Læringsmiljø i skulen. Til lags åt alle kan ingen gjera?

Research shows that the environment of learning has a great influence on the pupils' results of learning and professional development . A good environment of learning is founded in the curriculum, the law of education, and Norwegian programs working for better environment of learning and manifest against bullying. The schools are still insecure on what elements that are significant when working for a good environment, something that emphasizes how central it is to focus on this. The topic of this master thesis is the environment of learning. The purpose of this task is to get an understanding of what teachers and pupils themselves feel have an influence on the pupils' environment of learning , and if there is an accordance or not between the informants' thoughts about this. This has led to following way of stating the problem: What do teachers and pupils think is important to obtain a good environment of learning? The task is based on a social scientific research . In the theoretical part I present fundamental conditions which the Ministry of Education consider to be vital for developing and maintaining a good environment of teaching. I also represent research by scientists as Thomas Nordahl and John Hattie. The collection of information has been carried out through qualitative interviews .The committee consists of two teachers, and eight pupils divided into two focus groups. The interviews are based on subjects that the Ministry of Education consider to be vital in the work of obtaining a good environment of learning. The studie are based on the teachers' and pupils' subjective thoughts and opinions about their own environment, compered with previous research and theory about the subject. My research shows that several of the vital factors that the Ministry of Education is pointing out, are not satisfied at the school that I am dealing with. My informants evaluated the importance of the relation between teacher and pupil in different ways. The teachers are not aware of the influence of the relationship between them and the pupils, and how this impact the environment of learning.It also appears that the pupils have different experiences regarding relations to their fellow pupils, something that effects them in their ordinary schoolday. The pupils also express that common rules and participation is something that they want. The teachers point out that they want a closer collaboration with the parents of the pupils. This is a very surprising finding, with re