Schooling in Finland
Oulu - Finland, 3 - 7 February 2020
Education for Sustainable Development
During the course, lectures, workshops and study meetings took place in eight Finnish schools in Oulu and its surroundings. Each day, I had the opportunity to visit one or two schools and see the Finnish educational system from the inside at all stages of education and in various environmental conditions. The subject of the study visits oscillated around the global goals of sustainable development, developed by the team at the UN. In each school, the participants of the course were shown how to implement the values contained in several goals selected by said school. As part of the workshops, the participants' task was to design sustainable development activities that could be implemented in their home school.
The added value of the course was the opportunity to visit the surroundings of Oulu in the winter season (e.g. a walk on the frozen Baltic Sea), as well as immersing yourself in Finnish culture (tasting traditional dishes, experiencing the values of the Finnish sauna), but also polishing the English language and making new, international connections.
The most important lessons I adopted after my stay in Finland can be summarized as follows:
Education for Sustainable Development
During the course, lectures, workshops and study meetings took place in eight Finnish schools in Oulu and its surroundings. Each day, I had the opportunity to visit one or two schools and see the Finnish educational system from the inside at all stages of education and in various environmental conditions. The subject of the study visits oscillated around the global goals of sustainable development, developed by the team at the UN. In each school, the participants of the course were shown how to implement the values contained in several goals selected by said school. As part of the workshops, the participants' task was to design sustainable development activities that could be implemented in their home school.
The added value of the course was the opportunity to visit the surroundings of Oulu in the winter season (e.g. a walk on the frozen Baltic Sea), as well as immersing yourself in Finnish culture (tasting traditional dishes, experiencing the values of the Finnish sauna), but also polishing the English language and making new, international connections.
The most important lessons I adopted after my stay in Finland can be summarized as follows:
- Go beyond the limits of your abilities.
- Don't run away from problems, for they make you grow.
- Everything takes time, be patient! Three years is the shortest possible time to introduce a new quality in school.
Schooling in Greece
In the course "Hands-on CLIL: Digital Storytelling through Multiple Intelligences", the lecturer presents a whole series of technologically advanced applications, which support interactivity in language learning and can be used in S.T.R.E.A.M methods. Dr. Petros Georgiakakis proposes a wide and varied list of gamification-based CLIL applications and tools that can support students' curiosity and creativity. CLIL is a great way to familiarize yourself with any language a given person would like to learn. During the course, you can discover ideas that you can easily use both in your classroom (to the delight of students) and in your own education path.
Maciej Helbig
Maciej Helbig
Schooling in Athens
BetweenNovember 25, 2019 and November 29, 2019 I participated in a training for math teachers called "Web 2.0 in the mathematical classroom", which took place in Athens.
During the course we dealt with typical mathematical applications such as "Geogebra" or "Symbollab", as well as applications from the "Google" package.
In each case, the emphasis was placed on the use of an application in school practice.
Of course, it was also important to meet the teachers from other countries and exchange experiences.
The classes were conducted in a computer lab and had the character of workshops, therefore visiting Athens, also known as the homeland of mathematics, was like a breath of fresh air.
Marcin Cetnar
During the course we dealt with typical mathematical applications such as "Geogebra" or "Symbollab", as well as applications from the "Google" package.
In each case, the emphasis was placed on the use of an application in school practice.
Of course, it was also important to meet the teachers from other countries and exchange experiences.
The classes were conducted in a computer lab and had the character of workshops, therefore visiting Athens, also known as the homeland of mathematics, was like a breath of fresh air.
Marcin Cetnar
Discovering Renaissance Art in Florence 22.04- 27.04.2019
The "Discovering Renaissance Art in Florence" course is intended for teachers in primary and secondary schools, as well as organizations offering adult education.
It lasts one week (Monday to Saturday). Lectures are held at school in the mornings. After the lunch break, participants visit the main museums of Florence together with a teacher acting as a guide.
The program includes, among other things, the Uffizi Gallery, the Museum dell Opera del Duomo, the Church of Santa Croce and the Gallery dell Accademia. The groups of students are small (maximum 10 people), which allows for close contact with the guide.
Lectures are held in English, teachers participating in the course come from all over Europe. During my course I met teachers from Estonia, Finland, Germany, Spain and France.
Topics covered during the course:
- historic and artistic background of the Renaissance
- development of humanism and its effects
- a comparative look at early artistic influences in Siena and Florence (Giotto, Martini, Lorenzetti)
- the role of patronage in the art of the Renaissance
- the birth of the Renaissance architecture and perspective
- masters of the 14th century: Masaccio, Uccello, Botticelli, Piero della Francesca
- High Renaissance and the role of the Medici Academy (Leonardo da Vinci, Michelangelo).
