm nx\u00ebn\u00ebsish, gj\u00eb q\u00eb patjet\u00ebr shkaktonte nj\u00eb pun\u00eb shum\u00eb t\u00eb madhe p\u00ebr at\u00eb m\u00ebsimdh\u00ebn\u00ebs, andaj edhe suksesi dihej se ku arrinte. Problemi pedagogjik q\u00eb i shtrohet m\u00ebsuesit n\u00eb k\u00ebt\u00eb rast, i cili punon me dy, tre apo kat\u00ebr klasa t\u00eb kombinuara \u00ebsht\u00eb realizimi i programeve m\u00ebsimore t\u00eb shkoll\u00ebs, sepse ai duhet t’i realizoj\u00eb k\u00ebto programe m\u00ebsimore t\u00eb shkoll\u00ebs, n\u00eb t\u00eb nj\u00ebjt\u00ebn m\u00ebnyr\u00eb dhe nivel si m\u00ebsuesi q\u00eb punon me nj\u00eb paralele, pra me nj\u00eb klas\u00eb. Pra, programi \u00ebsht\u00eb i nj\u00ebjt\u00eb si p\u00ebr m\u00ebsuesin q\u00eb punon me nj\u00eb klas\u00eb si p\u00ebr m\u00ebsuesin q\u00eb punon me paralele t\u00eb kombinuara, \u00e7ka e b\u00ebn m\u00eb t\u00eb v\u00ebshtir\u00eb dhe m\u00eb t\u00eb ve\u00e7ant\u00eb pun\u00ebn e m\u00ebsuesit p\u00ebr edukimin dhe arsimimin e nx\u00ebn\u00ebsve.
Puna e m\u00ebsuesit me paralele t\u00eb kombinuara nuk \u00ebsht\u00eb e leht\u00eb. Ajo lyp njohuri t\u00eb p\u00ebrgjithshme t\u00eb programeve m\u00ebsimore, njohuri n\u00eb pun\u00eb, n\u00eb metodat e zhvillimit t\u00eb m\u00ebsimit si dhe me metodat e pun\u00ebs frytdh\u00ebn\u00ebse q\u00eb zbatohet n\u00eb paralelet e kombinuara. M\u00ebsuesi \u00ebsht\u00eb i obliguar t\u00eb njoh\u00eb programin m\u00ebsimor, klas\u00eb p\u00ebr klas\u00eb dhe l\u00ebnd\u00eb p\u00ebr l\u00ebnd\u00eb. Njohja e programit m\u00ebsimor dhe planifikimi i or\u00ebve m\u00ebsimore \u00ebsht\u00eb kusht themelor p\u00ebr \u00e7do m\u00ebsues i cili punon me paralele t\u00eb kombinuar p\u00ebr realizimin e susessh\u00ebm t\u00eb m\u00ebsimit. Kjo \u00ebsht\u00eb nj\u00eb nga p\u00ebrgaditjet shum\u00eb t\u00eb r\u00ebnd\u00ebsishme t\u00eb m\u00ebsuesit. M\u00ebsuesi duhet t\u00eb p\u00ebrgaditet p\u00ebr \u00e7do klas\u00eb, duke filluar nga njohje e p\u00ebrgjithshme e detyrave m\u00ebsimore p\u00ebr \u00e7do or\u00eb m\u00ebsimi, duke llogaritur edhe koh\u00ebn e shpjegimit t\u00eb lend\u00ebs, duke shfryt\u00ebzuar me kujdes 45 minutat e or\u00ebs s\u00eb m\u00ebsimit. M\u00ebsuesi \u00ebsht\u00eb i detyruar t\u00eb punoj\u00eb nj\u00ebkoh\u00ebsisht me dy, tre ose me m\u00eb shum\u00eb klas\u00eb t\u00eb kombinuara, n\u00eb t\u00eb nj\u00ebjt\u00ebn koh\u00eb p\u00ebr disa or\u00eb n\u00eb kushte t\u00eb nj\u00ebjta pune me k\u00ebto klas\u00eb t\u00eb kombinuara duke filluar dhe duke p\u00ebrfunduar me t\u00eb nj\u00ebjtat klas\u00eb nj\u00ebkoh\u00ebsisht.
