"We believe that the happier the teachers are the better learning and results we get from the students. This is why all the principals in Finland take care of their teachers. I trust my teachers 110%."
As you may know, in Finland teachers are trusted by principals and parents like I have not seen, read, or experienced in Chicago. Granted, it took time to get to this level (topic for future posts). The above quote is from a principal I inteviewed last week, Tommi, about his school's vision for teaching and learning.
This is another consistent thread I have seen in each school that I have visited. There is noticeable and understood trust of the teachers. Noticeable: collegial dialogue among principals and teachers, equipped work space, comfortable faculty lounge (which is often full of teachers during coffee breaks). Understood: flexibility to use free periods as teachers choose, meet with colleagues as teachers determine, completion of reports thoroughly & timely. I should note -- to my knowledge - teachers always get all of their work done.
So I ask myself, what small, sustainable steps could we implement at the district or school level to be transparent about this trust? Finland has not waivered from the main framework they identified some thirty / forty years ago. One of the challenges (frustrations?) in U.S. school districts is that we generally do not take the time to develop nor stay the course for an extended time to give the initiative a chance. Change takes time and patience.
Sunday, March 18, 2012
Friday, March 16, 2012
"Then I would have to teach like a college lecture..."
Here is one consistent practice I have seen in every classroom I have observed (28 so far). When the students are practicing the day's mathematics concept, the teacher circulates in the classroom and checks for understanding with each student at least 2 times, if not three times. Can you believe it?
All of the classrooms I have visited have ranged in size from 18 to 24 students, with 22 students probably being the average. So, I told one of the teachers I have been fortunate to get to know, Antti, that this past fall I taught three science classes with 35 students in each class. I asked Antti how his teaching, if at all, would change if he had 35 students. Antti's response "Then I would have to teach like a college lecture. I would not able to help each individual student as I do now."
As budgets get even tighter in the U.S., I predict class size will go up even more to save money. How can we convince educational leaders and decision-makers that class size does matter when teachers are trying to meet students' needs? With large heterogenous classes (which can have struggling, special ed., second language, and accelerated learners), how can committed, caring educators do their best work?
All of the classrooms I have visited have ranged in size from 18 to 24 students, with 22 students probably being the average. So, I told one of the teachers I have been fortunate to get to know, Antti, that this past fall I taught three science classes with 35 students in each class. I asked Antti how his teaching, if at all, would change if he had 35 students. Antti's response "Then I would have to teach like a college lecture. I would not able to help each individual student as I do now."
As budgets get even tighter in the U.S., I predict class size will go up even more to save money. How can we convince educational leaders and decision-makers that class size does matter when teachers are trying to meet students' needs? With large heterogenous classes (which can have struggling, special ed., second language, and accelerated learners), how can committed, caring educators do their best work?
Tuesday, March 6, 2012
Trust & Respect for Teachers
You may have read about the respect and trust that teachers have in Finland. I am experiencing it in several ways including the teaching load, the school day schedule, and even the teachers' lounges.
The number of hours a middle school mathematics teacher has is 21 hours to teach. If they are needed to teach more than 21 hours, they are paid a little more for each hour accordingly. So if "you do the math" there often is a day during the week with only 1 or 2 classes to teach. Thus, the teacher can spend that time preparing lessons, grading papers with substantive feedback, or meeting with colleagues. Teachers also have the independence to leave during the time they are not teaching to get their work done at home.
It is common for mathematics classes to be 60 minutes with a 15 minute break built in or 75 minutes followed by 15 minute break. Some schools have shifted to 90 minute periods with a 15 minute break built in or followed by a 30 minute break. Each school designs their instructional schedule with frequent breaks built in for both students and teachers.
Teachers' Lounges: symbolic respect for teachers and the collaboration. These are comfortable, welcoming rooms where you often find teachers sharing a cup of coffee and talking. The school I visited yesterday -- many of the teachers have a coffee break at 10:15 while the students have their break. This structured time fosters that collaboration and networking.
I will focus on capturing more "doable" steps American schools can structure to foster more trust and respect for teachers.
The number of hours a middle school mathematics teacher has is 21 hours to teach. If they are needed to teach more than 21 hours, they are paid a little more for each hour accordingly. So if "you do the math" there often is a day during the week with only 1 or 2 classes to teach. Thus, the teacher can spend that time preparing lessons, grading papers with substantive feedback, or meeting with colleagues. Teachers also have the independence to leave during the time they are not teaching to get their work done at home.
It is common for mathematics classes to be 60 minutes with a 15 minute break built in or 75 minutes followed by 15 minute break. Some schools have shifted to 90 minute periods with a 15 minute break built in or followed by a 30 minute break. Each school designs their instructional schedule with frequent breaks built in for both students and teachers.
Teachers' Lounges: symbolic respect for teachers and the collaboration. These are comfortable, welcoming rooms where you often find teachers sharing a cup of coffee and talking. The school I visited yesterday -- many of the teachers have a coffee break at 10:15 while the students have their break. This structured time fosters that collaboration and networking.
I will focus on capturing more "doable" steps American schools can structure to foster more trust and respect for teachers.
Monday, March 5, 2012
School Administrators
This topic comes from a question Denise commented on in a previous post... Denise wondered if any of the schools in Finland had the business model for adminstrators without an education background...
My experience in all the schools that I have visited (7 so far) is that every administrator has an education degree and has taught. It is very common that the adminstrators (both principals and assistant principals) teach 1 or more classes during the week. In addition, if I have not said it yet, the school is much more autonomous from their city's department of education. Thus, they do not have all the mandates from the local government to do -- they focus on the national curriculum and what the team of teachers at the school identifies as best methods and strategies to teach it.
My experience in all the schools that I have visited (7 so far) is that every administrator has an education degree and has taught. It is very common that the adminstrators (both principals and assistant principals) teach 1 or more classes during the week. In addition, if I have not said it yet, the school is much more autonomous from their city's department of education. Thus, they do not have all the mandates from the local government to do -- they focus on the national curriculum and what the team of teachers at the school identifies as best methods and strategies to teach it.
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