The quality of the course, the preparation of the instructor, and the conditions at the school exceeded my expectations. While lectures on the Renaissance are also available in our country, the possibility of communing with the works discussed in the classes cannot be overestimated. It is also important to note that the school reserves tickets to the main attractions of Florence and allows you to visit them while avoiding the huge tourist queues.
The Renaissance in Florence is one of the most intriguing cultural manifestations in Western history. Lectures combined with visits to museums are everything you could dream of.
In addition, in the afternoons, the school organized walks with a guide talking about the history of Florence, its culinary routes, as well as visits to the artistic and cultural environment for all participants of the courses taking place in a given week.
The school provided accommodation in the center of Florence. The choice of living in an apartment shared with other course participants allowed for the exchange of experiences from our professional work.
I rate the course very highly, and I recommend it to anyone interested in European art.
After returning to school, in each of my classes, during lessons in "knowledge about culture", I talked about the charms of the art of the Renaissance.
The name "Renaissance" comes from the French word "renaissance" which means "to be born again". In Poland, this era is also referred to as the "Rebirth". It was a time when, firstly, man was reborn, secondly, science and art, thirdly, antiquity, and fourthly, curiosity about the world and man. The ability to see beauty in each of us, in our environment is priceless, not only for our students/pupils, but for every single one of us. Let us remember that communing with art ennobles.
Being aware of the enormous costs allocated to our teacher training courses, I would like to thank the European Union for this undertaking.
Please watch the movie to experience the atmosphere of Florence.
https://www.youtube.com/watch?v=kzhuZmzoX5o
Alina Wieczorkowska
It lasts one week (Monday to Saturday). Lectures are held at school in the mornings. After the lunch break, participants visit the main museums of Florence together with a teacher acting as a guide.
The program includes, among other things, the Uffizi Gallery, the Museum dell Opera del Duomo, the Church of Santa Croce and the Gallery dell Accademia. The groups of students are small (maximum 10 people), which allows for close contact with the guide.
Lectures are held in English, teachers participating in the course come from all over Europe. During my course I met teachers from Estonia, Finland, Germany, Spain and France.
Topics covered during the course:
- historic and artistic background of the Renaissance
- development of humanism and its effects
- a comparative look at early artistic influences in Siena and Florence (Giotto, Martini, Lorenzetti)
- the role of patronage in the art of the Renaissance
- the birth of the Renaissance architecture and perspective
- masters of the 14th century: Masaccio, Uccello, Botticelli, Piero della Francesca
- High Renaissance and the role of the Medici Academy (Leonardo da Vinci, Michelangelo).
The quality of the course, the preparation of the instructor, and the conditions at the school exceeded my expectations. While lectures on the Renaissance are also available in our country, the possibility of communing with the works discussed in the classes cannot be overestimated. It is also important to note that the school reserves tickets to the main attractions of Florence and allows you to visit them while avoiding the huge tourist queues.
The Renaissance in Florence is one of the most intriguing cultural manifestations in Western history. Lectures combined with visits to museums are everything you could dream of.
In addition, in the afternoons, the school organized walks with a guide talking about the history of Florence, its culinary routes, as well as visits to the artistic and cultural environment for all participants of the courses taking place in a given week.
The school provided accommodation in the center of Florence. The choice of living in an apartment shared with other course participants allowed for the exchange of experiences from our professional work.
I rate the course very highly, and I recommend it to anyone interested in European art.
After returning to school, in each of my classes, during lessons in "knowledge about culture", I talked about the charms of the art of the Renaissance.
The name "Renaissance" comes from the French word "renaissance" which means "to be born again". In Poland, this era is also referred to as the "Rebirth". It was a time when, firstly, man was reborn, secondly, science and art, thirdly, antiquity, and fourthly, curiosity about the world and man. The ability to see beauty in each of us, in our environment is priceless, not only for our students/pupils, but for every single one of us. Let us remember that communing with art ennobles.
Being aware of the enormous costs allocated to our teacher training courses, I would like to thank the European Union for this undertaking.
Please watch the movie to experience the atmosphere of Florence.
https://www.youtube.com/watch?v=kzhuZmzoX5o
Alina Wieczorkowska
Finland - training for management staff
Finland - general information
Finland (Suomi)
Official language: Finnish / Swedish
Head of State: President Sauli Niinistö
Area: 338 145 km2
Population: 5.5 million
Independence: since 1917
Capital: Helsinki
Population: 625 000
Teachers' earnings - primary school / junior high school / high school - 3400/3700/4300 Euro (gross per month). 3000 Euro is the average monthly salary in Finland.
The teacher gets a salary increase based on their years of service, they don't have to follow their ‘career path’ (as it is in Poland), or demonstrate significant successes.
Regardless of the type of school, the teachers' post is 18 hours, 45 minutes each, with the exception of physical education teachers who work 23 hours, 45 minutes each. It is assumed that in most schools, all physical education classes in primary school take place outdoors, even in winter. Finns joke that the basic equipment of a PE teacher is a cape.