Nx\u00ebn\u00ebsit e shkollave t\u00eb trev\u00ebs Kraj\u00eb-Shestan q\u00eb jan\u00eb prezent gjat\u00eb or\u00ebve m\u00ebsimore n\u00eb paralele t\u00eb kombinuara, q\u00eb nga mosha m\u00eb e vog\u00ebl, klasa e par\u00eb e deri n\u00eb klas\u00ebn e kat\u00ebr, nj\u00eb mosh\u00eb m\u00eb madhore, jan\u00eb t\u00eb detyruar t\u00eb p\u00ebrballojn\u00eb mbingarkesa p\u00ebr t\u00eb gjitha lend\u00ebt, p\u00ebr arsye se m\u00ebsuesi i tyre nuk komunikon vet\u00ebm me nj\u00eb grup moshe por me t\u00eb gjith\u00eb t\u00eb pranishmit, gj\u00eb q\u00eb nj\u00ebkoh\u00ebsisht po ai m\u00ebsues nuk komunikon me nj\u00eb klas\u00eb (me nx\u00ebn\u00ebsit e nj\u00eb klase H.A.) p\u00ebr 45 minuta, por gjysm\u00ebn e asaj kohe ose edhe m\u00eb pak t\u00eb asaj kohe. Kurse ato nx\u00ebn\u00ebs q\u00eb nuk jan\u00eb t\u00eb p\u00ebrfshir\u00eb n\u00eb paralele t\u00eb kombinuara komunikojn\u00eb me m\u00ebsuesin e tyre p\u00ebr 45 minuta t\u00eb plota sa zgjat\u00eb nj\u00eb or\u00eb m\u00ebsimi.
M\u00eb par\u00eb n\u00eb shkollat e trev\u00ebs Kraj\u00eb-Shestan, m\u00ebsimdh\u00ebn\u00ebsit q\u00eb punuan me paralele t\u00eb kombinuara nuk e kan\u00eb pasur as p\u00ebrgaditjen profesionale t\u00eb nevojshme, andaj edhe kjo ishte nj\u00eb v\u00ebshtir\u00ebsi p\u00ebr nx\u00ebn\u00ebsit dhe p\u00ebr m\u00ebsimdh\u00ebn\u00ebsit q\u00eb t\u00eb zhvillonin m\u00ebsimin profersional ashtu si\u00e7 e k\u00ebrkonte nevoja pedagogjike. P\u00ebrve\u00e7 k\u00ebsaj nx\u00ebn\u00ebsit kishin v\u00ebshtir\u00ebsi edhe n\u00eb munges\u00ebn e mjedisit shkollor t\u00eb p\u00ebrshtatsh\u00ebm p\u00ebr zhvillimin e or\u00ebve m\u00ebsimore, mjeteve m\u00ebsimore, orendive m\u00ebsimore, mungonin investimet m\u00eb t\u00eb domosdoshme p\u00ebr krijimin e kushteve minimale p\u00ebr t\u00eb m\u00ebsuar, riparimi i godinave shkollore, ngrohja, ndri\u00e7imi, uji, etj., gj\u00eb q\u00eb v\u00ebshtir\u00ebsonte deri n\u00eb nj\u00eb mas\u00eb t\u00eb konsiderueshme m\u00ebsimnx\u00ebnien e f\u00ebmij\u00ebve q\u00eb ndiqnin k\u00ebto shkolla. Shum\u00eb nga k\u00ebto mesimdh\u00ebn\u00ebs ishin t\u00eb detyruar t\u00eb punonin n\u00eb kushte t\u00eb tilla. K\u00ebto nuk ishin vet\u00ebm nga treva e Kraj\u00ebs por edhe nga trevat e tjera p\u00ebr rreth saj, si nga Ana e Malit, Ulqini, Tivari e m\u00eb gj\u00ebr\u00eb, kurse n\u00eb trev\u00ebn e Shestanit punonin m\u00ebsues nga trevat e ndryshme t\u00eb Malit t\u00eb Zi, si bie fjale nga Cermica, Virpazari, Titogradi (Podgorica) etj.
