Wednesday, December 2, 2009
Friday, June 26, 2009
Pokemon Heart Gold English Rom 100%
Productive use of learning and behavior problems - A summary of the controversy
In the course "Productive use of learning and behavioral problems," the second semester of applied sciences childhood summed up their experience with the book by Mr. Bröcher "teach other, otherwise a precedent".
It should represent them on posters their most important aspects of the book and then present them to fellow students.
concept sketches are enlarged by clicking on them.
Group 1
devoted to the different thinking tools that are described in the book. She designed her poster so as to assign in the plenary presentation to the audience thinking tools declarations . Had
Group 2
The group fasted Mindmapartig together her thoughts, the imparting education teacher-student relationship to umreizen constellation.
Group 3
Here were shown the thinking tools to de Bono, but it also outlined other issues: - learning with all senses (which is an alternative to the convicted monotonous chalk and talk, by boring textbooks is determined), it is different cognitive thinking, and creativity to create - a conscious, deliberate attentive thought, it should set aside the emotions be, as they affect the logical thinking negatively - to be read-write culture, by the experience gained and further processed
was particularly important for the group the quote "Habits are first cobwebs, then wires", as many again in this statement were . Thus we see that it is difficult to change attitudes and cognitions in Ater than in recent years.
Group 4
Here we presented the idea of open-minded to the center, the lateral thinking. Then the drives of the people written with. Just like other constructs from the publication.
Group 5
Attached to the poster, the communication added square. Also new for this group is the statement "theory is distance" - But what about practice? Is practical? The sentence stems from the problem that the textbooks that educate practitioners to be written by theorists, with little practical experience. The educational trust in the management types was symbolized on the poster with a balloon, as the construct is very "fragile", but lifted off very well as a theory and because the teacher does need to practice a lot of air. As the question arises what the group was a risk personality.
group 6
The students stressed that they would differ in learning and behavior problems in the book. And attacked the "Pacing and Leading" on, as well as the consideration of non-school reality and the "Learning by Doing" by Dewey, which promotes a project idea, with its positive effects. Furthermore, they were also a sound energy management important that this means the teacher must also practice self-reflection, that he recognizes that some areas of work are endless and only cost energy in order to protect themselves from burnout.
What other aspects they found to make? What other thoughts come to them? Where would you do approaches criticism?
created by TL 
In the course "Productive use of learning and behavioral problems," the second semester of applied sciences childhood summed up their experience with the book by Mr. Bröcher "teach other, otherwise a precedent".
It should represent them on posters their most important aspects of the book and then present them to fellow students.
concept sketches are enlarged by clicking on them.
Group 1 devoted to the different thinking tools that are described in the book. She designed her poster so as to assign in the plenary presentation to the audience thinking tools declarations . Had
Group 2 The group fasted Mindmapartig together her thoughts, the imparting education teacher-student relationship to umreizen constellation.
Group 3 Here were shown the thinking tools to de Bono, but it also outlined other issues: - learning with all senses (which is an alternative to the convicted monotonous chalk and talk, by boring textbooks is determined), it is different cognitive thinking, and creativity to create - a conscious, deliberate attentive thought, it should set aside the emotions be, as they affect the logical thinking negatively - to be read-write culture, by the experience gained and further processed
was particularly important for the group the quote "Habits are first cobwebs, then wires", as many again in this statement were . Thus we see that it is difficult to change attitudes and cognitions in Ater than in recent years.
Group 4 Here we presented the idea of open-minded to the center, the lateral thinking. Then the drives of the people written with. Just like other constructs from the publication.
Group 5 Attached to the poster, the communication added square. Also new for this group is the statement "theory is distance" - But what about practice? Is practical? The sentence stems from the problem that the textbooks that educate practitioners to be written by theorists, with little practical experience. The educational trust in the management types was symbolized on the poster with a balloon, as the construct is very "fragile", but lifted off very well as a theory and because the teacher does need to practice a lot of air. As the question arises what the group was a risk personality.
group 6 The students stressed that they would differ in learning and behavior problems in the book. And attacked the "Pacing and Leading" on, as well as the consideration of non-school reality and the "Learning by Doing" by Dewey, which promotes a project idea, with its positive effects. Furthermore, they were also a sound energy management important that this means the teacher must also practice self-reflection, that he recognizes that some areas of work are endless and only cost energy in order to protect themselves from burnout.
What other aspects they found to make? What other thoughts come to them? Where would you do approaches criticism?
created by TL
Friday, June 19, 2009
To Wear Stockings Every
gym concept
In her book "The Exercise Room Method" replied Bründel & Simon in terms of 'skeptical questions from teachers to the question? "Are these for ever real decisions" as follows:
"The scope of the decisions is narrow, that's right. But keep in mind that is narrow in our society of personal discretion .... . We can always decide for or against something, and often have only two choices. "
review is therefore to make the decision to stop the disruption of classes and in the class to be able to stay or to go to the gym.
have children and young people in school are really only two ways to disrupt or disturb? Can the children and adolescents evaluate these opportunities correctly and they can choose our own?
What other choices would be to succeed in providing the children and young people?
written by TP
created by TL 
In her book "The Exercise Room Method" replied Bründel & Simon in terms of 'skeptical questions from teachers to the question? "Are these for ever real decisions" as follows:
"The scope of the decisions is narrow, that's right. But keep in mind that is narrow in our society of personal discretion .... . We can always decide for or against something, and often have only two choices. "
review is therefore to make the decision to stop the disruption of classes and in the class to be able to stay or to go to the gym.
have children and young people in school are really only two ways to disrupt or disturb? Can the children and adolescents evaluate these opportunities correctly and they can choose our own?
What other choices would be to succeed in providing the children and young people?
written by TP
created by TL
Monday, June 1, 2009
Washington State Gift Quit Claim Deed
Learn Spanish in Arica
Welcome to the Academy, arts and languages. " We are called here in Arica, the "city of eternal spring" the northernmost city in Chile, on the border with Peru and Bolivia. Here at the academy, you can , Intense English for foreigners " study.
courses were the individual and the requirements for your Bedürfiñsse in Latin America developed.
students of all ages have studied English with us and were very satisfied with their progress. We taught students, children, professionals, families and retirees. Lessons will be personalized, even according to your time in a flexible schedule. You can focus on the topics you want to learn.
Each course is determined by the needs of students. You can study from beginner level to advanced level. We have the top quality teaching Agents, in addition to books, and audio.
We know that some of improving the reading ability of your grammar and focus you want. While others prefer to work on their language skills. We offer a flexible methodology to meet your needs.
During your studies, you can discover this beautiful city. The fantastic climate (15-22 º C in winter, rarely more than 30 degrees in summer, never rain) all year invite to come. Here you will find beautiful beaches and endless sandy beaches. Practice sports such as surfing, kite surfing, windsurfing or paragliding off. Visit the archeological finds, old geoglyphs and a thousand year old mummies.
In our Academy we also teach., Chinese, German, English
French, Italian and Portuguese, "Similarly, music, for those who are artistically inclined. Our Academy, arts and languages, "a Chilean-British partnership that is committed to promoting art and culture in Arica.
Welcome to the Academy, arts and languages. " We are called here in Arica, the "city of eternal spring" the northernmost city in Chile, on the border with Peru and Bolivia. Here at the academy, you can , Intense English for foreigners " study.
courses were the individual and the requirements for your Bedürfiñsse in Latin America developed.
students of all ages have studied English with us and were very satisfied with their progress. We taught students, children, professionals, families and retirees. Lessons will be personalized, even according to your time in a flexible schedule. You can focus on the topics you want to learn.
Each course is determined by the needs of students. You can study from beginner level to advanced level. We have the top quality teaching Agents, in addition to books, and audio.
We know that some of improving the reading ability of your grammar and focus you want. While others prefer to work on their language skills. We offer a flexible methodology to meet your needs.
During your studies, you can discover this beautiful city. The fantastic climate (15-22 º C in winter, rarely more than 30 degrees in summer, never rain) all year invite to come. Here you will find beautiful beaches and endless sandy beaches. Practice sports such as surfing, kite surfing, windsurfing or paragliding off. Visit the archeological finds, old geoglyphs and a thousand year old mummies.
In our Academy we also teach., Chinese, German, English
French, Italian and Portuguese, "Similarly, music, for those who are artistically inclined. Our Academy, arts and languages, "a Chilean-British partnership that is committed to promoting art and culture in Arica.
That's true! I am currently taking an intensive English course here at the academy. The staff is so friendly and make you feel at home.
Kristen chain, San Francisco, California
Thursday, May 21, 2009
How To Put A Bicycle Speedo On A Dirtbike
Any questions?
My stay in Finland is over now ...
How could you see from my blog certainly, I've done many different experiences - and educationally and culturally.
I am very happy :-) In
I would like to thank all the people I have met in Finland and have accompanied me on my way there! Without it, the time would never have been so nice and informative!
For my career I have many suggestions, ideas, but above all ideals with him. It would be as much as possible in Germany if one were to change little, but important things ...
I will cheerfully try to start a small scale ... ;-)
At this point I would appreciate your questions, comments, suggestions, etc. of all kinds and am happy to provide further explanations for clarification.
's go Germany - there is much to do ;-) 
My stay in Finland is over now ...
How could you see from my blog certainly, I've done many different experiences - and educationally and culturally.
I am very happy :-) In
I would like to thank all the people I have met in Finland and have accompanied me on my way there! Without it, the time would never have been so nice and informative!
For my career I have many suggestions, ideas, but above all ideals with him. It would be as much as possible in Germany if one were to change little, but important things ...
I will cheerfully try to start a small scale ... ;-)
At this point I would appreciate your questions, comments, suggestions, etc. of all kinds and am happy to provide further explanations for clarification.
's go Germany - there is much to do ;-)
Monday, May 18, 2009
Pitcher Of Indian Brides
week internship at the German School of Helsinki
There is always something going on :-)
In my last week in Helsinki, I attended the German School of Helsinki (GSH) on days 4 . May and 6 - 8 May 2009. This time has given me many new and interesting insights and was once again a great contrast to the Finnish schools (which I had visited previously), before returning on 9 May returned to Germany. As the name suggests, it is a German German school books, German and German curriculum structure the school year (the school year is not of several multi-week periods with final week of testing). So I was already very slowly introduced to the schools and teaching in Germany ... ;-)
is the outside, the DSH as a Finnish school built. It is a comprehensive school where all students together to Year 9 Class learning (inclusive). Then they can choose to young people, whether they finish school at the school or another secondary school (the average grade decides on the inclusion of other upper secondary schools) or whether they attend a vocational school. The characteristic of the DSH is that, from the 1st Class that students attend the school, master the German language already. They form through high school, the A-classes. From the 3rd Class Finnish children start school and learn German as a first Foreign language with up to 7 hours a week. The Finnish children, the B-class until graduation.
A major difference between the Finnish schools I attended and DSH were the children! At the German school just a different mentality prevailed and this had implications for the lessons! He was just different! Even in the B classes with Finnish children a different atmosphere could be felt! The children and adolescents of this school were a whole lot more lively and talkative! The lessons were communicated very much, partly to go with the cooperative learning such as jigsaw and dialogues in the foreign language German together. Through the evaluation system as here in Germany (oral participation and written work are in the semi-annual note on) has inevitably spoken more! This conversation took place but currently in inconvenient situations and inappropriate - is saying that I was in the DSH more classroom disruptions due to the liveliness monitor the students as to the Finnish schools. This strikes me as an interesting relationship ... ;-)
The exciting thing about the DSH were the many extra-curricular projects for the entire school community or for individual classes or during after school hours. So I have witnessed in my short time at the school the following: • Students of the University of Helsinki
did internships or surveys. • An eighth
Class turned an ironic video of DSH, led by Jan Quilitzsch and "German partnership" .
• Exchange Program (two-week student exchange from Bremen - in the school house it was said again and again: "The Bremen come!" :-))
• "Days opening on Friday morning - A specialty prepared at regular intervals to a subject and the school community is Friday for the first Hour before (20-40 minutes)
Also:
• Music competitions and promote music bands
• Theatre performances
• noted nights
Another issue that a colleague, five times a year takes place Saturday classes, so that one may be a week set up fall break. On those Saturdays are usually made project days. Finally, there are two or three times a year services for the entire school community, often designed by students.