Compulsory schooling: from 7 to 16 years of age (that is, from 1st to 9th grade).
During the period of compulsory school attendance, education is free - and so are: textbooks, all kinds of aids, lunches, health care and school trips.
The first nine years of education are divided into: 6 years of primary school, and then grades 7-9 are secondary school. The duration of lessons in primary / secondary school is 45 minutes.
To be admitted to a high school, a student does not pass the entrance exams, only the grade point average from the last year of secondary school is taken into account.
Secondary school is optional, therefore the student has to pay for their textbooks, school aids - a laptop and e-reader are used in 90% of schools (students can use mobile phones as a didactic aid, but a laptop is preferred due to the possibilities and convenience, as well as the fact that some teachers forbid having a telephone during lessons). The process of education itself, one meal and health care are free. The duration of the lessons in secondary school is 75 minutes in a Finnish-speaking school, although in much less common Swedish-speaking schools, a lesson lasts 110 minutes (that's the Norwegian system).
An example of the number of lessons per week in a given subject: 1st year of secondary school - Finnish 3-5 hours a week, 2nd year - 2-4 hours a week; 3rd year from 1-3h English - 3 hours a week; Mathematics - 3h per week in the base - 4h in extension.
Secondary school - (high school or vocational school with the possibility of passing the matura exam) lasts from 2 to 4 years, usually 3 years - the student can take the matura examination (the only external exam in the student's life) in 4 selected subjects. The obligatory subject at the matura exam is the native language, and then 3 subjects selected from all possible ones taught at school. There are no oral examinations, even in a foreign language, as they were found to be more stressful than the written ones. The matura exam is not coded - the student signs with their name and surname, to be later checked by the teacher teaching the student. You can retake the matura exam in one subject twice. The third time, all exams must be re-written without having to repeat the school year. Matura exam is passed at 30% up.
A student can take the matura exam after the second year, when they're exceptionally capable, and no later than after the 4th year, for example, when they had learning difficulties or when their numerous trips to sports competitions were an obstacle.
Grading scale: in primary school, there are no numerical grades, but only descriptive ones, so that students have a sense of security for as long as possible, and treat the school as a place that provides knowledge and enables them to develop interests and make friends. Repetition of the year due to poor performance in primary/secondary school is extremely rare.
Grading scale in secondary school and high school: from 4 to 10 (4 being ‘insufficient’). It is possible to add a plus symbol (counts as 0.25) or the symbol ½ to each of the grades. There are minuses in some schools (counted as 0.25).
If a student gets a grade of 4, they have the option of retaking the examination at the end of the summer holidays. If a student does not achieve sufficient academic achievements in high school, he may be expelled from it. Of course, the student is provided with comprehensive assistance on the teacher - educator - counselor line; however, the percentage of relegated persons reaches, on average, 10-15% in most schools.
Regardless of the type of school, classes are composed of up to 20 people, sporadically more than 20.
Both in high school and in vocational school, after graduating, you can take the matura examination. 83% of high school students and 42% of vocational school students take their matura exams.
Of course, high school students have a better chance, vocational school students focus on acquiring practical skills related to their future profession. Entrance exams to universities are a rarity - they are required mainly by technical universities. Secondary school graduates usually choose universities in Helsinki, Riga (very high level of medical studies), Tallinn (due to cultural similarity, but lower prices) and in London (economic and business studies).
Timetable: students of all types of schools usually start their lessons at 9:00 am and finish them at 2:00 pm or later if they choose to attend optional extra hours in chosen subjects. High school breaks last 15 minutes between lessons, and the long lunch break is 30-45 minutes, depending on the school.
In secondary school, due to the variety of options for selecting additional subjects, there are free periods for both students and teachers. Students are free to leave the school building, for example, to go and eat lunch at a nearby restaurant or to go to the shopping center.
The freedom is also noticeable in the way teachers and students dress - we saw a teacher who conducts classes wearing only socks, similarly to students, and in some classrooms there is even a requirement to remove shoes - we leave the shoes in front of the classroom. A teacher wearing a jacket is rare, most of them dress in the most comfortable way, a plain T-shirt, a polo shirt and even a hoodie are the everyday clothes of a Finnish teacher.
Students are allowed to sit in class wearing jackets or shorts, hoods, caps and even sunglasses. Students can listen to music with noise-canceling headphones during the lesson whenever they want. We were most surprised by the fact that the student does not have to stay in the classroom all the time during the lesson - after introducing the theory and the necessary explanations by the teacher, students may leave the room and perform tasks in any place they choose in the school, e.g. in the canteen, buffet or quiet working corners. The only obligation of the student in this respect is to mark the point they went to on the school map with the appropriate magnet color, which was found in each class.
