This is a diary of my project "training abroad".
Getting ready
8.8.2012
I am looking for an opportunity to spend two weeks in England. I have found an interesting school, which I would love to visit. They have the same study programme than us. It would be a great opportunity to see how the subjects are taught there, and how the English school system works. I could also get material for my MBA's final thesis! I will contact them in the beginning of the autumn semester.
My mother has promised to travel with us and look after the children. We will most likely accommodate at my parents-in-law, who do not live that far away from the school. The children would love spending time with them. What a great opportunity for them as well to get to know their roots! I hope the school will say yes.
9.8.2012
I have posted a scholarship application to the Director of my unit. After the application is signed by him, it will be forwarded to the Co-ordinator of International Affairs. Keep your fingers crossed!
28.8.2012
I managed to write an application letter to the school I would love to visit. I really hope they will welcome me to their school! The last week or so has been chaotic and I have not got that much done. My husband travels a lot for work. Of course nothing goes as planned when he is away. This time I had to take extra good care of one of our dog. He got very sick a week and half ago and we still do not know if he is going to make it! He was diagnosed with hypertrophic gastritis, and he's still refusing to eat.
 |
| Our old man 1.5 years ago. Still running so well. |
I got the scholarship! Now fingers crossed that the partner in UK will welcome me.
9.10.2012
I got good news after our second online session. The preparatory visit will take place next month. This is a good sign. It would make me so happy if I could do part of my training in that specific school.
15.11.2012
We will fly out day after tomorrow. This is getting really exciting!
25.11.2012
I had an interesting meeting with the receiving school. I think the atmosphere at the school was great! The teachers' room was so lively and full of chit chat. I really felt like home there. The students felt really nice too. I am looking forward to doing my teacher training there next February / March. Still need to get used to be called "mam" though.
16.1.2013
It is time to start planning my training. We have to write a core plan before we can start the training. Slowly I am putting my thoughts together. Getting excited!
5.2.2013
Less than 3 week to go before my plane takes off! The core plan is almost completed, my tutors want me to consider still a few more things. I got good feedback about the teaching activities I had planned though.
I decided to create a new blog for my travel diary. It's all in Finnish, but I will be writing a teaching diary here as well. I hope you enjoy!
In the UK
OBSERVATION
26.2.2013
I had my first day at school yesterday. It was mainly getting to know the place and some of the people. Everyone is really nice and helpful. I am lucky to be here!
Today I had my first observation lessons. Here is a short summary of them.
Lessons 1 & 4(Lower Sixth Form A level Applied Business). Lessons were taught by different teachers.
They just started studying the next unit "Financial Planning and Monitoring". The first lesson was an introduction to the unit, and the exam.
The lessons were held in a computer class. Noone was surfing or using the computer for any other purposes than studying. The teachers were asking lots of questions from the students, and making them to speak and be interactive. Both teachers had slightly different approaches, but the goals were the same.
Lesson 2 (GCSE Business Studies)
The students were a year younger than the students in the previous class. They need to wear a school uniform. The teacher has to be quite strict with them - with some students a year makes a difference! I even got a Finnish greeting from one of the students! =)I think I will find this group the most challenging.
Lesson 3 (Upper Sixth Form A Level Applied Business)
The students were working on their courseworks. The teacher was there to help them when needed. The teacher was very good at listening to the conversations the students were having, and jumping into them when needed.
27.2.2013
Lesson 5 (Upper Sixth Form A Level Applied Business)
Same as the lesson 3. This group was smaller, and they were working pretty efficiently on their courseworks for the whole 60 minutes. I was quite impressed! The students were actively asking questions.
Lesson 6 (GCSE Business Studies)
In this lesson I was observing how actively the students were answering to the questions, and how the lesson was built. There were 23 students in the group.
1. A test (15 minutes + correct answers)
- 5 questions were asked:
Question 2: 3 raised hands
Question 3: 4 raised hands
Question 4: 3 raised hands
Question 5: 7 raised hands
3. A pair-work (5 minutes)
Students worked nicely in pairs.
4. A task (15 minutes)
- 1 question; 3 raised hands and two students were talking without permission
5. An exercise on exam technique (15 minutes)
The last 15 minutes were quite loud and the students were not really concentrating anymore. Perhaps 60 minutes long lessons are a bit too much for the younger ones. The boys were rather watching some girls exercising on the field than studying. ;)
28.2.2013
Today I observed 3 lessons (Lessons 7-9). In the first lesson we gave feedback to the students on their courseworks. I founded it quite challengig. Even though I was familiar with the assessment criteria, I did not know how the school wanted the students to do their work. I tried to give everyone some positive feedback, but most of it was constructive.
The second lesson was brilliant. The teacher, whose lesson I observed, managed to create a really nice atmosphere in the classroom. Below a list of things that made the lesson so nice:
- teacher's positive attitude
- lesson was quite informal (I was f.ex. introduced by my first name, which I did not mind but considered a bit odd)
- teacher's ability to make the students discuss (4 really active students!)