Many of the colleagues from Germany, with whom I spoke I want to not like to go back to Germany. They enjoy their three to six years of foreign service school (or eight years for a function body) in Finland very much. The reasons were almost all in the same direction: the framework of the Finnish school system!
• As a teacher you can experience a high level of recognition.
• This gives a lot of support from qualified and always available personnel (school psychologist, special and social workers, school nurse, computer consultants, etc.).
• Children free support classes will get more expensive tuition.
• The comprehensive school system as a whole is more humane and gives all students the Chance of a good basic education, not the notes but want the fun of learning to the fore! It is treated no child left behind or selective. Each child with difficulties in the cognitive or social area will be promoted and supported!
• The free school supplies to Year 9 Class and the free school meals will be covered the basic needs of students. No child should go hungry or be prevented from learning due to lack of writing materials such as paper and pen.
• Finally, it should again be made to the class equipment: laptop with Internet access, LCD projector, document camera, screen and often whiteboard in every classroom! Some are even using the smart Board equipped!
falls In such conditions, a very nice hard back to the "Cretaceous age" that prevails in Germany is still to return. I have the way, however, taken up again and - well what can I say - the man is a creature of habit. And that's a good thing ... ;-)
Some Impressions of the German School of Helsinki:
There is always something going on :-)
In my last week in Helsinki, I attended the German School of Helsinki (GSH) on days 4 . May and 6 - 8 May 2009. This time has given me many new and interesting insights and was once again a great contrast to the Finnish schools (which I had visited previously), before returning on 9 May returned to Germany. As the name suggests, it is a German German school books, German and German curriculum structure the school year (the school year is not of several multi-week periods with final week of testing). So I was already very slowly introduced to the schools and teaching in Germany ... ;-)
is the outside, the DSH as a Finnish school built. It is a comprehensive school where all students together to Year 9 Class learning (inclusive). Then they can choose to young people, whether they finish school at the school or another secondary school (the average grade decides on the inclusion of other upper secondary schools) or whether they attend a vocational school. The characteristic of the DSH is that, from the 1st Class that students attend the school, master the German language already. They form through high school, the A-classes. From the 3rd Class Finnish children start school and learn German as a first Foreign language with up to 7 hours a week. The Finnish children, the B-class until graduation.
A major difference between the Finnish schools I attended and DSH were the children! At the German school just a different mentality prevailed and this had implications for the lessons! He was just different! Even in the B classes with Finnish children a different atmosphere could be felt! The children and adolescents of this school were a whole lot more lively and talkative! The lessons were communicated very much, partly to go with the cooperative learning such as jigsaw and dialogues in the foreign language German together. Through the evaluation system as here in Germany (oral participation and written work are in the semi-annual note on) has inevitably spoken more! This conversation took place but currently in inconvenient situations and inappropriate - is saying that I was in the DSH more classroom disruptions due to the liveliness monitor the students as to the Finnish schools. This strikes me as an interesting relationship ... ;-)
The exciting thing about the DSH were the many extra-curricular projects for the entire school community or for individual classes or during after school hours. So I have witnessed in my short time at the school the following: • Students of the University of Helsinki
did internships or surveys. • An eighth
Class turned an ironic video of DSH, led by Jan Quilitzsch and "German partnership" .
• Exchange Program (two-week student exchange from Bremen - in the school house it was said again and again: "The Bremen come!" :-))
• "Days opening on Friday morning - A specialty prepared at regular intervals to a subject and the school community is Friday for the first Hour before (20-40 minutes)
Also:
• Music competitions and promote music bands
• Theatre performances
• noted nights
Another issue that a colleague, five times a year takes place Saturday classes, so that one may be a week set up fall break. On those Saturdays are usually made project days. Finally, there are two or three times a year services for the entire school community, often designed by students.
Many of the colleagues from Germany, with whom I spoke I want to not like to go back to Germany. They enjoy their three to six years of foreign service school (or eight years for a function body) in Finland very much. The reasons were almost all in the same direction: the framework of the Finnish school system!
• As a teacher you can experience a high level of recognition.
• This gives a lot of support from qualified and always available personnel (school psychologist, special and social workers, school nurse, computer consultants, etc.).
• Children free support classes will get more expensive tuition.
• The comprehensive school system as a whole is more humane and gives all students the Chance of a good basic education, not the notes but want the fun of learning to the fore! It is treated no child left behind or selective. Each child with difficulties in the cognitive or social area will be promoted and supported!
• The free school supplies to Year 9 Class and the free school meals will be covered the basic needs of students. No child should go hungry or be prevented from learning due to lack of writing materials such as paper and pen.
• Finally, it should again be made to the class equipment: laptop with Internet access, LCD projector, document camera, screen and often whiteboard in every classroom! Some are even using the smart Board equipped!
falls In such conditions, a very nice hard back to the "Cretaceous age" that prevails in Germany is still to return. I have the way, however, taken up again and - well what can I say - the man is a creature of habit. And that's a good thing ... ;-)
Some Impressions of the German School of Helsinki:
 |
| insights into the German School of Helsinki |
Sunday, May 3, 2009
Quote For 25th Birthday
My 1st May in Helsinki
The sun and the :-) celebrate life
Just arrived in Helsinki and the Ship gone, we headed to third with thousands of people in the Kaivopuisto , a huge city park in Helsinki with green spaces, large granite stones and around the port - a beautiful scenery. At 10:30 clock already many people were there, but it was still quite possible to look for a nice place. We settled on a rocky hilltop and spread out our few sweets and our fuel Zwein. Typical is a picnic with cakes, salads, meatballs, grilled food, etc. etc. - and lots of alcohol. But as we came directly from Stockholm, which was of course not possible. Some friends of henna and Jari, the later joined us, but had lots of goodies could start there and the picnic. They also brought two traditional terms, 'Munkki' (a kind of pastry) and several bottles filled with , Sima '. This drink is prepared in special ways, and about a week left to ferment. Simply delicious :-) For all the sweet yet been distributed M & Ms (which were only introduced last year in Finland)!
Again we were blessed with sun (in winter it was really warm jacket ;-) and my sunburn was delighted with more sunblock sun ;-) of course, was not in sight) and had beautiful views of the sea. Every hour there were more and more people and soon everyone seemed possible space occupied. It offered me be a colorful and beautiful picture: All who have ever graduated from high school, wearing their white hats, they've gotten to a conclusion. This once a year on 1 May taken out and put on. There were also worn different costumes, as we are common during Carnival. However, this was an exception. In addition, students wore their traditional brightly colored overalls : each department has its own color and others. All possible patches on the overalls are collected, to the students for a certain amount of alcohol drunk received or for any party that they have visited, etc. The students have
with the ceremonies and the wearing of overalls a week before the first May started. But only on 30 By 18 April each year clock starts officially the student and workers' meeting, here called Vappu. The Havis Amanda (female statue in the fountain at the Port of Helsinki) is then placed the white cap and it is initiated with champagne. Then the party starts and the students take over the city. The 1st
May is more a student than a labor convention in Finland. But actually, the 1 May the "hangover" day after the festivities and drinking the previous day. My experience was (to 30.04. I have not even seen, I was in Stockholm), the day that people need to be more or less sober. To this end, they gather in parks and picnic with friends, and drink more comfortably. In this case there was a relaxed and positive atmosphere. People had fun and were in good spirits. We see the Finns do not always ;-)
One problem with such open-air celebrations are always the public toilets. It was in the park but placed several portable toilets, but not nearly enough for the mass of people. The high alcohol consumption we saw some of these were ugly scenes ... But we have this henna, Jari and I are against 14 clock (the park was at this time full of people) back to the city have gone 45 minutes in the Silja Line - Terminal waited until we could go to the bathroom ... in the city crowds were constantly in motion. People came and went. The trams stopped in the city center no more. I ask myself all the time, where do these people all came! You see it out of town! It seems as if 1 May crawl out of their holes, the sun and alcohol to lure them ;-)
drove the afternoon we ever in our homes, to make us something fresh. We were already pretty exhausted from Stockholm and the sun ;-)
evening I met again with henna in the city center and we took the observer roles: the crowds were gone, but the alcohol effects were clear. People (young and old, men and women, rich and poor) staggered through the streets, fell down over curbs or stumbling steps, vomited, were no longer able to speak properly, danced in a trance, cried out loud in their Phones in or shouted at in public, fighting over a seat at the tram stop, although the bank had plenty of room, laughing loudly about themselves and others, talked to strangers or aping them for what they are in everyday life not in the able - indeed, they look no more once; asleep leaning on the trams, on park bench, on house walls, at bus stops, and they drank on and on ... Many people were seen in bars, where the hockey game between Finland and Slovenia has been transferred. Ice hockey is a national sport here, but even then it is the Finns can not understand it, to cheer loudly for your team. But in a drunken state that everything is much easier and the social norm is thrown overboard: it is crying and cursing, until one's voice does not ... Moreover, many young people were at night-club entrances snake.
Henna told that there would be full again by 4 clock in the morning. For as Pubs, bars and clubs made up and people were hungry. You would want to fast-food kiosks and as the snake wrangling would continue ...
Overall, the atmosphere was on 1 May in Helsinki, however great, positive, peaceful and very missed! The people have had fun and to celebrate the sun and their lives. That was great! I found it very relaxing and I have won many more impressions of the Finns and taken positive memories! 1. May in Helsinki: every time again :-)
Some photographic impressions:
The sun and the :-) celebrate life
Just arrived in Helsinki and the Ship gone, we headed to third with thousands of people in the Kaivopuisto , a huge city park in Helsinki with green spaces, large granite stones and around the port - a beautiful scenery. At 10:30 clock already many people were there, but it was still quite possible to look for a nice place. We settled on a rocky hilltop and spread out our few sweets and our fuel Zwein. Typical is a picnic with cakes, salads, meatballs, grilled food, etc. etc. - and lots of alcohol. But as we came directly from Stockholm, which was of course not possible. Some friends of henna and Jari, the later joined us, but had lots of goodies could start there and the picnic. They also brought two traditional terms, 'Munkki' (a kind of pastry) and several bottles filled with , Sima '. This drink is prepared in special ways, and about a week left to ferment. Simply delicious :-) For all the sweet yet been distributed M & Ms (which were only introduced last year in Finland)!
Again we were blessed with sun (in winter it was really warm jacket ;-) and my sunburn was delighted with more sunblock sun ;-) of course, was not in sight) and had beautiful views of the sea. Every hour there were more and more people and soon everyone seemed possible space occupied. It offered me be a colorful and beautiful picture: All who have ever graduated from high school, wearing their white hats, they've gotten to a conclusion. This once a year on 1 May taken out and put on. There were also worn different costumes, as we are common during Carnival. However, this was an exception. In addition, students wore their traditional brightly colored overalls : each department has its own color and others. All possible patches on the overalls are collected, to the students for a certain amount of alcohol drunk received or for any party that they have visited, etc. The students have
with the ceremonies and the wearing of overalls a week before the first May started. But only on 30 By 18 April each year clock starts officially the student and workers' meeting, here called Vappu. The Havis Amanda (female statue in the fountain at the Port of Helsinki) is then placed the white cap and it is initiated with champagne. Then the party starts and the students take over the city. The 1st
May is more a student than a labor convention in Finland. But actually, the 1 May the "hangover" day after the festivities and drinking the previous day. My experience was (to 30.04. I have not even seen, I was in Stockholm), the day that people need to be more or less sober. To this end, they gather in parks and picnic with friends, and drink more comfortably. In this case there was a relaxed and positive atmosphere. People had fun and were in good spirits. We see the Finns do not always ;-)
One problem with such open-air celebrations are always the public toilets. It was in the park but placed several portable toilets, but not nearly enough for the mass of people. The high alcohol consumption we saw some of these were ugly scenes ... But we have this henna, Jari and I are against 14 clock (the park was at this time full of people) back to the city have gone 45 minutes in the Silja Line - Terminal waited until we could go to the bathroom ... in the city crowds were constantly in motion. People came and went. The trams stopped in the city center no more. I ask myself all the time, where do these people all came! You see it out of town! It seems as if 1 May crawl out of their holes, the sun and alcohol to lure them ;-)
drove the afternoon we ever in our homes, to make us something fresh. We were already pretty exhausted from Stockholm and the sun ;-)
evening I met again with henna in the city center and we took the observer roles: the crowds were gone, but the alcohol effects were clear. People (young and old, men and women, rich and poor) staggered through the streets, fell down over curbs or stumbling steps, vomited, were no longer able to speak properly, danced in a trance, cried out loud in their Phones in or shouted at in public, fighting over a seat at the tram stop, although the bank had plenty of room, laughing loudly about themselves and others, talked to strangers or aping them for what they are in everyday life not in the able - indeed, they look no more once; asleep leaning on the trams, on park bench, on house walls, at bus stops, and they drank on and on ... Many people were seen in bars, where the hockey game between Finland and Slovenia has been transferred. Ice hockey is a national sport here, but even then it is the Finns can not understand it, to cheer loudly for your team. But in a drunken state that everything is much easier and the social norm is thrown overboard: it is crying and cursing, until one's voice does not ... Moreover, many young people were at night-club entrances snake.