Students in all schools and classes, regardless of the subject we observed, were very disciplined - they did not disturb the lesson. This is basically the only thing that is required of them.
School toilets are co-educational - with no gender breakdown.
While the lunches are free for the student (the menu is based on vegetarian or typically Finnish products - with a predominance of fish), the buffet is payable but the prices are low (coffee -1.5 euro, coffee cake around 2 euro), prices outside the school are at least twice as high.
Characteristic features of the Finnish school:
Learning is a natural process that must be supported - a child is curious about the world since birth, so this process should be continued at school.
The better the student perceives themselves, the better their results will be - supporting the faith in their own abilities.
There are mottos and sentences on the door of the classrooms - for example: "Everyone you meet is fighting an internal fight about which you do not even know, so always try to be polite." (Brad Meltzer)
There are few private or special schools in Finland.
The younger the students, the more the teacher is appreciated (although this is not exactly reflected in their remuneration).
Teacher evaluation - based on meetings and discussions only. Meetings with the principal are held every 6 weeks (a form of conference) and the team of teachers teaching in a given class meets weekly to discuss current issues.
The problem of immigration - the fewer immigrants, the better the results in teaching - it is difficult to teach a foreigner to keep quiet during classes and, above all, to teach them Finnish (additional Arabic classes are organized, Turkish language teachers are currently sought after).
Working with the method of team projects in secondary school - teaching technique based on the PBL principle (Phenomenon / Problem Based Learning) - work based on a phenomenon, i.e. a specific issue that can be explored by combining knowledge of various subjects, i.e. cross-curricular path. For example: during a meeting of a team teaching in a given class, a common phenomenon to be discussed for 7 weeks is established: e.g. water - from chemistry (chemical composition), from biology (role in nature), from mathematics and physics (capacity calculation), from social sciences (consumption on the farm) on ecology (saving water). By solving the problems presented in the materials provided by the teacher, students learn to create their own definitions, thus systematizing their own knowledge, and the teacher's task is only to correct any errors. The teacher should not be pessimistic and assume that the students will not achieve a result that may be at least satisfactory, so they should not interfere too much in their work. This is because in the real world students will also be surprised by various unforeseen circumstances and will not have any outside support.
We also learn from mistakes - we try to achieve the goal with different methods and ways of thinking, error analysis can shorten the way to the goal.
The student must find a reference to a real-life situation (i.e. in practice) in each theory.
The projects last from 6 to 7 weeks, students are separated into teams by the teacher on principles that are often opposite to what the students would like, i.e. one team may include students who are usually not liked, a lazy student with a very hardworking student, students indifferent to each other. This is to prepare students for difficulties they may encounter in their adult life, e.g. working in a team in a corporation. The teacher chooses the topic on which the students will write the project, while the student decides which subject the project will be credited in.
Stages of work with the project method -
1 / The teacher checks the level of knowledge on a given topic in a team of students
2 / The teacher provides various materials that can be used for further work on the project - a cursory browse through the source materials. Source materials are partly in foreign languages, e.g. in English.
3 / Students receive a set of questions or tasks for a given day or week, and then try to solve them themselves (during lessons - these are additional lessons introduced in the regular lesson plan with the amount of about 5-6 a week, because 38 hours are planned for the entire project).
4 / The teacher checks the knowledge and the stage of creating the project with questions related to the theme of the project and cooperation in the group. The latter is extremely important - it teaches the principles of cooperation, free assessment of other people and positive criticism, the need to engage even the weaker or lazy students for the good of the group. The teacher corrects mistakes in the work, but does not judge the students.
5 / Work assessment stage - each student from the team receives the same set of test questions individually - it is an individual assessment for each student (the teacher obtains information on how each student has mastered the material developed by the group). Students also complete a joint test by answering questions about the project - it teaches responsibility for the other person, because this time the assessment is shared - the same for each team member - so it's worth making an effort.
6 / presentation of the project to parents invited to the school - the whole class divided into teams (4-5 students) presents the results of their project in front of other students of the class and invited parents. Most often, 1/3 of parents make use of the invitation. Some of the project results are presented in a foreign language.
Cultural Insights:
"If you are not working, you are not a real Finn" - a reference to the cultural values embedded in religion (Protestantism).
“No one has ever been, is not, and won't be good at everything” - teachers are aware that their weak student is usually good at least in one area and he should be respected for it, as well as supported in what they are weak at.
Everyone speaks English well, especially Swedish-speaking Finns - it is much easier for them to learn English due to the linguistic similarities between Swedish and English.
Principle: make yourself at home, i.e. there is a lot of freedom in dress choices, choices of workplace and mutual respect for the so-called comfort zones.
Silence is extremely important - it is conducive to the process of assimilating information and being productive.