Organizimi i pun\u00ebn me paralele t\u00eb kombinuara p\u00ebrb\u00ebn nj\u00eb nd\u00ebr komponent\u00ebt kryesore p\u00ebr m\u00ebsuesin gjat\u00eb zhvillimit t\u00eb or\u00ebve m\u00ebsimore. Ky organizim i mir\u00eb i pun\u00ebs s\u00eb m\u00ebsuesit lidhet drejt\u00ebp\u00ebrdrejt\u00eb me thellimin e njohurive t\u00eb tij. Organizimi i mir\u00eb i pun\u00ebs nxit inisiativ\u00ebn e nx\u00ebn\u00ebsit p\u00ebr t\u00eb m\u00ebsuar si dhe nxit v\u00ebmendjen m\u00eb t\u00eb madhe t\u00eb tyre p\u00ebr t\u00eb q\u00ebndruar n\u00eb klas\u00eb. Nx\u00ebn\u00ebsit, pasi u jepen detyrat e parapara n\u00eb or\u00ebt e m\u00ebsimit, duke qen\u00eb n\u00eb p\u00ebrshtatje me mosh\u00ebn, i kryejn\u00eb ato, m\u00ebsojn\u00eb ndonj\u00eb vjersh\u00eb, m\u00ebsojn\u00eb ndonj\u00eb fraza etj., gj\u00eb q\u00eb k\u00ebto duhet t\u00eb jen\u00eb t\u00eb motivuar p\u00ebr k\u00ebto detyra t\u00eb dh\u00ebna nga m\u00ebsuesi, por ato nuk duhet t\u00eb mbingarkohen sepse kjo mund t\u00eb ju zbeh d\u00ebshir\u00ebn p\u00ebr t\u00eb m\u00ebsuar n\u00eb at\u00eb l\u00ebnd\u00eb dhe krahas asaj ju zbeh d\u00ebshir\u00ebn q\u00eb t\u00eb q\u00ebndrojn\u00eb n\u00eb klas\u00eb dhe or\u00ebt m\u00ebsimore ju duken t\u00eb merzitshme. K\u00ebshtu, krahas k\u00ebsaj puna e mir\u00eborganizuar nga ana e m\u00ebsuesit gjat\u00eb or\u00ebve t\u00eb m\u00ebsimit e nxit fuqin krijuese t\u00eb nx\u00ebn\u00ebsit duke i dh\u00ebn\u00eb vullnet atij nx\u00ebn\u00ebsi q\u00eb pun\u00ebn e nisur me detyrat e dh\u00ebna ta \u00e7oj\u00eb deri n\u00eb fund. Mir\u00ebpo, \u00e7do m\u00ebsues q\u00eb punon me paralele t\u00eb kombinuara, pun\u00ebn e organizuar duhet ta ket\u00eb t\u00eb planifikuar n\u00eb m\u00ebnyr\u00eb q\u00eb t’i sh\u00ebrbej\u00eb p\u00ebrforcimit t\u00eb l\u00ebnd\u00ebs sipas metodave pedagogjike. Kjo nuk \u00ebsht\u00eb nj\u00eb pun\u00eb e leht\u00eb p\u00ebr organizim t\u00eb mir\u00eb t\u00eb pun\u00ebs sepse k\u00ebrkon nj\u00eb v\u00ebmendje t\u00eb ve\u00e7ant\u00eb nga ana e m\u00ebsuesit, si n\u00eb shpjegimin e l\u00ebnd\u00ebs (m\u00ebsimit t\u00eb ri) s\u00eb re ashtu edhe organizimn e mir\u00eb t\u00eb pun\u00ebs. Krahas k\u00ebtyre v\u00ebshtir\u00ebsive, kjo m\u00ebnyr\u00eb e organizimit t\u00eb pun\u00ebs n\u00eb procesin m\u00ebsimor ka edhe disa an\u00eb pozitive, si bie fjala, nx\u00ebn\u00ebsi i klas\u00ebs s\u00eb ult\u00eb, duke q\u00ebndruar n\u00eb t\u00eb nj\u00ebjtin mjedis me nx\u00ebn\u00ebsit e klasave m\u00eb t\u00eb larta, m\u00ebson edhe m\u00eb shum\u00eb rreth regullave t\u00eb shkoll\u00ebs.