Henna told that there would be full again by 4 clock in the morning. For as Pubs, bars and clubs made up and people were hungry. You would want to fast-food kiosks and as the snake wrangling would continue ...
Overall, the atmosphere was on 1 May in Helsinki, however great, positive, peaceful and very missed! The people have had fun and to celebrate the sun and their lives. That was great! I found it very relaxing and I have won many more impressions of the Finns and taken positive memories! 1. May in Helsinki: every time again :-)
Some photographic impressions:
 |
| first May in Helsinki |
How To Comferm That Whter Smps Is Working Or Not
Stockholm - Cruise (29 April - 1 May 2009)
I love Stockholm :-)
happiness, man must have ... My luck was that I was a huge and luxurious cruise ship to Stockholm was allowed to drive - as a gift! This I got from my colleague Super Sirpa :-) I thank you again for an incredibly good time (even if they unfortunately could not come :-()!
The anticipation started but long before this great event!
On my first Helsinki sightseeing tour in early March, I already have the seen gigantic cruise ship "Silja Line" the port of Helsinki and was overwhelmed due to its size and majestic effect. I was told that this ship daily by 17 clock moves to Stockholm and one night 300 € (http://www.seaeurope.com/pdffiles/STO_HEL_MIN.pdf; in U.S. dollars). Back then I thought: "Wow, how cool that would be to experience something like that once ..."
opened in the week after my "mentor" Sirpa in school, that it was club member at the Silja Line and a special offer would have received for a short trip to Stockholm in a 4-bed cabin. This would they invite me! "WWWWWWWAAAAAASSSSSSS? I? Can an individual have so much happiness? "I was pleased, of course, totally over the invitation and said at once! A short time later we had the period 29.04. for the outward journey, 30.04. for Stockholm and the return journey and 1:05:09 for the agreed arrival. Since mid-March, I was looking so forward to the big event - my first cruise and then also to Stockholm :-)
The week before the trip even though my colleague had to cancel their participation in the journey from school grounds. The disappointment of course was great. Sirpa But the ride was over after a few Arrangements with the operator on me and offered me to take someone (after all, was the 4-bed cabin already booked!)! Thank you, Sirpa! Fortunately, I had met in the meantime, a very nice Finnish couple of my age: Henna and Jari. I had pretty frequently done anything with them and they were immediately hooked when I told them 'my' invitation to Stockholm by cruise ship "Silja Line" opened! Henna had already worked one summer in Stockholm (she loves this town) and knew his way! Perfect :-) Now, the two had only two days (29 and 30.04.) Get free (May 1 holiday, and therefore also in Finland free). Despite the short notice they both have had no problems leave it ... so should be ;-)
After all the initial difficulties, I finally started at 15.30 clock so happy and full of anticipation with Sirpa the terminal of the "Silja Line" in Helsinki, and they got the tickets from. We met by chance Rainer Dominguez, Board of Education in the highest school authority of Finland (National Board of Education), which we were in the course of the German project at our school in constant and close contact. He had the same thing before we
:-) After I had taken leave of us and Sirpa wanted a nice ride, henna and Jari came to the terminal and we could not believe our luck. Our joy was great!
Then we boarded the ship and felt like in another world! All guests were welcomed by the staff at the entrance friendly. The ship was like a 5-star hotel and a town center in one and then another move! We searched our first cabin. I was pleasantly surprised by the cleanliness and spaciousness of the rather small cabin in which four people had been square. We had an inside cabin on the eighth "floor" with a view of the "Promenade" of the ship. There were shops, restaurants, cafes, gaming machines, a night club and the evening offered the "shopping street" Space for consumer shows. There was simply nothing at all! Just in time by 17 clock, the ship ran out of the harbor.
We went to the sixth floor and ordered the buffet for 35 € per person (!)! I know it sounds incredible and I can even still do not grasp that I have been through this, but I do not regret it! It was a very unique, special experience and belonged to the culture of the ship! Each table (and there were many) was used! And the offer - incredible! You could eat as much and drink as you wanted (or could ... ;-))! The selection had nothing to miss: cold dishes of fish, seafood, cheese, sausage, salad, Vegetables, wraps etc, hot meals with different components such as meat, fish, vegetables, potatoes and the delicious sauces and dips, breads, and then the desserts: a number of cakes, ice cream and desserts locations as well as typical Finnish and Swedish candy. For drinks were on every table from the start to two bottles of wine (each red and white) and in addition one could even serve coffee, tea, water, Coke, Fanta, etc. etc.
It was incredibly delicious, but almost impossible, to try anything! Fairly typical Finnish: we have three of less than two bottles of wine made! In both, depending almost half had no choice ... Other tables however, more bottles and plates were saturated
people ... good and good cheer we started after two hours of breakfast, explore the ship (twelve "floors") and the sun deck. Inside, we discovered in addition to what we could already see from our cab, a big business only for alcohol and sweets (tax free), game rooms, a Playstation Lounge, karaoke bars, pubs, beauty shops, a sauna (which may of course not missing ;-)) and a swimming pool. Outside, we shot a few rounds on the decks, enjoying the setting sun. It was just wonderful and so relaxing! The sea was totally calm (which my stomach did a very good) and the sun managed to donate despite the strong wind, heat (well, as usual, here goes without a winter coat yet). On the way back from Stockholm the next day I actually got a sunburn on the face - at 19 clock at night! I have to go to Sweden to get a sunburn! :-) :-) :-) In Finland, no sun or heat and I'm going to Sweden once and get a sunburn! I really had to laugh at myself. Of sun cream I have in the recent temperatures here (max. 15 ° C, but this is a total exception) do not of course intended.
At midnight we looked at a wonderful and brilliant dancing and singing show! The Ensemble and the selected songs were simply super good! Some Finns made it even (with plenty of alcohol in the blood), showing more emotion than just clapping
;-) The beds were very comfortable and we had a short but restful sleep. The next morning we did something crazy again: we went to the breakfast buffet for 10.50 euros! All you can eat and drink! In my defense I must say that really strengthened us for the whole day in Stockholm and we had to eat anything all day ... Then at last we could
on land - for the first time I walked into Swedish soil! And what I saw spring hungry eyes? Trees with bright green leaves! Lush green meadows! Even a tree with pink blossoms! I could not believe it! Stockholm in the spring had already moved in! In Helsinki I wait until today for the spring. No leaves on the trees, no flowers, dull-green meadows and really warm it will not be ....
Even the Green alone gave me so much energy! I had the whole day, the rose-colored glasses on and have seen everything in a beautiful light (but actually it seemed the sun all day and it was relatively warm)! The more I saw of Stockholm, the more I fell in love with this city! She has a great atmosphere and charisma! Through its many small islands and bridges, it offers a great view of much water, yachts, ships, bridges, meadows, harbor cafes etc. and thus has a Mediterranean ambience. This impression is supported by the numerous parks, green spaces and the architecture of buildings, roads and official places. The Art Nouveau style dominates the city skyline in many parts. Especially the old town (Gamla Stan) is worth the walk. It is ruled by a jolly atmosphere, the people are friendly, happy and relaxed and it feels really good! On original Swedish ice should not miss any case here, too ;-) the postcards are beautiful! But beware of the stamps: a 1.20 €! One small thing: there is hardly any public toilets and many cafes are so small that there is no customer toilets available ...
A special highlight for me was the henna and visit Junibacken . This is a children's museum where one can get especially Astrid Lindgren's characters and stories in more detail in a special way. There were childhood memories alive! Even Villa Kunterbunt could be explored. We even had the good fortune of Pippi Longstocking - to witness idea! What fun! The kids there loved Pippi and I have the piece in spite of the Swedish Language understood! Pippi is simply the best and strongest ;-) It was striking in this context, the cultural differences between Finnish and Swedish children: the Swedish children have sung with Pippi, she responded to their questions, talk with the pirates, etc. So a clapped and openness happiness I have in the two months in Finland never experienced ...
Unfortunately, then the time was already over :-( We had to go back on board the Silja Line. It struck us all hard to leave Stockholm. But I'll be back definitely !
evening we again saw a great show and are then totally fell into bed exhausted, I slept like a stone, even if the wind was a little more that night and the boat swayed a little more ... But on the eighth floor of which was not much to remember - fortunately ;-)
The next day at 10 clock in the morning we entered again the Finnish soil, but the adventures of the trio Henna, Jari and Liz was not yet over: it was the first May in Helsinki - the need to have experienced ... More in my next blog post!
In the gallery some impressions can be found, but nothing works like the original ...
So better: Let's go to Stockholm! 
I love Stockholm :-)
happiness, man must have ... My luck was that I was a huge and luxurious cruise ship to Stockholm was allowed to drive - as a gift! This I got from my colleague Super Sirpa :-) I thank you again for an incredibly good time (even if they unfortunately could not come :-()!
The anticipation started but long before this great event!
On my first Helsinki sightseeing tour in early March, I already have the seen gigantic cruise ship "Silja Line" the port of Helsinki and was overwhelmed due to its size and majestic effect. I was told that this ship daily by 17 clock moves to Stockholm and one night 300 € (http://www.seaeurope.com/pdffiles/STO_HEL_MIN.pdf; in U.S. dollars). Back then I thought: "Wow, how cool that would be to experience something like that once ..."
opened in the week after my "mentor" Sirpa in school, that it was club member at the Silja Line and a special offer would have received for a short trip to Stockholm in a 4-bed cabin. This would they invite me! "WWWWWWWAAAAAASSSSSSS? I? Can an individual have so much happiness? "I was pleased, of course, totally over the invitation and said at once! A short time later we had the period 29.04. for the outward journey, 30.04. for Stockholm and the return journey and 1:05:09 for the agreed arrival. Since mid-March, I was looking so forward to the big event - my first cruise and then also to Stockholm :-)
The week before the trip even though my colleague had to cancel their participation in the journey from school grounds. The disappointment of course was great. Sirpa But the ride was over after a few Arrangements with the operator on me and offered me to take someone (after all, was the 4-bed cabin already booked!)! Thank you, Sirpa! Fortunately, I had met in the meantime, a very nice Finnish couple of my age: Henna and Jari. I had pretty frequently done anything with them and they were immediately hooked when I told them 'my' invitation to Stockholm by cruise ship "Silja Line" opened! Henna had already worked one summer in Stockholm (she loves this town) and knew his way! Perfect :-) Now, the two had only two days (29 and 30.04.) Get free (May 1 holiday, and therefore also in Finland free). Despite the short notice they both have had no problems leave it ... so should be ;-)
After all the initial difficulties, I finally started at 15.30 clock so happy and full of anticipation with Sirpa the terminal of the "Silja Line" in Helsinki, and they got the tickets from. We met by chance Rainer Dominguez, Board of Education in the highest school authority of Finland (National Board of Education), which we were in the course of the German project at our school in constant and close contact. He had the same thing before we
:-) After I had taken leave of us and Sirpa wanted a nice ride, henna and Jari came to the terminal and we could not believe our luck. Our joy was great!