Finns are silent, but after the third question addressed to the same person, they slowly start to become interested in the speaker. On buses and trains, Finns talk rarely and very quietly.
The material status of Finns - there are no so-called ‘social classes’; it is a homogeneous society in terms of origin and culture - this has recently started to change for the worse, more problems with immigrants in schools and workplaces. In some localities, the number of immigrants (Swedes, Russians, Estonians, and Africans) reaches 30% of the total population. Only 10% of immigrants continue their education in college. Most choose vocational schools.
Less is more - focus on the most important issues, but with very precise exploration, and in a broader context with the concern to be ecological - saving raw materials and simplified recycling (very simple and ubiquitous vending machines for secondary raw materials, such as cans and bottles plastic covered by a deposit). Finns choose clothes, bags or backpacks from good companies that will last for years. Thanks to this, they spend more money without cluttering the house and the surroundings with used products of poor quality, while gaining more living space, which is also reflected in the preferred design and minimalist interior design.
Trips shape us - what to see in Helsinki
1 / city center with a view of the Baltic Sea - especially in the evening, beautifully lit streets, a mill wheel where one of the carriages is a working sauna, the only one of its kind in the world "at heights".
2 / chapel of silence - Kampin Kappeli - minimalist wooden structure on the outside and very ascetic inside, common to all faiths, being an allegory of Noah's Ark, you can find the Bible there, alongside scriptures of different faiths - located right next to a huge shopping mall.
3 / Helsinki Cathedral, designed by Carl Ludwig Engel, turned out to be modest in terms of the exterior, inside "Lutheran" modest, on the domes we can see the Russian influence in the form of stars, because it was financed by the Tsar of Russia, Nicholas I. In front of the cathedral there is a statue of Tsar Alexander II.
4 / a church carved in the rock - Temppeliaukio - supposed to blend in with the landscape, favoring the relationship between man and nature, helping to find God within it.
5 / sculpture depicting a soldier fighting with the Russians during World War II - modern in form, reminiscent of the Finnish sniper Simo Hayh, who is even a pop culture icon
6 / sculptures by Viktor Jansson - the father of the Moomin author - Tove Jansson
7 / numerous shops and cafes dedicated to Moomins
8 / beautifully designed shop windows - currently with a Christmas theme
9 / Helsinki railway station - monumental sculptures at the entrance, architecturally interesting inside - a wall painting of high cultural value contributed to a significant toning down of the decor of even the well-known fast-food chain - Burger King. The only Burger King sauna in the world is located in Helsinki.
Finland (Suomi)
Official language: Finnish / Swedish
Head of State: President Sauli Niinistö
Area: 338 145 km2
Population: 5.5 million
Independence: since 1917
Capital: Helsinki
Population: 625 000
Teachers' earnings - primary school / junior high school / high school - 3400/3700/4300 Euro (gross per month). 3000 Euro is the average monthly salary in Finland.
The teacher gets a salary increase based on their years of service, they don't have to follow their ‘career path’ (as it is in Poland), or demonstrate significant successes.
Regardless of the type of school, the teachers' post is 18 hours, 45 minutes each, with the exception of physical education teachers who work 23 hours, 45 minutes each. It is assumed that in most schools, all physical education classes in primary school take place outdoors, even in winter. Finns joke that the basic equipment of a PE teacher is a cape.
Compulsory schooling: from 7 to 16 years of age (that is, from 1st to 9th grade).
During the period of compulsory school attendance, education is free - and so are: textbooks, all kinds of aids, lunches, health care and school trips.
The first nine years of education are divided into: 6 years of primary school, and then grades 7-9 are secondary school. The duration of lessons in primary / secondary school is 45 minutes.
To be admitted to a high school, a student does not pass the entrance exams, only the grade point average from the last year of secondary school is taken into account.
Secondary school is optional, therefore the student has to pay for their textbooks, school aids - a laptop and e-reader are used in 90% of schools (students can use mobile phones as a didactic aid, but a laptop is preferred due to the possibilities and convenience, as well as the fact that some teachers forbid having a telephone during lessons). The process of education itself, one meal and health care are free. The duration of the lessons in secondary school is 75 minutes in a Finnish-speaking school, although in much less common Swedish-speaking schools, a lesson lasts 110 minutes (that's the Norwegian system).
An example of the number of lessons per week in a given subject: 1st year of secondary school - Finnish 3-5 hours a week, 2nd year - 2-4 hours a week; 3rd year from 1-3h English - 3 hours a week; Mathematics - 3h per week in the base - 4h in extension.