- teacher listened to the students and responded nicely to their answers; also "silly" answers were ok
- teacher told stories about himself, and admitted if he did not know something
The third lessons was the same than the lesson nr. 5.
1.3.2013
Today was an easy day when it comes to observing. I had only two lessons (Lessons 10 - 11) to observe. In the first lesson the students were just starting their courseworks, so they were working individually. My role was mainly to go around, and help them to think a topic. It was good to observe the lesson, now I know who I am going to teach next week.
The second lesson was interesting once again. The teacher (same than lesson nr. 8) has really got the talent to create a relaxed atmosphere, where studying is fun! The start of the lesson was great: the teacher asked the students which Disney characters they would be. Straight away everyone was on a good mood. The students were really active even though it was the last lesson of the week. The teacher had also a good way to response to incorrect answers: "no, but thank you!". What a great way to show respect to your students! I think I have learned a lot from this teacher how to create a supportive learning environment. I believe it is a sum of many little things such as smile on a teacher's face or kind words to the students. Being nice to the students does not mean that you cannot have high expectations for them!
Differences between the Finnish and the British School Systems
Overall, I think teaching here concentrates a lot in being successful in the exams. The exams are run by the Exam boards, and schools are ranked by the results. A high-ranked school obviously attract parents. The teachers have yearly appraisals, where they get targets for the coming year. One goal deals with the success in the exams. A teacher whose students do well, may get a salary rise, and vice versa. So no wonder, it is every teacher's benefit to have students doing well in the exams. But what do the exams really measure then? Answering techniques? Students memory? Knowledge?
In many lessons I have observed so far, the topic has been covered with examples from old papers. Also the correct answering technique has been taught. I am not quite sure what to think about that. What are the pro's and con's of teaching to the exam. I understand that the schools want to have good results and reputation, and as a Finn I am not used to ranking schools. I guess you get what you measure. But I do find it a bit sad if ALL the teaching has to meet the assessment criteria. Is there room for students' questions that are not quite in line with curriculum objectives? Can the teachers be creative and take risks? And do the students get what they need for being happy and successful in their lives?
Saying this does not mean that we do not have any problems with the Finnish school system. Once again "you get what you measure" can be seen. The vocational schools get funding against the number of students and graduates. Since we do not rank our schools, we do not really have the pressure on giving excellent marks to the students. But we have pressure on seeing most of them gratuating on time. This may then affect teachers' willingnes to pass some students even if they have not reached grade 1. I find it very unetchical since by doing so, the teacher is not making a favour to the student nor to the business itself. First of all, the student does not have the reguired knowledge. Secondly, it gives a really bad example of working morality. The student is not the only one who suffers. In a long run it may ruin the reputation of the whole business if the workers are not skillful.
What is wonderful in this school, is the feel of community. Every morning the staff has a short briefing. They keep the briefings really short but informative. So far they have always had something positive to say. Today we for example heard how well one of their previous students was doing in sports. It feels as if the former students were still part of the big family, and thanks to the big family those previous students are now doing well in their lives. I think it keeps the spirit up, and shows really good leadership! Today we had also an event run by the students. The whole Sixth form is full of life, laugh and goodwill. What a great way to start the weekend!
I was lucky to visit the assembly one day. There students and staff members were thanked by name for their hard work and / or success. I also interviewed one student, who told me that the extra curricula activities play an important role in the school's atmosphere.
I have also made other observations about the differences between the two school systems:
In the UK :
- great relationship with the local community; joint events organised by the students
- lots of school events where the students from different grades and subjects work together -> improves the atmosphere!
- teachers from different departments working together in the events
- daily tutor classes!
- each student takes part in a school trip abroad
- all the stuff members are aware of students' possible problems (In Finland the students may not want anyone to know which makes it harder for the teacher to help the student)
- teachers have longer days (they are expected to be at school for 8hrs a day), yet they still have to work from home
- hardly any breaks between the lessons (makes the days hectic, not always time for lunch
- students study the same subjects (4 A levels) for two years
- timetables changes more often than back home
- students have to stay at school even when they do not have lessons, there will be registration once a day (this could maybe solve some attendance problems in Finland, too, especially with the students who live in a dormitory)
- teachers are more formal
- more rules concerning students' behaviour (for example how they should sit in a classroom)
- mainly traditional teaching tools are used
- teachers are evaluated by internal and external evaluators approx. 3 times a year
- lots of reporting
- school/home/student is working pretty well. Written reports to the parents.
- inefficient processes? Many people viewing and approving the same tasks.
Preparing teaching material has been really challenging. Not only because the teaching methods are quite different to the ones we use in Finland, but also because all the teaching has to prepare the students for the exams.I have been asked to redo my material now couple of times.
4.3.2013
I got really good feedback from the students, which is always nice. They said they liked the interaction between the teacher and the students, and also the interaction among the students. They also liked trying new tools for critical thinking (6 Hats) and brainstorming on Popplet.
My tutor teacher gave me positive feedback, too. I should anyway develop my questioning skills as well as give the students correct answers in written. I should make sure that the students make notes during the lesson, and I should say more often "I'm waiting for you to be quiet".