Then we boarded the ship and felt like in another world! All guests were welcomed by the staff at the entrance friendly. The ship was like a 5-star hotel and a town center in one and then another move! We searched our first cabin. I was pleasantly surprised by the cleanliness and spaciousness of the rather small cabin in which four people had been square. We had an inside cabin on the eighth "floor" with a view of the "Promenade" of the ship. There were shops, restaurants, cafes, gaming machines, a night club and the evening offered the "shopping street" Space for consumer shows. There was simply nothing at all! Just in time by 17 clock, the ship ran out of the harbor.
We went to the sixth floor and ordered the buffet for 35 € per person (!)! I know it sounds incredible and I can even still do not grasp that I have been through this, but I do not regret it! It was a very unique, special experience and belonged to the culture of the ship! Each table (and there were many) was used! And the offer - incredible! You could eat as much and drink as you wanted (or could ... ;-))! The selection had nothing to miss: cold dishes of fish, seafood, cheese, sausage, salad, Vegetables, wraps etc, hot meals with different components such as meat, fish, vegetables, potatoes and the delicious sauces and dips, breads, and then the desserts: a number of cakes, ice cream and desserts locations as well as typical Finnish and Swedish candy. For drinks were on every table from the start to two bottles of wine (each red and white) and in addition one could even serve coffee, tea, water, Coke, Fanta, etc. etc.
It was incredibly delicious, but almost impossible, to try anything! Fairly typical Finnish: we have three of less than two bottles of wine made! In both, depending almost half had no choice ... Other tables however, more bottles and plates were saturated
people ... good and good cheer we started after two hours of breakfast, explore the ship (twelve "floors") and the sun deck. Inside, we discovered in addition to what we could already see from our cab, a big business only for alcohol and sweets (tax free), game rooms, a Playstation Lounge, karaoke bars, pubs, beauty shops, a sauna (which may of course not missing ;-)) and a swimming pool. Outside, we shot a few rounds on the decks, enjoying the setting sun. It was just wonderful and so relaxing! The sea was totally calm (which my stomach did a very good) and the sun managed to donate despite the strong wind, heat (well, as usual, here goes without a winter coat yet). On the way back from Stockholm the next day I actually got a sunburn on the face - at 19 clock at night! I have to go to Sweden to get a sunburn! :-) :-) :-) In Finland, no sun or heat and I'm going to Sweden once and get a sunburn! I really had to laugh at myself. Of sun cream I have in the recent temperatures here (max. 15 ° C, but this is a total exception) do not of course intended.
At midnight we looked at a wonderful and brilliant dancing and singing show! The Ensemble and the selected songs were simply super good! Some Finns made it even (with plenty of alcohol in the blood), showing more emotion than just clapping
;-) The beds were very comfortable and we had a short but restful sleep. The next morning we did something crazy again: we went to the breakfast buffet for 10.50 euros! All you can eat and drink! In my defense I must say that really strengthened us for the whole day in Stockholm and we had to eat anything all day ... Then at last we could
on land - for the first time I walked into Swedish soil! And what I saw spring hungry eyes? Trees with bright green leaves! Lush green meadows! Even a tree with pink blossoms! I could not believe it! Stockholm in the spring had already moved in! In Helsinki I wait until today for the spring. No leaves on the trees, no flowers, dull-green meadows and really warm it will not be ....
Even the Green alone gave me so much energy! I had the whole day, the rose-colored glasses on and have seen everything in a beautiful light (but actually it seemed the sun all day and it was relatively warm)! The more I saw of Stockholm, the more I fell in love with this city! She has a great atmosphere and charisma! Through its many small islands and bridges, it offers a great view of much water, yachts, ships, bridges, meadows, harbor cafes etc. and thus has a Mediterranean ambience. This impression is supported by the numerous parks, green spaces and the architecture of buildings, roads and official places. The Art Nouveau style dominates the city skyline in many parts. Especially the old town (Gamla Stan) is worth the walk. It is ruled by a jolly atmosphere, the people are friendly, happy and relaxed and it feels really good! On original Swedish ice should not miss any case here, too ;-) the postcards are beautiful! But beware of the stamps: a 1.20 €! One small thing: there is hardly any public toilets and many cafes are so small that there is no customer toilets available ...
A special highlight for me was the henna and visit Junibacken . This is a children's museum where one can get especially Astrid Lindgren's characters and stories in more detail in a special way. There were childhood memories alive! Even Villa Kunterbunt could be explored. We even had the good fortune of Pippi Longstocking - to witness idea! What fun! The kids there loved Pippi and I have the piece in spite of the Swedish Language understood! Pippi is simply the best and strongest ;-) It was striking in this context, the cultural differences between Finnish and Swedish children: the Swedish children have sung with Pippi, she responded to their questions, talk with the pirates, etc. So a clapped and openness happiness I have in the two months in Finland never experienced ...
Unfortunately, then the time was already over :-( We had to go back on board the Silja Line. It struck us all hard to leave Stockholm. But I'll be back definitely !
evening we again saw a great show and are then totally fell into bed exhausted, I slept like a stone, even if the wind was a little more that night and the boat swayed a little more ... But on the eighth floor of which was not much to remember - fortunately ;-)
The next day at 10 clock in the morning we entered again the Finnish soil, but the adventures of the trio Henna, Jari and Liz was not yet over: it was the first May in Helsinki - the need to have experienced ... More in my next blog post!
In the gallery some impressions can be found, but nothing works like the original ...
 |
| Stockholm on 30 April 2009 |
So better: Let's go to Stockholm!
Friday, May 1, 2009
Find Senegal Refugee Camp
Thanks :-)
How time flies ...
On 29 April was my last day at the Laajavuori school. I can not believe that two months have gone by so fast!
It was a very informative time for me and in this I was able to gain very much insight into the Finnish school life.
I am very very grateful!
It was an important and correct decision for me to take a break and go to 2.5 months in abroad to gain new experiences - school, cultural and human.
This school and their teachers have taught me what is possible - in many Respect. I take a lot of ideas (ideals and visions ...) back to Germany and I hope that I can implement at least some of it ... :-)
At this point, I greet all the teachers of the school Laajavuori and thank you for the beautiful and warm farewell, the gifts and wishes for my future life.
I also greet all the students of Laajavuori school and am very excited about the many (sometimes homemade) postcards, greetings and wishes. That really means a lot! I felt very comfortable with you and think it's great that I got to know you.
particularly I would like to thank my mentor, Sirpa. She has supported me and given me incredible countless opportunities to test myself, to develop and introduce. In all (also difficult) situations, they stood behind me, gave me strengthening the back and stood up for me. Without them, my internship and my stay in Finland would not have been possible. Without them, this time at the school were not so far experience has been rich and instructive. Thanks for everything, Sirpa! I appreciate you, your commitment, your ideas and your energy very much!
All who want to can, under the comments still leave a message. I always look forward to hearing from you :-)
All the best, Liz
your 
How time flies ...
On 29 April was my last day at the Laajavuori school. I can not believe that two months have gone by so fast!
It was a very informative time for me and in this I was able to gain very much insight into the Finnish school life.
I am very very grateful!
It was an important and correct decision for me to take a break and go to 2.5 months in abroad to gain new experiences - school, cultural and human.
This school and their teachers have taught me what is possible - in many Respect. I take a lot of ideas (ideals and visions ...) back to Germany and I hope that I can implement at least some of it ... :-)
At this point, I greet all the teachers of the school Laajavuori and thank you for the beautiful and warm farewell, the gifts and wishes for my future life.
I also greet all the students of Laajavuori school and am very excited about the many (sometimes homemade) postcards, greetings and wishes. That really means a lot! I felt very comfortable with you and think it's great that I got to know you.
particularly I would like to thank my mentor, Sirpa. She has supported me and given me incredible countless opportunities to test myself, to develop and introduce. In all (also difficult) situations, they stood behind me, gave me strengthening the back and stood up for me. Without them, my internship and my stay in Finland would not have been possible. Without them, this time at the school were not so far experience has been rich and instructive. Thanks for everything, Sirpa! I appreciate you, your commitment, your ideas and your energy very much!
All who want to can, under the comments still leave a message. I always look forward to hearing from you :-)
All the best, Liz
your
Monday, April 27, 2009
Cstrike Servermonitor
Laajavuori School Free School Supplies - orders for the next school year
small work for a good cause ;-)
Yikes, who is this so hard, concentrating at work?
My "mentor" these days is about a page-long list of tiny print, a table-like divided and afflicted with many free fields scrolls, parallel in a catalog and with numbers on the list.
What makes it just as?
This looks really do not like teaching materials and also to prepare lessons! But what else does a teacher in the school at her desk?
looks highly concentrated on them and is reluctant to interfere ... but to me it makes an exception ;-)
The resolution is: It makes the teaching and learning tool orders for their upcoming new first Class in the next school year!
Aha, now I get some clear!
The full cabinets with books, pens of all kinds, sharpeners, rulers, scissors, glue sticks, paper, etc., etc., in every classroom is not just there (well, that was a little bit just thought of me ...) but they must be appointed to the laborious work of the / class teacher of the future! be estimated
therefore you will have seen the first, which is still there and usable, then depending on class size, as consumption will be in a school year and then again the quality of existing products are reviewed and compared. Thereupon catalog and placed an approximately ten-page list next to each other and go with the smallest work: first, the teacher chooses from a selection of about eleven different sharpeners (for example), what she wants now, then it must be the name and order number This sharpener in the list, then consider the price and skip to the end the number to three parallel classes and super in the small print List to enter. And this process must be repeated each school supplies. The poor ...
Overall this is a work about 5 hours if you will not be disturbed and working alone. Depending on grade levels teams can also work in a group. Both have advantages and disadvantages of course.
The great thing is - if we ignore the work - that the children will start school in the classroom and it's taken care of everything! No one has to exercise books, erasers, pencils, etc. Now! It's just all there!
I find this teaching and learning material to 9 School year just great!
It may be in Finnish classrooms not to say (as I've heard in some of my class often): "I'm not a leaf," "I have nothing to write," "Can someone lend me a hand and a pen?" No child
and no / e Teenager must ensure ashamed and humiliated that the parents have no money for school supplies (or want to spend), whether it is a pin or a workbook. Here in Finland it is obvious that the school (or community behind it) for any school books and school supplies makes any!
Dear colleague, it's worth the work! I would be such Listen fill in like it when the policy would only provide the money for the material available ...
small work for a good cause ;-)
Yikes, who is this so hard, concentrating at work?
My "mentor" these days is about a page-long list of tiny print, a table-like divided and afflicted with many free fields scrolls, parallel in a catalog and with numbers on the list.
What makes it just as?
This looks really do not like teaching materials and also to prepare lessons! But what else does a teacher in the school at her desk?
looks highly concentrated on them and is reluctant to interfere ... but to me it makes an exception ;-)
The resolution is: It makes the teaching and learning tool orders for their upcoming new first Class in the next school year!
Aha, now I get some clear!
The full cabinets with books, pens of all kinds, sharpeners, rulers, scissors, glue sticks, paper, etc., etc., in every classroom is not just there (well, that was a little bit just thought of me ...) but they must be appointed to the laborious work of the / class teacher of the future! be estimated
therefore you will have seen the first, which is still there and usable, then depending on class size, as consumption will be in a school year and then again the quality of existing products are reviewed and compared. Thereupon catalog and placed an approximately ten-page list next to each other and go with the smallest work: first, the teacher chooses from a selection of about eleven different sharpeners (for example), what she wants now, then it must be the name and order number This sharpener in the list, then consider the price and skip to the end the number to three parallel classes and super in the small print List to enter. And this process must be repeated each school supplies. The poor ...
Overall this is a work about 5 hours if you will not be disturbed and working alone. Depending on grade levels teams can also work in a group. Both have advantages and disadvantages of course.
The great thing is - if we ignore the work - that the children will start school in the classroom and it's taken care of everything! No one has to exercise books, erasers, pencils, etc. Now! It's just all there!
I find this teaching and learning material to 9 School year just great!
It may be in Finnish classrooms not to say (as I've heard in some of my class often): "I'm not a leaf," "I have nothing to write," "Can someone lend me a hand and a pen?" No child
and no / e Teenager must ensure ashamed and humiliated that the parents have no money for school supplies (or want to spend), whether it is a pin or a workbook. Here in Finland it is obvious that the school (or community behind it) for any school books and school supplies makes any!