Secondary school - (high school or vocational school with the possibility of passing the matura exam) lasts from 2 to 4 years, usually 3 years - the student can take the matura examination (the only external exam in the student's life) in 4 selected subjects. The obligatory subject at the matura exam is the native language, and then 3 subjects selected from all possible ones taught at school. There are no oral examinations, even in a foreign language, as they were found to be more stressful than the written ones. The matura exam is not coded - the student signs with their name and surname, to be later checked by the teacher teaching the student. You can retake the matura exam in one subject twice. The third time, all exams must be re-written without having to repeat the school year. Matura exam is passed at 30% up.
A student can take the matura exam after the second year, when they're exceptionally capable, and no later than after the 4th year, for example, when they had learning difficulties or when their numerous trips to sports competitions were an obstacle.
Grading scale: in primary school, there are no numerical grades, but only descriptive ones, so that students have a sense of security for as long as possible, and treat the school as a place that provides knowledge and enables them to develop interests and make friends. Repetition of the year due to poor performance in primary/secondary school is extremely rare.
Grading scale in secondary school and high school: from 4 to 10 (4 being ‘insufficient’). It is possible to add a plus symbol (counts as 0.25) or the symbol ½ to each of the grades. There are minuses in some schools (counted as 0.25).
If a student gets a grade of 4, they have the option of retaking the examination at the end of the summer holidays. If a student does not achieve sufficient academic achievements in high school, he may be expelled from it. Of course, the student is provided with comprehensive assistance on the teacher - educator - counselor line; however, the percentage of relegated persons reaches, on average, 10-15% in most schools.
Regardless of the type of school, classes are composed of up to 20 people, sporadically more than 20.
Both in high school and in vocational school, after graduating, you can take the matura examination. 83% of high school students and 42% of vocational school students take their matura exams.
Of course, high school students have a better chance, vocational school students focus on acquiring practical skills related to their future profession. Entrance exams to universities are a rarity - they are required mainly by technical universities. Secondary school graduates usually choose universities in Helsinki, Riga (very high level of medical studies), Tallinn (due to cultural similarity, but lower prices) and in London (economic and business studies).
Timetable: students of all types of schools usually start their lessons at 9:00 am and finish them at 2:00 pm or later if they choose to attend optional extra hours in chosen subjects. High school breaks last 15 minutes between lessons, and the long lunch break is 30-45 minutes, depending on the school.
In secondary school, due to the variety of options for selecting additional subjects, there are free periods for both students and teachers. Students are free to leave the school building, for example, to go and eat lunch at a nearby restaurant or to go to the shopping center.
The freedom is also noticeable in the way teachers and students dress - we saw a teacher who conducts classes wearing only socks, similarly to students, and in some classrooms there is even a requirement to remove shoes - we leave the shoes in front of the classroom. A teacher wearing a jacket is rare, most of them dress in the most comfortable way, a plain T-shirt, a polo shirt and even a hoodie are the everyday clothes of a Finnish teacher.
Students are allowed to sit in class wearing jackets or shorts, hoods, caps and even sunglasses. Students can listen to music with noise-canceling headphones during the lesson whenever they want. We were most surprised by the fact that the student does not have to stay in the classroom all the time during the lesson - after introducing the theory and the necessary explanations by the teacher, students may leave the room and perform tasks in any place they choose in the school, e.g. in the canteen, buffet or quiet working corners. The only obligation of the student in this respect is to mark the point they went to on the school map with the appropriate magnet color, which was found in each class.
Students in all schools and classes, regardless of the subject we observed, were very disciplined - they did not disturb the lesson. This is basically the only thing that is required of them.
School toilets are co-educational - with no gender breakdown.
While the lunches are free for the student (the menu is based on vegetarian or typically Finnish products - with a predominance of fish), the buffet is payable but the prices are low (coffee -1.5 euro, coffee cake around 2 euro), prices outside the school are at least twice as high.
Characteristic features of the Finnish school:
Learning is a natural process that must be supported - a child is curious about the world since birth, so this process should be continued at school.
The better the student perceives themselves, the better their results will be - supporting the faith in their own abilities.
There are mottos and sentences on the door of the classrooms - for example: "Everyone you meet is fighting an internal fight about which you do not even know, so always try to be polite." (Brad Meltzer)
There are few private or special schools in Finland.
The younger the students, the more the teacher is appreciated (although this is not exactly reflected in their remuneration).
Teacher evaluation - based on meetings and discussions only. Meetings with the principal are held every 6 weeks (a form of conference) and the team of teachers teaching in a given class meets weekly to discuss current issues.
The problem of immigration - the fewer immigrants, the better the results in teaching - it is difficult to teach a foreigner to keep quiet during classes and, above all, to teach them Finnish (additional Arabic classes are organized, Turkish language teachers are currently sought after).