M\u00ebsuesit i cili punon me paralele t\u00eb kombinuar i duhet mir\u00eb t\u00eb organizoj\u00eb \u00e7do pun\u00eb me nx\u00ebn\u00ebsit q\u00eb t\u00eb ket\u00eb mund\u00ebsi t\u00eb punoj\u00eb direkt sa me nj\u00eb klas\u00eb po aq edhe me klas\u00ebn tjet\u00ebr gj\u00eb q\u00eb k\u00ebrkon organizimin dhe drejtimin e klas\u00ebve n\u00eb m\u00ebnyr\u00eb m\u00eb cil\u00ebsore duke u bazuar sipas regullave pedagogjike. Ai duhet t’i oganizoj\u00eb dhe mbaj\u00eb t\u00eb angazhuar t\u00eb gjith\u00eb nx\u00ebn\u00ebsit n\u00eb pun\u00ebn e tyre q\u00eb \u00e7do nx\u00ebn\u00ebs duhet t\u00eb dij\u00eb se \u00e7far\u00eb \u00ebsht\u00eb duke b\u00ebr\u00eb, duke kryer detyrat e dh\u00ebna nga m\u00ebsuesi n\u00eb m\u00ebnyr\u00eb q\u00eb arritja e suksesi t\u00eb jen\u00eb n\u00eb nivelin e duhur. N\u00eb k\u00ebt\u00eb m\u00ebnyr\u00eb, ai m\u00ebsues q\u00eb punon me paralele t\u00eb kombinuar n\u00eb m\u00ebnyr\u00eb t\u00eb ve\u00e7ant\u00eb duhet t\u00eb jet\u00eb me pergaditje t\u00eb plot\u00eb i cili duhet me kujdes t\u00eb b\u00ebj\u00eb kontrollin e detyrave q\u00eb u jep nx\u00ebn\u00ebsve si ato n\u00eb klas\u00eb po ashtu edhe atyre n\u00eb sht\u00ebpi, p\u00ebr t\u00eb par\u00eb shkall\u00ebn e p\u00ebrvet\u00ebsimit t\u00eb njohurive t\u00eb nx\u00ebn\u00ebsit.
Nj\u00eb r\u00ebnd\u00ebsi e ve\u00e7ant\u00eb te m\u00ebsimdh\u00ebn\u00ebsit q\u00eb punojn\u00eb me paralele t\u00eb kombinuar \u00ebsht\u00eb edhe vlersimi i nx\u00ebn\u00ebsve. M\u00ebsimdh\u00ebnesi synim kryesor duhet t\u00eb ket\u00eb nxitjen e nx\u00ebn\u00ebsit p\u00ebr t\u00eb m\u00ebsuar sa m\u00eb shum\u00eb q\u00eb t\u00eb jet\u00eb e mundur, n\u00eb m\u00ebnyr\u00eb q\u00eb nx\u00ebn\u00ebsit t\u00eb p\u00ebrfshihen sa m\u00eb shum\u00eb dhe me dashamir\u00ebsi n\u00eb procesin m\u00ebsimor. Ai duhet t\u00eb jet\u00eb sa me real n\u00eb vlersimin e tyre duke p\u00ebrdorur teknikat e vet\u00ebvler\u00ebsimit sepse i ndihmon nx\u00ebn\u00ebsit t\u00eb fitojn\u00eb shprehi p\u00ebr t\u00eb m\u00ebsuar m\u00eb shum\u00eb.