Dear colleague, it's worth the work! I would be such Listen fill in like it when the policy would only provide the money for the material available ...
 |
| orders for next year |
Sunday, April 26, 2009
Eplain What Is Anaemia
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! 
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!
Letter Sample To Disconnect My Telephone Line
characteristics of Laajavuori the school
Twice a year there are big tests for the students: first
Take off the school year all children to participate in a math test. This is designed by the school authority and is responsible for all schools in Vantaa same for each year. The test is based on the curriculum of the previous school year. The test would examine the state of knowledge, as it should be after a school year. The result is interesting in two respects: First, it shows what children need extra help and support. This is relevant for teachers. Second, it provides insight into the school office by the respective schools and how much money they need for the promotion of individual students. Depending on the needs then a school can once a week extra funding . Offer But you get the teacher 25 Euro per 45 minutes.
second Once a year the students take compulsory part of a test for reading comprehension. This was developed by the University of Turku and bought by the Laajavuori school. The tests are evaluated by the university. The results are particularly instructive for the school because the students are divided into three groups: very good, average (good); needs. Depending on the assignment in a group of pupils from the last group support in reading obtained by the Finnish special education teacher or the teacher. It accordingly especially the children of immigrants support - Depending on their performance in reading compared to all children.
The school places great emphasis on parental involvement. At least three times during the school year, parents are invited for talks or meetings in the school. Everything that goes beyond that, is in use and in the capacity of individual teachers: first
At the beginning of the school year there is a great parents' evening. All parents are first greeted together in the gymnasium of the school management. Already there are the school's goals made transparent and highlights the responsibilities of parents. In the second phase of the parents' evening, parents are divided among the class teachers of their children. In the respective Classrooms will be again discussed the rights and duties of children, parents and the school, it explains what the child can learn under what conditions and the individual objectives and priorities of the respective class teachers are explained. Feedback and evaluation of, and by parents at any time during the school year and requires desirable.
second Before Christmas, parents are invited by the class teachers to a Christmas craft.
third In February, the mandatory meeting comes at a "mid-term evaluation" with child, parent and teacher. The teacher has several days left for the evening individually with all students in their class and their parents to take. It is discussed, where the child is currently, as in the course of the 1 Half-year has developed, as in the 2nd can improve and develop half of the year and and what can be from home and from the school done in support of this.
4th Further meetings are voluntary and are at the discretion of the teacher.
communicate addition, teachers and parents (especially in the early school years) on specific issues. There, the teacher gives regular feedback on the development and behavior of the child (1-5 times a week). The parents take the note with a signature and can write their own questions or comments into it. With this Issues have therefore all parties always have an overview on the status of the child (both cognitive and social). In case of problems parents are invited by the magazine at a parent meeting at school. 
Twice a year there are big tests for the students: first
Take off the school year all children to participate in a math test. This is designed by the school authority and is responsible for all schools in Vantaa same for each year. The test is based on the curriculum of the previous school year. The test would examine the state of knowledge, as it should be after a school year. The result is interesting in two respects: First, it shows what children need extra help and support. This is relevant for teachers. Second, it provides insight into the school office by the respective schools and how much money they need for the promotion of individual students. Depending on the needs then a school can once a week extra funding . Offer But you get the teacher 25 Euro per 45 minutes.
second Once a year the students take compulsory part of a test for reading comprehension. This was developed by the University of Turku and bought by the Laajavuori school. The tests are evaluated by the university. The results are particularly instructive for the school because the students are divided into three groups: very good, average (good); needs. Depending on the assignment in a group of pupils from the last group support in reading obtained by the Finnish special education teacher or the teacher. It accordingly especially the children of immigrants support - Depending on their performance in reading compared to all children.
The school places great emphasis on parental involvement. At least three times during the school year, parents are invited for talks or meetings in the school. Everything that goes beyond that, is in use and in the capacity of individual teachers: first
At the beginning of the school year there is a great parents' evening. All parents are first greeted together in the gymnasium of the school management. Already there are the school's goals made transparent and highlights the responsibilities of parents. In the second phase of the parents' evening, parents are divided among the class teachers of their children. In the respective Classrooms will be again discussed the rights and duties of children, parents and the school, it explains what the child can learn under what conditions and the individual objectives and priorities of the respective class teachers are explained. Feedback and evaluation of, and by parents at any time during the school year and requires desirable.
second Before Christmas, parents are invited by the class teachers to a Christmas craft.
third In February, the mandatory meeting comes at a "mid-term evaluation" with child, parent and teacher. The teacher has several days left for the evening individually with all students in their class and their parents to take. It is discussed, where the child is currently, as in the course of the 1 Half-year has developed, as in the 2nd can improve and develop half of the year and and what can be from home and from the school done in support of this.
4th Further meetings are voluntary and are at the discretion of the teacher.
communicate addition, teachers and parents (especially in the early school years) on specific issues. There, the teacher gives regular feedback on the development and behavior of the child (1-5 times a week). The parents take the note with a signature and can write their own questions or comments into it. With this Issues have therefore all parties always have an overview on the status of the child (both cognitive and social). In case of problems parents are invited by the magazine at a parent meeting at school.
Saturday, April 25, 2009
Becoming A Light Sleeper
visit in Vantaa Sotungin lukio
It is also open
:-) I finally managed to visit the high schools of Sotungin lukio in Vantaa. Even before I had a very nice conversation via e-mail with the deputy head teacher and we agreed on 20 April 2009 for a 1-day visit to this school. I spent a whole day of school from 9-15 Clock at the school and this was a very fantastic experience for me!
the early arrivals I was very impressed with the school grounds! It was a very large area, spacious and offered a lot of room for different sports grounds and sporting activities of all kinds! Later I learned that the school is including a focus on sports and many students already at the No. 1 in football, hockey, etc. are. But one by one. In the school itself, I was very warm and friendly welcome from the deputy head - after some initial difficulties because I was sitting in the wrong office, namely that of the middle school and the grammar of the Colleges! The deputy head had been looking for me! That was very unpleasant for me, but we did not directly laugh together! She then introduced me to some colleagues and the openness that has been shown me of them - amazing! That was something I had hardly been used! The teachers were very interested in me (where I come from, what I'm doing right now, what I think of the Finnish schools and how the school situation is like in Germany) and they said almost all spontaneously German! Even if they taught no German! Just great! I felt very comfortable right away!
then led me to the deputy head of the school and showed me both the premises, which are used jointly by the middle school and secondary school, as well as the corridors, the older of the students be used. I felt an open, relaxed and welcoming atmosphere throughout the school! This is encouraged in my opinion one hand by the white walls with student work (paintings, sculptures, exhibitions) are designed, and by the many large windows that the light in the school building. On 1st Floor is a large cafeteria, which this week focused on the theme "Chinese food" (like the whole school's motto, "China" was.) (General, the international Another focus of the school. She is involved in two Comenius projects that before the summer recess in late May in a celebration at the school open.) Furthermore, there is a large library for the students is always accessible, and a stage for parent meetings, performances, etc. In the hallway of the 2nd Floor are red sofas and armchairs that invite you to linger. In the same area is also a large room with many PC computers (as well as additional computers in the hall), which can be used by all students at any time (up to 21 clock) without the supervision of teachers. The Internet is also freely available to them. I think the great idea that the young people so much is trust and they learn responsibility in this way. It should be noted however, that in this Region a camera. It seems the young people but not in their movement and restrict their actions.
from 9.15 - 14.55 clock I've watched a total of five different classes, teachers and subjects (2x English, German, history and math). All teachers were now open and ready to let me sit in, even if it was not always discussed in advance! I was very surprised and happy! The deputy head repeatedly stressed that the school visit was used: in the German speaking countries (especially Germany ;-)), of (German) interns, but also by other teachers from the immediate vicinity and Finland. Thus, the colleagues of the school internships usual and the doors are always open for guests!
The Finnish students responded - it was not expected otherwise - very reserved and had, after I introduced myself briefly, no questions at me. The German teacher used the opportunity to find a native speaker to have in class, and let me tell you more about the German school system compared to the Finnish. Then a student dared to ask me where I am from Germany :-) Overall, I have regard to the teaching again noticed the high level and pace, some of large classes in almost any classroom disruptions (Big event), the many teachers lectures as a teaching method, and working with the book. In this regard came from the teachers again and again, the high pressure through the curriculum for language. Finally, the students stood before the Finland-wide central high school.
Another feature of the school next to a focus on sport and the international "virtual learning" was. want to both adults and adolescents of this school to deepen their knowledge or repeat the material - the school offers online courses in the form of specific subjects on the one Fronter' platform. This fact indicates already on something else out: the technical equipment of the school in general and of each classroom in particular. Every classroom that I have seen, includes: laptop, internet access, LCD projector, large projection screens, document camera and CD / DVD player with speaker system. Most classrooms also had no chalk boards anymore, but white boards with special whiteboard markers. (The principle of using similar course, the traditional blackboard, however, was faster and was cleaner! According to the deputy head to have the highest number of teachers opted for the renovation of the school 10 years ago for whiteboards.) Some classrooms were also by a whole class set of wireless headphones feature, which is especially an advantage for foreign language teaching.
My absolute highlight, however, was the SMART Board in action! Although I have heard a lot of it, but it never seen in the teaching practice! I was really excited total! What an experience! A math teacher invited me spontaneously in their teaching (thanks a lot!) And the main medium was just the SMART Board. She said she did not want to miss it more and it had become a major component of their teaching. Still, during a working phase of the pupils, she encouraged me to try the interactive whiteboard even once! Of course, it tempted me into this Moment for all sorts of gimmicks, but I must say, it really drew me in its spell! The SMART Board has an incredible number of applications and uses that can be used in the classroom and in the classroom! In addition, there are some programs for all subjects with images, templates, worksheets, games, etc. Nothing that is being developed, is lost because the interactive whiteboard is connected to the PC and all the "panels" can be saved. The math teacher made great use of it and put all the hours on the Internet on the results, Fronter' platform, which in turn is accessible to the math course. Thus, a repetition and dealing of the substance at any time possible. For me this was a fascinating experience!
However, the fear of contact with the medium, according to testimony of the teacher at her school also very high and only used by her chemistry teacher, the SMART Board. They even encouraged colleagues again to heranzutrauen to the touch-sensitive whiteboard, because the operation is to learn quickly, mostly because it resembles that of normal PC programs.
Generally the teachers of this school, however, very open to new technologies, especially when it comes to new applications on the Internet or offline programs. The deputy head said that the oldest colleague was at the school the fittest! It many courses and training for teachers offered, in which she introduced to the use of new media and trained. These courses are readily accepted by teachers and attended numerous.
Overall I have felt very well at this school! It was a friendly at all times taking care of me, even if it was only a 1-day visit! A visit to this school is highly recommended! 
It is also open
:-) I finally managed to visit the high schools of Sotungin lukio in Vantaa. Even before I had a very nice conversation via e-mail with the deputy head teacher and we agreed on 20 April 2009 for a 1-day visit to this school. I spent a whole day of school from 9-15 Clock at the school and this was a very fantastic experience for me!
the early arrivals I was very impressed with the school grounds! It was a very large area, spacious and offered a lot of room for different sports grounds and sporting activities of all kinds! Later I learned that the school is including a focus on sports and many students already at the No. 1 in football, hockey, etc. are. But one by one. In the school itself, I was very warm and friendly welcome from the deputy head - after some initial difficulties because I was sitting in the wrong office, namely that of the middle school and the grammar of the Colleges! The deputy head had been looking for me! That was very unpleasant for me, but we did not directly laugh together! She then introduced me to some colleagues and the openness that has been shown me of them - amazing! That was something I had hardly been used! The teachers were very interested in me (where I come from, what I'm doing right now, what I think of the Finnish schools and how the school situation is like in Germany) and they said almost all spontaneously German! Even if they taught no German! Just great! I felt very comfortable right away!
then led me to the deputy head of the school and showed me both the premises, which are used jointly by the middle school and secondary school, as well as the corridors, the older of the students be used. I felt an open, relaxed and welcoming atmosphere throughout the school! This is encouraged in my opinion one hand by the white walls with student work (paintings, sculptures, exhibitions) are designed, and by the many large windows that the light in the school building. On 1st Floor is a large cafeteria, which this week focused on the theme "Chinese food" (like the whole school's motto, "China" was.) (General, the international Another focus of the school. She is involved in two Comenius projects that before the summer recess in late May in a celebration at the school open.) Furthermore, there is a large library for the students is always accessible, and a stage for parent meetings, performances, etc. In the hallway of the 2nd Floor are red sofas and armchairs that invite you to linger. In the same area is also a large room with many PC computers (as well as additional computers in the hall), which can be used by all students at any time (up to 21 clock) without the supervision of teachers. The Internet is also freely available to them. I think the great idea that the young people so much is trust and they learn responsibility in this way. It should be noted however, that in this Region a camera. It seems the young people but not in their movement and restrict their actions.
from 9.15 - 14.55 clock I've watched a total of five different classes, teachers and subjects (2x English, German, history and math). All teachers were now open and ready to let me sit in, even if it was not always discussed in advance! I was very surprised and happy! The deputy head repeatedly stressed that the school visit was used: in the German speaking countries (especially Germany ;-)), of (German) interns, but also by other teachers from the immediate vicinity and Finland. Thus, the colleagues of the school internships usual and the doors are always open for guests!