Working with the method of team projects in secondary school - teaching technique based on the PBL principle (Phenomenon / Problem Based Learning) - work based on a phenomenon, i.e. a specific issue that can be explored by combining knowledge of various subjects, i.e. cross-curricular path. For example: during a meeting of a team teaching in a given class, a common phenomenon to be discussed for 7 weeks is established: e.g. water - from chemistry (chemical composition), from biology (role in nature), from mathematics and physics (capacity calculation), from social sciences (consumption on the farm) on ecology (saving water). By solving the problems presented in the materials provided by the teacher, students learn to create their own definitions, thus systematizing their own knowledge, and the teacher's task is only to correct any errors. The teacher should not be pessimistic and assume that the students will not achieve a result that may be at least satisfactory, so they should not interfere too much in their work. This is because in the real world students will also be surprised by various unforeseen circumstances and will not have any outside support.
We also learn from mistakes - we try to achieve the goal with different methods and ways of thinking, error analysis can shorten the way to the goal.
The student must find a reference to a real-life situation (i.e. in practice) in each theory.
The projects last from 6 to 7 weeks, students are separated into teams by the teacher on principles that are often opposite to what the students would like, i.e. one team may include students who are usually not liked, a lazy student with a very hardworking student, students indifferent to each other. This is to prepare students for difficulties they may encounter in their adult life, e.g. working in a team in a corporation. The teacher chooses the topic on which the students will write the project, while the student decides which subject the project will be credited in.
Stages of work with the project method -
1 / The teacher checks the level of knowledge on a given topic in a team of students
2 / The teacher provides various materials that can be used for further work on the project - a cursory browse through the source materials. Source materials are partly in foreign languages, e.g. in English.
3 / Students receive a set of questions or tasks for a given day or week, and then try to solve them themselves (during lessons - these are additional lessons introduced in the regular lesson plan with the amount of about 5-6 a week, because 38 hours are planned for the entire project).
4 / The teacher checks the knowledge and the stage of creating the project with questions related to the theme of the project and cooperation in the group. The latter is extremely important - it teaches the principles of cooperation, free assessment of other people and positive criticism, the need to engage even the weaker or lazy students for the good of the group. The teacher corrects mistakes in the work, but does not judge the students.
5 / Work assessment stage - each student from the team receives the same set of test questions individually - it is an individual assessment for each student (the teacher obtains information on how each student has mastered the material developed by the group). Students also complete a joint test by answering questions about the project - it teaches responsibility for the other person, because this time the assessment is shared - the same for each team member - so it's worth making an effort.
6 / presentation of the project to parents invited to the school - the whole class divided into teams (4-5 students) presents the results of their project in front of other students of the class and invited parents. Most often, 1/3 of parents make use of the invitation. Some of the project results are presented in a foreign language.
Cultural Insights:
"If you are not working, you are not a real Finn" - a reference to the cultural values embedded in religion (Protestantism).
“No one has ever been, is not, and won't be good at everything” - teachers are aware that their weak student is usually good at least in one area and he should be respected for it, as well as supported in what they are weak at.
Everyone speaks English well, especially Swedish-speaking Finns - it is much easier for them to learn English due to the linguistic similarities between Swedish and English.
Principle: make yourself at home, i.e. there is a lot of freedom in dress choices, choices of workplace and mutual respect for the so-called comfort zones.
Silence is extremely important - it is conducive to the process of assimilating information and being productive.
Finns are silent, but after the third question addressed to the same person, they slowly start to become interested in the speaker. On buses and trains, Finns talk rarely and very quietly.
The material status of Finns - there are no so-called ‘social classes’; it is a homogeneous society in terms of origin and culture - this has recently started to change for the worse, more problems with immigrants in schools and workplaces. In some localities, the number of immigrants (Swedes, Russians, Estonians, and Africans) reaches 30% of the total population. Only 10% of immigrants continue their education in college. Most choose vocational schools.
Less is more - focus on the most important issues, but with very precise exploration, and in a broader context with the concern to be ecological - saving raw materials and simplified recycling (very simple and ubiquitous vending machines for secondary raw materials, such as cans and bottles plastic covered by a deposit). Finns choose clothes, bags or backpacks from good companies that will last for years. Thanks to this, they spend more money without cluttering the house and the surroundings with used products of poor quality, while gaining more living space, which is also reflected in the preferred design and minimalist interior design.
Trips shape us - what to see in Helsinki
1 / city center with a view of the Baltic Sea - especially in the evening, beautifully lit streets, a mill wheel where one of the carriages is a working sauna, the only one of its kind in the world "at heights".
2 / chapel of silence - Kampin Kappeli - minimalist wooden structure on the outside and very ascetic inside, common to all faiths, being an allegory of Noah's Ark, you can find the Bible there, alongside scriptures of different faiths - located right next to a huge shopping mall.
3 / Helsinki Cathedral, designed by Carl Ludwig Engel, turned out to be modest in terms of the exterior, inside "Lutheran" modest, on the domes we can see the Russian influence in the form of stars, because it was financed by the Tsar of Russia, Nicholas I. In front of the cathedral there is a statue of Tsar Alexander II.