P\u00ebr t’i realizuar dhe p\u00ebrballuar me sukses t\u00eb gjitha k\u00ebto detyra t\u00eb shtruara p\u00ebrpara m\u00ebsimdh\u00ebn\u00ebsve q\u00eb punojn\u00eb me paralele t\u00eb kombinuara n\u00eb trev\u00ebn Kraj\u00eb-Shestan, k\u00ebrkohet nga ato q\u00eb t\u00eb pergaditen me programe t\u00eb caktuara pedagogjike, sepse nuk duhet harruar se shumica e k\u00ebtyre m\u00ebsimdh\u00ebn\u00ebsve n\u00eb shkollat e trev\u00ebs Kraj\u00eb-Shestan, q\u00eb punojn\u00eb me paralele t\u00eb kombinuara, p\u00ebrb\u00ebjn\u00eb dati gjysm\u00ebn e kontigjentit t\u00eb k\u00ebtyre m\u00ebsuesve n\u00eb k\u00ebto shkolla. Kjo p\u00ebrmban nj\u00eb nd\u00ebr \u00e7\u00ebshtjet kryesore t\u00eb suksesit n\u00eb procesim m\u00ebsimor me paralele t\u00eb kombinuara.
[Pjes\u00eb nga libri:–H. Alaj “Zhvillimi i shkollave dhe arsimit n\u00eb trev\u00ebn e Kraj\u00ebs dhe t\u00eb Shestanit”] \/Gazeta Dielli\/<\/p>\n","protected":false},"excerpt":{"rendered":"

Nga Hamid Alaj, New York T\u00eb m\u00ebsuarit n\u00eb paralele t\u00eb kombinuara n\u00eb shkollat e trev\u00ebs Kraj\u00eb-Shestan \u00ebsht\u00eb e njohur q\u00eb m\u00eb heret. Kjo metod e t\u00eb m\u00ebsuarit \u00ebsht\u00eb e njohur nga t\u00eb gjith\u00eb ne. Sistemi i t\u00eb m\u00ebsuerit n\u00eb paralele t\u00eb kombinuara kryesisht \u00ebsht\u00eb praktikuar n\u00eb ciklin e ult\u00eb t\u00eb shkollave fillore, kryesisht n\u00eb paralele […]<\/p>\n","protected":false},"author":1,"featured_media":31454,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_seopress_robots_primary_cat":"none","_seopress_titles_title":"T\u00cb M\u00cbSUARIT N\u00cb PARALELE T\u00cb KOMBINUARA N\u00cb SHKOLLAT E TREV\u00cbS KRAJ\u00cb-SHESTAN","_seopress_titles_desc":"Nga Hamid Alaj, New York T\u00eb m\u00ebsuarit n\u00eb paralele t\u00eb kombinuara n\u00eb shkollat e trev\u00ebs Kraj\u00eb-Shestan \u00ebsht\u00eb e njohur q\u00eb m\u00eb heret. Kjo metod e t\u00eb m\u00ebsuarit \u00ebsht\u00eb e njohur nga t\u00eb gjith\u00eb ne. Sistemi i t\u00eb m\u00ebsuerit n\u00eb paralele t\u00eb kombinuara kryesisht \u00ebsht\u00eb praktikuar n\u00eb ciklin e ult\u00eb t\u00eb\u2026","_seopress_robots_index":"","footnotes":""},"categories":[2,12],"tags":[],"class_list":["post-31452","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-aktualitet","category-opinione"],"_links":{"self":[{"href":"https:\/\/ulqini-online.com\/sajti\/index.php?rest_route=\/wp\/v2\/posts\/31452","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ulqini-online.com\/sajti\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ulqini-online.com\/sajti\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ulqini-online.com\/sajti\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ulqini-online.com\/sajti\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=31452"}],"version-history":[{"count":1,"href":"https:\/\/ulqini-online.com\/sajti\/index.php?rest_route=\/wp\/v2\/posts\/31452\/revisions"}],"predecessor-version":[{"id":31455,"href":"https:\/\/ulqini-online.com\/sajti\/index.php?rest_route=\/wp\/v2\/posts\/31452\/revisions\/31455"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ulqini-online.com\/sajti\/index.php?rest_route=\/wp\/v2\/media\/31454"}],"wp:attachment":[{"href":"https:\/\/ulqini-online.com\/sajti\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=31452"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ulqini-online.com\/sajti\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=31452"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ulqini-online.com\/sajti\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=31452"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}