The Finnish students responded - it was not expected otherwise - very reserved and had, after I introduced myself briefly, no questions at me. The German teacher used the opportunity to find a native speaker to have in class, and let me tell you more about the German school system compared to the Finnish. Then a student dared to ask me where I am from Germany :-) Overall, I have regard to the teaching again noticed the high level and pace, some of large classes in almost any classroom disruptions (Big event), the many teachers lectures as a teaching method, and working with the book. In this regard came from the teachers again and again, the high pressure through the curriculum for language. Finally, the students stood before the Finland-wide central high school.
Another feature of the school next to a focus on sport and the international "virtual learning" was. want to both adults and adolescents of this school to deepen their knowledge or repeat the material - the school offers online courses in the form of specific subjects on the one Fronter' platform. This fact indicates already on something else out: the technical equipment of the school in general and of each classroom in particular. Every classroom that I have seen, includes: laptop, internet access, LCD projector, large projection screens, document camera and CD / DVD player with speaker system. Most classrooms also had no chalk boards anymore, but white boards with special whiteboard markers. (The principle of using similar course, the traditional blackboard, however, was faster and was cleaner! According to the deputy head to have the highest number of teachers opted for the renovation of the school 10 years ago for whiteboards.) Some classrooms were also by a whole class set of wireless headphones feature, which is especially an advantage for foreign language teaching.
My absolute highlight, however, was the SMART Board in action! Although I have heard a lot of it, but it never seen in the teaching practice! I was really excited total! What an experience! A math teacher invited me spontaneously in their teaching (thanks a lot!) And the main medium was just the SMART Board. She said she did not want to miss it more and it had become a major component of their teaching. Still, during a working phase of the pupils, she encouraged me to try the interactive whiteboard even once! Of course, it tempted me into this Moment for all sorts of gimmicks, but I must say, it really drew me in its spell! The SMART Board has an incredible number of applications and uses that can be used in the classroom and in the classroom! In addition, there are some programs for all subjects with images, templates, worksheets, games, etc. Nothing that is being developed, is lost because the interactive whiteboard is connected to the PC and all the "panels" can be saved. The math teacher made great use of it and put all the hours on the Internet on the results, Fronter' platform, which in turn is accessible to the math course. Thus, a repetition and dealing of the substance at any time possible. For me this was a fascinating experience!
However, the fear of contact with the medium, according to testimony of the teacher at her school also very high and only used by her chemistry teacher, the SMART Board. They even encouraged colleagues again to heranzutrauen to the touch-sensitive whiteboard, because the operation is to learn quickly, mostly because it resembles that of normal PC programs.
Generally the teachers of this school, however, very open to new technologies, especially when it comes to new applications on the Internet or offline programs. The deputy head said that the oldest colleague was at the school the fittest! It many courses and training for teachers offered, in which she introduced to the use of new media and trained. These courses are readily accepted by teachers and attended numerous.
Overall I have felt very well at this school! It was a friendly at all times taking care of me, even if it was only a 1-day visit! A visit to this school is highly recommended!
Wednesday, April 22, 2009
Where To Buy Grip Tape In Singapore
Active development and creative exploration of the individual chapters in the book "Different teach school do differently"
The seminar "productive dealing with learning and behavior problems" is designed so that we on the one hand for a specific time schedule, the individual chapters of the book "Different teaching, do differently School" by JB read and the other is read together to discuss, but more work still drawing on kreativierende methods and procedures in ever-changing small group compositions, implement, creative, design, own thoughts, ideas and experiences expressed etc.
starting questions put to the discursive part:
What spoke to you?
What inspired you?
What did you hit?
What was new or surprising?
What you see is critical?
What made from what is read with the link so far in the study acquired / appropriated knowledge? What
of what is read helped you, your personal identity / professionalism as childhood scientist Next auszuformen?
What can / do you take to get to and from a repertoire of knowledge backgrounds, attitudes, techniques, tools, etc. for the school counseling or monitoring process in schools, the teachers-coaching, etc. together?
then applied over time as part of the seminar kreativierenden Auseindersetzungs and Expression:
developing / • Create a rap song on selected aspects of the chapter ... and practice it on to him then to present in plenary. This has happened in the first run. The very impressive results could be posted here as an audio or video files.
Place Read in the form of a small improvisational theater, an improvised piece of music, etc. order.
Set to what you read in the form of artistic / pictorial designs, as a pantomime, as a poem or a piece of literature ...
then can the issues and problems in implementing more scientific sense, by developing questions for research, research, or by designing models and approaches for the advisory work of childhood, scientists at schools ...
Other ideas are welcome ...
results and documentation on all of these processes can be set here. Because where you, the user does not have the necessary rights to set of materials available, send these materials to Timothy Lemme, or give. It will install everything. 
The seminar "productive dealing with learning and behavior problems" is designed so that we on the one hand for a specific time schedule, the individual chapters of the book "Different teaching, do differently School" by JB read and the other is read together to discuss, but more work still drawing on kreativierende methods and procedures in ever-changing small group compositions, implement, creative, design, own thoughts, ideas and experiences expressed etc.
starting questions put to the discursive part:
What spoke to you?
What inspired you?
What did you hit?
What was new or surprising?
What you see is critical?
What made from what is read with the link so far in the study acquired / appropriated knowledge? What
of what is read helped you, your personal identity / professionalism as childhood scientist Next auszuformen?
What can / do you take to get to and from a repertoire of knowledge backgrounds, attitudes, techniques, tools, etc. for the school counseling or monitoring process in schools, the teachers-coaching, etc. together?
then applied over time as part of the seminar kreativierenden Auseindersetzungs and Expression:
developing / • Create a rap song on selected aspects of the chapter ... and practice it on to him then to present in plenary. This has happened in the first run. The very impressive results could be posted here as an audio or video files.
Place Read in the form of a small improvisational theater, an improvised piece of music, etc. order.
Set to what you read in the form of artistic / pictorial designs, as a pantomime, as a poem or a piece of literature ...
then can the issues and problems in implementing more scientific sense, by developing questions for research, research, or by designing models and approaches for the advisory work of childhood, scientists at schools ...
Other ideas are welcome ...
results and documentation on all of these processes can be set here. Because where you, the user does not have the necessary rights to set of materials available, send these materials to Timothy Lemme, or give. It will install everything.
Sunday, April 19, 2009
Should Gallbladder Polyps Be Removed
German project "Voice star"
On 15 April 2009 was held at the school Laajavuori a project day to promote German language and motivation for learning German. In cooperation with the Goethe-Institut , the German School of Helsinki and Project manager Jan Quilitzsch ( TietoTaito Ry) and the coordinator at our school, Sirpa Rönkä should be carried out a project that appeals to children and young people of today. Why were the focus of the project, new media, the interest of the students in music and idols, the initiative and activity by the students and the principle of "Younger students learn from older students, who came from the German School of Helsinki. Thus was also guaranteed that the language of the day (mainly) German was.
The original idea of the project manager was to organize this day only for the German classes 4, 5 and 6. But on Initiative by the German teacher Sirpa Rönkä was the whole school for it to be won to set their own priorities that day, all around the theme of "German" (German speaking countries, colors, geography, art, music, literature, etc.), mainly but were conducted in Finnish.
All German learners have, however dialed into five workshop groups:
• Fruit salad group led by students of the German School and Ms. Kleiser, director of language department of the Goethe-Institut Finland, has dealt with a German software tasks is processed through stations, and at the end of a fruit salad made (and eaten :-))
• The Art Group, led by students of the German school and a teacher at our school of recyclable material has designed the sets.
• The dance group led by a student of the German school and the school social worker has a rehearsed choreography.
• The music group led by students of the German school and a teacher from our school has practiced a song.
• The press group, headed by a media designer, a teacher from our school and I documented the entire project day.
The entire project day went to an event - the highlight of the eventful day - the appearance of a student of the German School, which won "Young Musicians" the first prize at and should occur before the entire school community. The soundtrack was this performance by the singing of German and Swiss children's songs and a traditional Finnish song.
The appearance of the new talent of the German school (and who knows, maybe soon Finland far), Silvius, has swept our students with his German pop music and totally thrilled. He was supported just by the music group, which was the background for him. Moreover, the sets and the choreography of art and dance group has contributed to the success of the performance.
The evaluations in the German classes the next day revealed that the pupils the project day have consistently with good to very good, like this again them carry out a project and would have always felt well looked after - even in German-speaking group management. This was because the students met the group leaders of the German School in part in the run-through videos. There, asked this before and told a little about yourself. This phase was the testing and introduction of new Teaching materials (mainly in the form of new media) in the teaching of German dar.
a special role taken by the press group (sixth graders). Their mission field was very diverse and extremely demanding. So there was the team from an interview-group (interviews were conducted by children and even filmed), (have photographed all school activities), photographers, designers (the information on station names, names of teachers and all students have been sought) and reporters (which draws in each class and each workshop notes on their observations - in German !!!). Thus came the end (unfortunately, due to the diversity of their work could only be made the next day) production, a wide-ranging and detailed documentation of the project day out, which gave a good insight into the activities of the day:
• the media designer is a professional Making Of - Video
• produced by the students themselves were the following Results: 1st
a video show (Power Point presentation with even filmed recordings)
second a photo show (Power Point presentation with homemade photos)
third A wall poster (two huge wall poster with all the classrooms where activities have taken place, filled with photos and names of all parties, wall poster now hangs in the foyer the school)
4th A report (in German (using a standard text) and Finnish (translated independently), and the report should be read in connection below)
I participated in the planning, preparation and implementation of the project, I have a tremendous amount of I learned and look forward to further their own projects that I can perform at a German school. The time involved is of course very high. Therefore, team work and cooperation in the college and with external cooperation partners, the A & O. And if you will, is all :-) 
On 15 April 2009 was held at the school Laajavuori a project day to promote German language and motivation for learning German. In cooperation with the Goethe-Institut , the German School of Helsinki and Project manager Jan Quilitzsch ( TietoTaito Ry) and the coordinator at our school, Sirpa Rönkä should be carried out a project that appeals to children and young people of today. Why were the focus of the project, new media, the interest of the students in music and idols, the initiative and activity by the students and the principle of "Younger students learn from older students, who came from the German School of Helsinki. Thus was also guaranteed that the language of the day (mainly) German was.
The original idea of the project manager was to organize this day only for the German classes 4, 5 and 6. But on Initiative by the German teacher Sirpa Rönkä was the whole school for it to be won to set their own priorities that day, all around the theme of "German" (German speaking countries, colors, geography, art, music, literature, etc.), mainly but were conducted in Finnish.
All German learners have, however dialed into five workshop groups:
• Fruit salad group led by students of the German School and Ms. Kleiser, director of language department of the Goethe-Institut Finland, has dealt with a German software tasks is processed through stations, and at the end of a fruit salad made (and eaten :-))
• The Art Group, led by students of the German school and a teacher at our school of recyclable material has designed the sets.
• The dance group led by a student of the German school and the school social worker has a rehearsed choreography.
• The music group led by students of the German school and a teacher from our school has practiced a song.