The second lesson was an easy one. I mainly helped the students to finalise their courseworks, and asked them to print them out.
5.3.2013
There has been some confusions when it comes to teaching the coursework lessons. Yesterday I wrote how easy the second lesson had been. Today I anyway got negative feedback. I had understood that the students were just going to finalize their works and hand them in. I did not know that I was expected to still advice them on their tasks (that in my opinion should have been clear to them by then). And the same happened today after my first lesson. I found it really hard to give them any feedback since I was not familiar with the task they were working on. I do have the courseplans, but I should really have asked for more detailed information.
Anyhow, I think the second lesson of the day went much better. At least I sat with every student for 5 - 10 minutes and talked about his/her work and the possible problems the student was facing. Yet I was balancing with helping the students one by one and trying to ensure a quiet working environment. I find it quite hard having a conversation in English with one student, and at the same time observing the environment. I just do not hear what the others are talking about. Are they planning the coming weekend or talking about the subject? The students here can have quite a strong dialect and they speak really fast. So it is all just a bit too much for me at this stage. I got a really good tip for this kind of situations though: I should always listen to one of the conversations taking place other side of the room, and comment on it. That will make the students to think that I can hear everything what is going on (even though it is not true!).
I am sure I would get use to the local dialect after a while. Anyway, I think 2 weeks is quite a short time for an exchange. It is better than nothing, and in my situation pretty much the only option. But it feels as if I was only really starting to understand the system now that it is time to go home..
Today I also took part in a staff meeting. It was interesting. I think the meeting was informative and quite productive. At least I learned more about the British school system. They do like their reports and measurements!! Teachers have at least same amount of administrative work than teaching! A significant difference to the Finnish schools is the number of administrative personnel: at least 50 % of the staff work in the administration. They also have many different kind of managers, and it sounds as if same tasks were carried out by many people.
6.3.2013
I had only one lesson today. I taught the GSCE students. It took more effort to keep them working quietly, but I did manage. I did have to say "quiet" and "sit properly" more than once or twice, but it was ok. What I learned from this lesson was the importance of clear instructions. One of my tasks did not work out that well because the students were a bit confused. I could also ask the students to show me what they are doing to make sure they are a) working b) familiar with the requirements. So I should not be just walking around and observing, but rather interrupting them and wanting to see evidence of progress.
7.3.2013
Today the timetable for the rest of my teaching practice changed totally. My tutor will be absent for the rest of my stay, and unfortunately they cancelled all her A-level lessons. I think I could have managed those alone, but I will still have a GCSE lesson. Anyway, the number of my teaching hours will drop now, and I am a bit nervous that I have to cover them in Finland. I have spent evenings and nights planning the lessons, so obviously it would have been nice to give the lessons.. But these things happen.
Today I was lucky to follow two interesting lessons. Once again I learned new ways to create a nice learning environment. One teacher asked the students to tell the name of their favorite band while taking the registration. The teacher also told a joke from his personal life. Another teacher used dancing and music to teach an economical formula! In the assembly many people (students and teachers) were thanked for their good work. I think these kind of activities create a positive atmosphere.
Some of the students got their exam results today. There were many happy students, but also students in tears. I tried to tell them that it was not the end of the world, and there will be other opportunities. I felt quite sorry for them.
I got nice feedback from my students today:
"Very productive and helpful"
"Attentive! Lovely lady!"
"Offers lot of help and feedback"
"Very helpful"
"Sympathetic + understanding in regards to our business results. Very helpful too!"
Today's take home message is: When you ask something from your students, listen to the reply (obviously) and then take it further by giving an example or putting it in a theoretical framework.
8.3.2013
So it is my last day here. I had only one lesson for the GSCE. Once again, things did not go as planned - but I survived! I was first in a wrong room due to a mistake on my timetable. Therefore my lesson started a bit late. The class was a bit noisy since my tutor was not in. I had to tell them to behave themselves quite often. Due to the bad start and students' behaviour, I could not carry out one task. That was not such a big issue though.
Once again I got good feedback. I asked them to evaluate me as a teacher. Some of them wanted me to teach exam techniques, and some wanted me to explain more in detailed, but overall the feedback was good. I also asked them to summarise today's learning: first in 3 sentences, then in 2 pictures and finally in 1 word. They did pretty well, so I am assuming they learned something on my lesson.
Observation hours:
Lessons: 13 * 60 minutes
Staff meeting: 1 * 60 minutes
Assembly: 1 * 60 minutes
Interviewing a student: 1 * 45 minutes
Total 16 * 60 minutes (equals to 20 * 45 minutes)
Teaching hours:
7 * 60 minutes, and 3 planned lessons were cancelled at last minute.
I really enjoyed my stay in the UK. Hopefully I'll be visiting again one day. I do not hink I would enjoy working as a teacher here though; I prefer the freedom teachers have in Finland. But I really hope I can take some ideas home with me how to improve the atmosphere.
I learned many new teaching methods, and improved my questioning skills. I also learned to explain things better to the students. And I reached my main goal: I WAS NOT LECTURING! :)
Sounds excellent!!!!
ReplyDelete