insights in a Finnish Intermediate (grades 7-9) through puberty must have Every by ...
So far, my observations, that the Finnish school girls (grades 1-6) and the Finnish upper secondary school students (after the 9th grade) are not comparable mentality with ours and a great shyness, and high zeal to , get to rest on the day. On 22 April 2009, I got it then finally managed to visit
Martinlaakson koulu that includes the school years 7-9. There I found the evidence to counter this hypothesis, and there I saw a familiar image: the youth in the age of 14 - 16 are very similar to our but! The phase of identity and self-discovery and the setting "The main thing against it" no one can escape. Specifically, the
was that teaching was not as quiet and undisturbed to be carried out, as in the lower grades of comprehensive school (up to Grade 6) or the upper classes. It was felt among young people in the age groups 7-9 this "zero-Bock-mood", as do Here in Germany (at least that was my experience in the primary and secondary schools) the case. Other things such as clothing, styling, cell phones, music, cool, provocative exchanges with other students during the lessons, etc. are given in this phase of life more important than school teachers, grades and education. However, I must say that the classroom disruptions were not as huge as I have experienced in my teaching part. Thus found a number of private conversations held in the back rows, which at times were a little louder, but the lessons could still be pursued and did not affect those who wanted to learn. The attitude of most teachers at the school was (as I observed the have) to let the young people at rest (as long as the side conversations were not too loud). It was therefore concentrated on those who wanted to learn something. The young people then have the duties that have been referred to it, always started immediately and conscientiously done, without complaint. I was under the impression that the pupils was made practically free, if they wanted to participate.
This principle of freedom and of ignoring was also applied to the (few) are very difficult cases. One student, for example, could make as much as possible what he wanted (of course only up to a certain degree) and teachers have let him have his way. He does not have the classes attended (he was already physically present) and private discussions with his immediate neighbors. However, it was surprising that those returned were alone after a certain time to their duties and him too mitzogen. At no time during the school day, the side conversations or other (unwanted) behavior of the students have taken the upper hand and influences the teaching negatively.
One reason for the restrained behavior of teachers and their attitude "to grant the students have" one hand can the understanding and the acceptance of a difficult period in which the young people be located. On the other hand, it could be that the teachers put the responsibility for successful learning in the hands of the students themselves, their skills in a variety of tests that need to provide proof. Even in middle school is the school year made as similar as in the secondary school: The school year consists of four periods and a period of approximately eight weeks. During a period show the students around six core courses (4 each week) and then in two to three courses and an optional sports that include fewer hours per week. At the end of an era is a test week in which the students then about six to eight tests (usually put in writing) must. If they fail inspection, they must repeat in an investigation or the course. There is therefore in the best interests of young people themselves, to cooperate during the course to pass the exam. A German teacher said that this test weeks were a major psychological burden for the young and very stressful for all concerned.
In terms of teaching always came back to say how great the pressure from the curriculum. In the eight weeks you need (or should) work through a whole course book (textbook and student workbook) and will be reviewed at the end. That meant the consequence that at the school level and The pace was very high. The majority of the teachers centered accordingly and notify textbook-oriented. (Of course this is just the impression of a day. In English class I have a great group work as seen in what made the young people an advertising poster for a district of Helsinki and Vantaas have. They were very creative and motivated, although the conditions in the computer room very cramped and they were also three of sitting at a PC, the discipline was very high and great results) the student was -! as mentioned above - left to themselves, whether they cooperated or not. Those who have ambitions to move to the upper secondary school and high school to Have to make the ambition to work conscientiously. This setting is used in some, at some later date. Finally, 50-60% of an age to go to the 9th Class at the Gymnasium.
More information about the structure of the school:
• The 400 students are housed in a large school with three floors. The hallways are decorated with many students' work, posters and teamwork posters. Above the staircase hangs a giant poster (painted by students), which counts down the days until the start of the summer holidays. On the top floor are the administrative offices and a large, spacious and comfortably furnished Staff room (with sofas, a kitchenette and PCs), which extends over practically the entire floor.
• The construction of the school day is also very appealing to me and brings peace and relaxation in the day: Classes start at 8 clock. Each lesson is 45 minutes. After each lesson there is a 15 minute break! From 11.45 - 12.15 clock is lunchtime, which concerns the whole school community to have lunch in the cafeteria. From there, the rhythm is 45 minutes of instruction and 15 minutes of rest, until the school day ends at 16 clock.
• From the 7th Class, there is no longer the teacher principle. The students are taught by qualified teachers. It is hardly taught different subjects (And if so, then only in the sphere of his own subjects, eg physics, if you have studied biology and chemistry).
• Pupils in the compulsory subjects taught in class, also offered in select optional courses and are with other students of a year of course.
• Each class / e supervisor is assigned to replace a / s class teacher. It takes to organize themselves for this class. Every Wednesday from 12.15 - 12.30 clock held meetings between supervisor and class and it will be passed on information or colluding or discuss current events.
• For large problems a young person is working in a team: parents, school psychologist, teachers, special or social worker and the / affected the young people work together to solve the problem.
It was a great experience for me to visit the intermediate and draw many parallels with German students at this age to be able to!
Furthermore, there was a lot of fun, two hours in two different German 8th to teach grades. For this I have chosen the theme "love" and discusses two German love songs. That said, the young people mostly! Although I have seen both study groups had never before and the students I have never seen before, they gave me (taught by the teacher) asked prepared questions and we got talking. The students were very well understand German! They found, however, very difficult to express themselves. It is suspected that it was because of their fear of making mistakes, and (culturally determined both) of their shyness towards new people, but not to speak of their real property, in German.
I hope to get in the remaining two weeks of school even more insight into the Middle School!