• The press group, headed by a media designer, a teacher from our school and I documented the entire project day.
The entire project day went to an event - the highlight of the eventful day - the appearance of a student of the German School, which won "Young Musicians" the first prize at and should occur before the entire school community. The soundtrack was this performance by the singing of German and Swiss children's songs and a traditional Finnish song.
The appearance of the new talent of the German school (and who knows, maybe soon Finland far), Silvius, has swept our students with his German pop music and totally thrilled. He was supported just by the music group, which was the background for him. Moreover, the sets and the choreography of art and dance group has contributed to the success of the performance.
The evaluations in the German classes the next day revealed that the pupils the project day have consistently with good to very good, like this again them carry out a project and would have always felt well looked after - even in German-speaking group management. This was because the students met the group leaders of the German School in part in the run-through videos. There, asked this before and told a little about yourself. This phase was the testing and introduction of new Teaching materials (mainly in the form of new media) in the teaching of German dar.
a special role taken by the press group (sixth graders). Their mission field was very diverse and extremely demanding. So there was the team from an interview-group (interviews were conducted by children and even filmed), (have photographed all school activities), photographers, designers (the information on station names, names of teachers and all students have been sought) and reporters (which draws in each class and each workshop notes on their observations - in German !!!). Thus came the end (unfortunately, due to the diversity of their work could only be made the next day) production, a wide-ranging and detailed documentation of the project day out, which gave a good insight into the activities of the day:
• the media designer is a professional Making Of - Video
• produced by the students themselves were the following Results: 1st
a video show (Power Point presentation with even filmed recordings)
second a photo show (Power Point presentation with homemade photos)
third A wall poster (two huge wall poster with all the classrooms where activities have taken place, filled with photos and names of all parties, wall poster now hangs in the foyer the school)
4th A report (in German (using a standard text) and Finnish (translated independently), and the report should be read in connection below)
I participated in the planning, preparation and implementation of the project, I have a tremendous amount of I learned and look forward to further their own projects that I can perform at a German school. The time involved is of course very high. Therefore, team work and cooperation in the college and with external cooperation partners, the A & O. And if you will, is all :-)
Sunday, April 5, 2009
Full Board Accommodation Means
Entertainment 31 March 03 April conference 2009
This week I have seen a bit more of Finland :-)
On Tuesday, 31.03. I took a trip to Turku in southwestern Finland. Two ladies from the Martinlaakson lukio have invited their German intern for a trip and brought me kindly! I am very grateful! With the car we went in the morning on his way. The weather was on our side: although very cold, so it was sunny (after the snow storm at the weekend that was not necessarily to be expected!). Our 1st Stop was in front of Turku at a glass factory. Finland is known for his glass designs. Behind the sales floor, glass manufacturers were on display at work. Your skills are truly enormous!
arrived in Turku, we first visited the university, where one of the Finnish colleagues studied and worked. Then we took a long walk by and visited Turku in particular the cathedral and castle. With the car we drove, even after Naantali, a beautiful small town where the core of the typical Finnish wood architecture house there. There, we took a long walk :-) In the summer there and the Moomin theme park has opened . In Naantali, there is also the summer residence of the Finnish president. Your lock is flagged with the Finnish flag, if it is there. Then we strolled through the city of Turku, looking purely at some stores.
Whether it is worthwhile to Turku from Helsinki by train or bus to visit, is more questionable since the tickets are very expensive and one is on site often rely on a car, especially when you like to also go to Naantali. Otherwise it is very complicated, but not impossible, of course!
is historically an important city of Turku: Turku
was the former capital of Finland (to the 19th century) and its origins lie in the 13th as the first city in Finland Century. There also the first university in Finland was built. After becoming the capital Helsinki, the University was relocated there. Some institutions, however, are still in Turku and one can continue to study there.
The Cathedral of Turku is Finns important because it is the oldest church in Finland. The Turku Castle was built in the Middle Ages and is still well preserved.
is from a particular building (see pictures) in Turku and the 'Christmas Peace' on 24 December proclaimed that represents the beginning of Christmas for the Finns. The majority of them followed the proclamation with the TV.
On Friday, 03.04., I accepted an invitation from a colleague to Hämeenlinna, about which I was delighted! After school we drove north by bus to the small town 100 km from Helsinki. There we first visited the birthplace of Jean Sibelius, the largest Finnish composer, where he spent his childhood. Meanwhile, is in this wooden house a museum and it can also be rented for parties. The City of Hämeenlinna is very proud of her famous child "Sibelius, that there also went to school and has graduated from high school. In addition, the landmark of the city, the Häme Castle, which is also the name of the place - just Hämeenlinna. The castle dates from the 13th Century and is very well preserved. For me as a history teacher, these remnants of the past are of particular interest, of course :-)
Following the visit I met the family of my colleague know that I received very nice. We ate together very tasty dinner and I felt comfortable there! I thank the family for inviting me and I appreciate this gesture very much, because I know that the Finns their freedom, their place and need privacy and feel very important. It is - for cultural reasons - very typical to provide a 'stranger' insight into this protected area.
the evening I took the bus back to the capital. As I said, the infrastructure in at least southern Finland is very well developed.
On both trips to the Southwest of Finland to Turku and Hämeenlinna in Finland under the direction of funds has offered me a similar landscape: vast snow-covered Fields, large forest areas and some high granite cliffs, by the way for the motorway free of broken or tunnel was made passable. Between the cities you hardly find places, more isolated houses. Most of the routes between the cities, however, flat and uninhabited landscape underscores.
Now some photographic impressions:
This week I have seen a bit more of Finland :-)
On Tuesday, 31.03. I took a trip to Turku in southwestern Finland. Two ladies from the Martinlaakson lukio have invited their German intern for a trip and brought me kindly! I am very grateful! With the car we went in the morning on his way. The weather was on our side: although very cold, so it was sunny (after the snow storm at the weekend that was not necessarily to be expected!). Our 1st Stop was in front of Turku at a glass factory. Finland is known for his glass designs. Behind the sales floor, glass manufacturers were on display at work. Your skills are truly enormous!
arrived in Turku, we first visited the university, where one of the Finnish colleagues studied and worked. Then we took a long walk by and visited Turku in particular the cathedral and castle. With the car we drove, even after Naantali, a beautiful small town where the core of the typical Finnish wood architecture house there. There, we took a long walk :-) In the summer there and the Moomin theme park has opened . In Naantali, there is also the summer residence of the Finnish president. Your lock is flagged with the Finnish flag, if it is there. Then we strolled through the city of Turku, looking purely at some stores.
Whether it is worthwhile to Turku from Helsinki by train or bus to visit, is more questionable since the tickets are very expensive and one is on site often rely on a car, especially when you like to also go to Naantali. Otherwise it is very complicated, but not impossible, of course!
is historically an important city of Turku: Turku
was the former capital of Finland (to the 19th century) and its origins lie in the 13th as the first city in Finland Century. There also the first university in Finland was built. After becoming the capital Helsinki, the University was relocated there. Some institutions, however, are still in Turku and one can continue to study there.
The Cathedral of Turku is Finns important because it is the oldest church in Finland. The Turku Castle was built in the Middle Ages and is still well preserved.
is from a particular building (see pictures) in Turku and the 'Christmas Peace' on 24 December proclaimed that represents the beginning of Christmas for the Finns. The majority of them followed the proclamation with the TV.
On Friday, 03.04., I accepted an invitation from a colleague to Hämeenlinna, about which I was delighted! After school we drove north by bus to the small town 100 km from Helsinki. There we first visited the birthplace of Jean Sibelius, the largest Finnish composer, where he spent his childhood. Meanwhile, is in this wooden house a museum and it can also be rented for parties. The City of Hämeenlinna is very proud of her famous child "Sibelius, that there also went to school and has graduated from high school. In addition, the landmark of the city, the Häme Castle, which is also the name of the place - just Hämeenlinna. The castle dates from the 13th Century and is very well preserved. For me as a history teacher, these remnants of the past are of particular interest, of course :-)
Following the visit I met the family of my colleague know that I received very nice. We ate together very tasty dinner and I felt comfortable there! I thank the family for inviting me and I appreciate this gesture very much, because I know that the Finns their freedom, their place and need privacy and feel very important. It is - for cultural reasons - very typical to provide a 'stranger' insight into this protected area.
the evening I took the bus back to the capital. As I said, the infrastructure in at least southern Finland is very well developed.
On both trips to the Southwest of Finland to Turku and Hämeenlinna in Finland under the direction of funds has offered me a similar landscape: vast snow-covered Fields, large forest areas and some high granite cliffs, by the way for the motorway free of broken or tunnel was made passable. Between the cities you hardly find places, more isolated houses. Most of the routes between the cities, however, flat and uninhabited landscape underscores.
Now some photographic impressions:
 |
| Turku and Hämeenlinna |
Sunday, March 29, 2009
How Can I Connect My Hard Drive To My Tv
with 'our' school psychologists
On 25 March I had an hour-long conversation with the school psychologist of the school, which is very enlightening to hear was. Again, I can only say what we could do everything in Germany for children and young people, if only we had the money and qualified staff!
General:
• The school psychologist is responsible for four schools in the immediate vicinity and at each school has its own space. One of the schools is its main school. There he is three times a week. On 'our' school, he is twice a week and the other two he visited regularly from these schools.
• Over his cell phone he can be reached always, in emergencies, even after "closing time". With his car he can quickly reach every school and in any place be. Although a normal working day is up to 16 clock related, often held meetings with parents after 17 clock. In addition there are regular parent information evenings.
• 'Our' school psychologist is responsible for 1300 students and that's a lot! Average, 1,000 students back up to a psychologist. Alone in the Vantaa district, where is my 'school, 20 school psychologists are working! I may not now write down the number from Hesse to the comparison. This fact is shocking ...
• care per month and advises the school psychologist about 90 children. While his schedule is very flexible and considers time especially for emergencies and crisis-free.
duties:
• The main clientele of the school psychologists are of course the children and the main task of the support and funding. But the communication with the teachers and the school management is one of them for granted. In addition, the advice of parents and families of children affected major component of the work.
• When a child stands out in class - whether in terms of learning difficulties or behavioral problems - looking for the teacher to the school psychologist, who then asks for the permission of parents to check the child or have a conversation with him may be.
• belongs also to the duties of psychologists writing up reports on tests, inspections and the diagnosis and appropriate assistance.
Which problems are often in children and young people?
• It happens that children are constantly ill. Mostly stuck behind psychological causes. This problem, however, occurs rarely.
• difficulties in mathematics, in reading or writing
• behavior problems in social situations
• difficulty concentrating • Loneliness
• relationship problems with boyfriend / girlfriend
How can the school psychologist ? Help
• give advice to parents and teachers how the child can be supported
• For personal problems and psychological suffering of the affected child will be transferred to a hospital or therapy center. They work closely with schools and school psychologists. The school psychologist is on site in time not in a position, a child care deeply psychologically and therapeutically.
• listening (often have children and to speak to all young people the need, just with a / an adult, it is especially during stressful times such as exam periods, or relationship problems before) and try to build self-confidence of the affected students and their positive feedback to give. Often alone and listening to help a small tip, such as start early with the learning '.
What happens when parents refuse their consent?
- About all actions within and outside the school is the law: The Finnish Constitution speaks to the child the right to integrity, protection, support and help.
- The experience of school psychologists is that most parents do not give a migrant background or high social status or her consent.
• If parents do not respond immediately, they initially given some time to reflect on the request of the school psychologist.
• Then the parents give their consent is still not invited to an interview with the school psychologist, teacher and school management to school. There will be discussed with them about the difficulties of their child, on possible causes and relief efforts.
• The next step, the threat of an authority that is comparable to the youth welfare office must be notified. In most cases this is sufficient and the parents give their consent.
• If parents do not continue to cooperate and refuse to agree to relief for the child, must, youth welfare office turned on 'and are informed about, that the child can not be too supportive.
• If the school is very concerned about the welfare of a child, is generally always involved an employee of, Youth Office, 'and it is advised to be similar on.
My conclusion after talking: very impressive and very interesting! I had the feeling that the school psychologist, his work really makes the heart and above all committed to the welfare of children and young people! 
