Didactic theories and deliberations of their authors (Klafki, Schulz, von Cube, Mölle and Winkle, 1992) are described and mentioned according to their relation to the doctoral thesis.
In accordance with the deliberations of Kolić-Vehovec (1998) on the scientific knowledge of educational psychology as an aid to teachers in encouraging the students’ learning process, behavioral, social cognitive, constructivist learning theory and humanistic approach to learning are brought into the teaching context.
Relations and processes within the teaching process are closely connected to students’ emotions and their contentment with the teaching.
Relations within the classroom are governed by the interrelationship of students and teachers and have a significant impact on the set goals of the curriculum.
Understanding their students’ learning styles will help teachers to additionally motivate any particular student during the teaching process to work harder by providing them the opportunity to solve certain tasks or problems in the way they are inclined to (Desforges, 2001).
Social forms of work should be aligned with teaching strategies with the aim of encouraging students to be active, develop knowledge and acquire skills.The subject of research are the teaching strategies of the teaching process.The research problem is to establish students’ satisfaction with teaching strategies.The question of contemporary teaching is manifested in the level of approach to the teaching process, level of plans and programs, teaching content, educational goals, subjects of the teaching process, communication, methods and teaching strategies.It is the duty of the teacher to set an example for the students how to actively listen and thus improve and develop quality communication processes in the classroom on daily basis.Satisfaction is one of the fundamental emotions of reflection on school events.”Emotional impressions of the teaching process regulate the relation of students to teaching and their degree of activity” (Poljak, 1990).According to the teaching curriculum, one of the underlying competences of the students is the development of computer literacy competences, related to the knowledge and use of information technology (Jurĉić, 2012).Therefore, it is emphasized how important it is for the teachers to have computer skills and knowledge of information communication technology, as well as the ability to redesign learning and teaching process in the sense of combining the traditional teaching strategies with the possibilities offered by new technologies.The teachers can get feedback about their work and the effectiveness of teaching strategies from their students, by self-assessment and observation by other teachers (collegiate observation) or by the school’s professional service.Furthermore, the paper mentions and describes teaching strategiesthatare most often mentioned in the didactic literature and teacher books for fourth and seventh grade teachers of elementary schools of the Republic of Croatia.