4 / a church carved in the rock - Temppeliaukio - supposed to blend in with the landscape, favoring the relationship between man and nature, helping to find God within it.
5 / sculpture depicting a soldier fighting with the Russians during World War II - modern in form, reminiscent of the Finnish sniper Simo Hayh, who is even a pop culture icon
6 / sculptures by Viktor Jansson - the father of the Moomin author - Tove Jansson
7 / numerous shops and cafes dedicated to Moomins
8 / beautifully designed shop windows - currently with a Christmas theme
9 / Helsinki railway station - monumental sculptures at the entrance, architecturally interesting inside - a wall painting of high cultural value contributed to a significant toning down of the decor of even the well-known fast-food chain - Burger King. The only Burger King sauna in the world is located in Helsinki.
School Quality Label
In September 2018, the School Complex No. 1 in Tychy obtained funds for the implementation of a new EU project under action 1 - Mobility of school education staff in the Erasmus + program entitled "SCHOOL QUALITY LABEL'', No. 2018-1-PL01-KA101-047485
Its implementation is planned for the 2018/2019 and 2019/2020 school years. Fourteen teachers of our school will participate in the project.
The goals of the project were defined based on the current development needs of the school.
In 2018-2020, the direct participants of the project will consist mainly of teachers of: foreign languages, mathematics, science subjects, as well as other teachers interested in the subject matter of the project.
1. The main goal is to support linguistically gifted and difficult students, at risk of exclusion. We want to give them a better chance to start further education after graduation. We assume that we will increase the students’ participation in language competitions and prepare a group of students for the bilingual matura exam in our school in 2020. Good language skills will allow them to achieve high results at the exam and get accepted into better universities. Supporting students at risk of exclusion will allow them to improve their mathematical competences and improve their results in the subject. Improving soft skills will improve the functioning of students in the classroom, coping with difficult situations, reacting to stress, and increasing their self-confidence.
2. Our goal is also to improve the professional and soft skills of the teaching staff. Five English teachers and one German teacher will improve their language competences in combination with improving ICT skills and learning how to use the interactive whiteboard. Two math teachers will expand their methods of working with a weak student, one geography teacher will learn new methods of working in teaching geography bilingually, two teachers will retrain to teach a second subject, one teacher will learn soft skills.
3. The school's headmistress and deputy headmaster are among the participants of the project. They will enrich the school management method and improve the quality of education, one teacher will develop international project management competences. All participants (14 people) will improve their knowledge of the English language at various levels.
4. In the long term, our goal is to expand the CLIL offer (teaching subjects or some of their elements in foreign languages), continuing bilingual classes and introducing the international matura exam.
5. The methodology used in the project is active participation, learning and the use of good practices observed during participation in mobilities, self-presentation, creative activity, self-reflection, observation of model activities, modern technologies supporting the didactic process, methodology of research work.
Its implementation is planned for the 2018/2019 and 2019/2020 school years. Fourteen teachers of our school will participate in the project.
The goals of the project were defined based on the current development needs of the school.
In 2018-2020, the direct participants of the project will consist mainly of teachers of: foreign languages, mathematics, science subjects, as well as other teachers interested in the subject matter of the project.
1. The main goal is to support linguistically gifted and difficult students, at risk of exclusion. We want to give them a better chance to start further education after graduation. We assume that we will increase the students’ participation in language competitions and prepare a group of students for the bilingual matura exam in our school in 2020. Good language skills will allow them to achieve high results at the exam and get accepted into better universities. Supporting students at risk of exclusion will allow them to improve their mathematical competences and improve their results in the subject. Improving soft skills will improve the functioning of students in the classroom, coping with difficult situations, reacting to stress, and increasing their self-confidence.
2. Our goal is also to improve the professional and soft skills of the teaching staff. Five English teachers and one German teacher will improve their language competences in combination with improving ICT skills and learning how to use the interactive whiteboard. Two math teachers will expand their methods of working with a weak student, one geography teacher will learn new methods of working in teaching geography bilingually, two teachers will retrain to teach a second subject, one teacher will learn soft skills.
3. The school's headmistress and deputy headmaster are among the participants of the project. They will enrich the school management method and improve the quality of education, one teacher will develop international project management competences. All participants (14 people) will improve their knowledge of the English language at various levels.
4. In the long term, our goal is to expand the CLIL offer (teaching subjects or some of their elements in foreign languages), continuing bilingual classes and introducing the international matura exam.
5. The methodology used in the project is active participation, learning and the use of good practices observed during participation in mobilities, self-presentation, creative activity, self-reflection, observation of model activities, modern technologies supporting the didactic process, methodology of research work.
europejski_plan_rozwoju_szkoły_2018-2020.doc |