On 25 March I had an hour-long conversation with the school psychologist of the school, which is very enlightening to hear was. Again, I can only say what we could do everything in Germany for children and young people, if only we had the money and qualified staff!
General:
• The school psychologist is responsible for four schools in the immediate vicinity and at each school has its own space. One of the schools is its main school. There he is three times a week. On 'our' school, he is twice a week and the other two he visited regularly from these schools.
• Over his cell phone he can be reached always, in emergencies, even after "closing time". With his car he can quickly reach every school and in any place be. Although a normal working day is up to 16 clock related, often held meetings with parents after 17 clock. In addition there are regular parent information evenings.
• 'Our' school psychologist is responsible for 1300 students and that's a lot! Average, 1,000 students back up to a psychologist. Alone in the Vantaa district, where is my 'school, 20 school psychologists are working! I may not now write down the number from Hesse to the comparison. This fact is shocking ...
• care per month and advises the school psychologist about 90 children. While his schedule is very flexible and considers time especially for emergencies and crisis-free.
duties:
• The main clientele of the school psychologists are of course the children and the main task of the support and funding. But the communication with the teachers and the school management is one of them for granted. In addition, the advice of parents and families of children affected major component of the work.
• When a child stands out in class - whether in terms of learning difficulties or behavioral problems - looking for the teacher to the school psychologist, who then asks for the permission of parents to check the child or have a conversation with him may be.
• belongs also to the duties of psychologists writing up reports on tests, inspections and the diagnosis and appropriate assistance.
Which problems are often in children and young people?
• It happens that children are constantly ill. Mostly stuck behind psychological causes. This problem, however, occurs rarely.
• difficulties in mathematics, in reading or writing
• behavior problems in social situations
• difficulty concentrating • Loneliness
• relationship problems with boyfriend / girlfriend
How can the school psychologist ? Help
• give advice to parents and teachers how the child can be supported
• For personal problems and psychological suffering of the affected child will be transferred to a hospital or therapy center. They work closely with schools and school psychologists. The school psychologist is on site in time not in a position, a child care deeply psychologically and therapeutically.
• listening (often have children and to speak to all young people the need, just with a / an adult, it is especially during stressful times such as exam periods, or relationship problems before) and try to build self-confidence of the affected students and their positive feedback to give. Often alone and listening to help a small tip, such as start early with the learning '.
What happens when parents refuse their consent?
- About all actions within and outside the school is the law: The Finnish Constitution speaks to the child the right to integrity, protection, support and help.
- The experience of school psychologists is that most parents do not give a migrant background or high social status or her consent.
• If parents do not respond immediately, they initially given some time to reflect on the request of the school psychologist.
• Then the parents give their consent is still not invited to an interview with the school psychologist, teacher and school management to school. There will be discussed with them about the difficulties of their child, on possible causes and relief efforts.
• The next step, the threat of an authority that is comparable to the youth welfare office must be notified. In most cases this is sufficient and the parents give their consent.
• If parents do not continue to cooperate and refuse to agree to relief for the child, must, youth welfare office turned on 'and are informed about, that the child can not be too supportive.
• If the school is very concerned about the welfare of a child, is generally always involved an employee of, Youth Office, 'and it is advised to be similar on.
My conclusion after talking: very impressive and very interesting! I had the feeling that the school psychologist, his work really makes the heart and above all committed to the welfare of children and young people!
Kennex Squash Rackets
What do the Finnish schools different?
differences with Germany and the mystery of PISA:
As I have already indicated several times, is not the good performance of Finnish students in PISA in class, the directed a total frontal, on the textbook and the teacher is. There are hardly applied methods and there is no internal differentiation (and in comprehensive schools where all children learn and the same and there is no division on the eligibility, primary, secondary and grammar schools)! Striking still are the many domestic tasks that are given to students in most subjects and the comparison of the homework takes up a significant proportion of the hour. The question now is: What do the Finns do differently and what they do particularly well? The answer: everything really!
Here is my personal summary:
• compare the comprehensive school system (not to be confused and with the integrative comprehensive schools in Germany, where children are still divided on ABC classes and taught separately and reach different degrees, there is in Finland, not here, all together until the 9th Class taught, as needed for additional support and make the same conclusion) offers up to the 9th Class share a common basic education for all children, opening up equal educational opportunities regardless of socio-economic status of families and on the cognitive development of each child.
→ Because of the comprehensive school system, all students feel equal and they are indeed, as all have the same educational opportunities and access! There are no losers in the education system and society. (I do not need the constant and absolutely necessary and legitimate debate, is the German school system in question to be repeated ...)
• In the formation of much more money will be spent in Germany! The taxes for individuals in Finland has been quite high, but a significant proportion of taxpayers' money is just put into the schools! And that is also supported by the benevolent society! Some examples: very good technical facilities, large classrooms and individual tables that can be moved quickly and relatively small classes, support of teachers by school psychologists, special and social education, free lunch for every child, good health care by (dental) doctors and school nurses, regular projects, international exchange programs, promotion of migrant children (especially in learning the Finnish language), teaching and learning material to Year 9 Class (from the eraser on the booklet to all school books and accompanying materials), support for learning disabilities for children and young people, by teachers themselves or qualified personnel from outside after the lessons, which will be billed etc.
→ The politics and society the school and the education in high regard met with and this is also with the children and young people! In addition, no child is left behind, as there is enough support instances, the care of children with difficulties in all respects. If we look at the state of German schools, then you can not say absolutely that the policy a bit of education and our children, who are the future of the company, is ...
• The training of teachers is of great value: early educators ( for day care centers, kindergartens and preschools that include the age 1:00 to 6:00 years) are university-trained. primary school teachers can train specifically to class teachers . Let You can also choose a course of study that includes approximately 4 years, and then attach a one year teaching degree. Particularly noteworthy, however, are the selection tests I have described elsewhere already. If you decide to say for the teaching profession, one must go through three testing phases, which already include educational knowledge, team work and a teaching unit and a psychological test, and thus the psychological fitness, and there. Only one in three will be approved according to these tests for teacher training.
→ In Finland these personality tests are really only those admitted to the program who want to become teachers of conviction and suitable for this are. Who will be with us in preventing Germany from becoming a teacher ...?
• All subjects are equally encouraged:
- Finnish (the Finnish language is attributed to a high value)
- the humanities and social sciences (in this context, the national feeling of the Finns is strongly encouraged and shaped)
- Foreign Languages (high emphasis is placed on as many languages and is usually done on a very high level, although English is increasingly dominated and elected)
- the science
- the musical and artistic subjects (especially those intended for personal development the students) contribute
- Sports in all possible variations (there are hardly any obese children in Finland)
- (traditional) hand and works
- Integration of new media in as many subjects
→ This gives children and young people the opportunity to all areas meet the requirements of social life and the world of work or studies. You are given the chance to develop their personality through a wide range of products. Here, personal interests may emerge that help young people from considering a future career in the eye. My experience from Germany is that there are strong policy of the and social trends and certain lobby groups depends on which subject is particularly encouraged or even neglected. Unfortunately, forgetting the main thing: the best possible development of the child.
=> The many supporting instances, the importance of education, the well-trained teachers, equal education and access opportunities for all students (high expectations for their future), the promotion of children with immigrant backgrounds and are of course due to the Finnish mentality hardly worth mentioning classroom disruptions! In this respect, a high tempo and high levels of education (although mostly with the reproduction of knowledge will not be maintained for transfers). Just think of some German secondary schools and secondary schools where the teaching for the most part is not possible at all, because classroom disruptions and educational measures (or, unfortunately, very often disciplinary measures) to determine the school day ... (here I do not want to be misunderstood: I do not see the children as a cause of classroom disruptions, and their behavior is merely the result of many profound and far-reaching and often more remote causes ...)
If necessary, put in these aspects, which reflect most of my observations, the Secret to the good performance of Finnish students in PISA? 
differences with Germany and the mystery of PISA:
As I have already indicated several times, is not the good performance of Finnish students in PISA in class, the directed a total frontal, on the textbook and the teacher is. There are hardly applied methods and there is no internal differentiation (and in comprehensive schools where all children learn and the same and there is no division on the eligibility, primary, secondary and grammar schools)! Striking still are the many domestic tasks that are given to students in most subjects and the comparison of the homework takes up a significant proportion of the hour. The question now is: What do the Finns do differently and what they do particularly well? The answer: everything really!
Here is my personal summary:
• compare the comprehensive school system (not to be confused and with the integrative comprehensive schools in Germany, where children are still divided on ABC classes and taught separately and reach different degrees, there is in Finland, not here, all together until the 9th Class taught, as needed for additional support and make the same conclusion) offers up to the 9th Class share a common basic education for all children, opening up equal educational opportunities regardless of socio-economic status of families and on the cognitive development of each child.
→ Because of the comprehensive school system, all students feel equal and they are indeed, as all have the same educational opportunities and access! There are no losers in the education system and society. (I do not need the constant and absolutely necessary and legitimate debate, is the German school system in question to be repeated ...)
• In the formation of much more money will be spent in Germany! The taxes for individuals in Finland has been quite high, but a significant proportion of taxpayers' money is just put into the schools! And that is also supported by the benevolent society! Some examples: very good technical facilities, large classrooms and individual tables that can be moved quickly and relatively small classes, support of teachers by school psychologists, special and social education, free lunch for every child, good health care by (dental) doctors and school nurses, regular projects, international exchange programs, promotion of migrant children (especially in learning the Finnish language), teaching and learning material to Year 9 Class (from the eraser on the booklet to all school books and accompanying materials), support for learning disabilities for children and young people, by teachers themselves or qualified personnel from outside after the lessons, which will be billed etc.
→ The politics and society the school and the education in high regard met with and this is also with the children and young people! In addition, no child is left behind, as there is enough support instances, the care of children with difficulties in all respects. If we look at the state of German schools, then you can not say absolutely that the policy a bit of education and our children, who are the future of the company, is ...
• The training of teachers is of great value: early educators ( for day care centers, kindergartens and preschools that include the age 1:00 to 6:00 years) are university-trained. primary school teachers can train specifically to class teachers . Let You can also choose a course of study that includes approximately 4 years, and then attach a one year teaching degree. Particularly noteworthy, however, are the selection tests I have described elsewhere already. If you decide to say for the teaching profession, one must go through three testing phases, which already include educational knowledge, team work and a teaching unit and a psychological test, and thus the psychological fitness, and there. Only one in three will be approved according to these tests for teacher training.
→ In Finland these personality tests are really only those admitted to the program who want to become teachers of conviction and suitable for this are. Who will be with us in preventing Germany from becoming a teacher ...?
• All subjects are equally encouraged:
- Finnish (the Finnish language is attributed to a high value)
- the humanities and social sciences (in this context, the national feeling of the Finns is strongly encouraged and shaped)
- Foreign Languages (high emphasis is placed on as many languages and is usually done on a very high level, although English is increasingly dominated and elected)
- the science
- the musical and artistic subjects (especially those intended for personal development the students) contribute
- Sports in all possible variations (there are hardly any obese children in Finland)
- (traditional) hand and works
- Integration of new media in as many subjects
→ This gives children and young people the opportunity to all areas meet the requirements of social life and the world of work or studies. You are given the chance to develop their personality through a wide range of products. Here, personal interests may emerge that help young people from considering a future career in the eye. My experience from Germany is that there are strong policy of the and social trends and certain lobby groups depends on which subject is particularly encouraged or even neglected. Unfortunately, forgetting the main thing: the best possible development of the child.
=> The many supporting instances, the importance of education, the well-trained teachers, equal education and access opportunities for all students (high expectations for their future), the promotion of children with immigrant backgrounds and are of course due to the Finnish mentality hardly worth mentioning classroom disruptions! In this respect, a high tempo and high levels of education (although mostly with the reproduction of knowledge will not be maintained for transfers). Just think of some German secondary schools and secondary schools where the teaching for the most part is not possible at all, because classroom disruptions and educational measures (or, unfortunately, very often disciplinary measures) to determine the school day ... (here I do not want to be misunderstood: I do not see the children as a cause of classroom disruptions, and their behavior is merely the result of many profound and far-reaching and often more remote causes ...)
If necessary, put in these aspects, which reflect most of my observations, the Secret to the good performance of Finnish students in PISA?
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