KNOWING THE FINNISH MIRACLE

Autonomy, trust and democracy, keys of the finnish education system

 

Juan Navarro San Pío

A summary of my reflective journal on my development during the programme

Structured Educational Visit & Training Seminars Helsinki, Finland

31/03/19- 6/04/19

Together

The first impression was good: 120 teachers of 12 different countries together in Finland. A great opportunity to share experiences and ideas with other teachers. I was lucky because in my group there were people from many countries, and only two Spanish teachers. The first seminar about history and culture of Finland was interesting. Finland is a new country with the powerful shadow of two countries: Sweden and Russia (Soviet Union, before).

Monday 1/04/19: Public Space for the citizens

Other symbol of Finland is the new Public Library: an open space for everybody. I´m very keen on Libraries and Bookstores. For me it is one of the most beautiful Library I have seen. It is not only about the stunning building but what I was really surprised is that the place is one of the best of the city. In front of the Parliament. Power and citizens face to face. It was exciting for me. People have decided which kind of services should have the new Library: spaces for children and families, 3D printer or sewing machines. Much more than a Library.

Tuesday 2/04/19: “Less is more”

I have found a peaceful atmosphere at the school Pohjois-Tapiolan koulo ja lukio. All the pupils pay attention in the classroom, with lessons of 75 minutes, without a break. Teachers and pupils have decided together if they prefer 75 minutes or 45 minutes. Pupils don´t have homework (only 15-30 minutes). But in the last level most of them feel worry because they need to get good marks if they want to choose the Upper Secondary School. Town Hall and Architects have told with teachers, parents and pupils in order to know proposals for the new building for the school. I expected to find active learning methodologies as Project Based Learning or Cooperative Learning. They focus on the essential: respect and trust. Perhaps Mies van der Rohe was right: Less is more.

Wednesday 3/04/19: “We decide if we want exams or not”

We have visited an Upper Secondary School: Alppila Upper Secondary School (Helsinki). This week they have exams and this is why there were not pupils. A Spanish teacher, from Finland, and a pupil, immigrant from Honduras were with our group. Teacher and pupil have focused their speaking in the matriculation examination. And this means how important is the exams in Upper Secondary School. So important, in my opinion. Nothing about active learning methodologies, innovation or other educative question.

The group of each subject can decide if they want exams or not. If they don´t want, they have to propose an alternative way of evaluation: a project or a speaking. After visiting the classroom of the counsellor, I was talking with her. I have learnt from her many things about finish education. There are three counsellors in the school for 700 pupils. They analyse the academic profiles of each student in order to give them the best information and orientation. Each pupil has to write an essay, talking about the degrees they would like to study and about their skills. There isn´t a mentoring hour but the mentor use 15 minutes to talk to the group every week.

 

A JOB SHADOWING IN LONDON

      

      On Saturday 3rd March I took a plane from Alicante to London-Stansted. It wasnʼt my first time in London but the first time I had had such an experience. I did a Job Shadowing in a Secondary School in London. This modality of Erasmus plus grant offers teachers the opportunity to improve their teaching skills and learn from other educational systems. 

As I arrived at the airport it was, as usual, a rainy day In London but still a beautiful one. The school I attended was Lilian Baylis Technology School. There was a fifteen minutes nice walk from my B & B to the school, located in Vauxhall, close to Westminster.

    These students come from different areas such as Brixton, Camberwell and Peckham, and the vast majority of themare originally black African or black Caribbean so I knew from the moment I arrived at the school that these students need special attention because they come from a very poor background, so poor that they canʼt afford to buy books and material. Itʼs a chance for them to change their lives.

    I attended Spanish lessons, English lessons and special lessons for foreign students and I could see the way teachers work there.

They invest a lot of money in helping students with learning difficulties. There are social workers in the school whose main job is to help those students who donʼt behave well or just donʼt want to study.

    The students need to pass state exams at the end of Secondary school and every lesson, every exam is focused on the GCSE exams. I enjoyed the English lessons as the students were all the time reading aloud, discussing and giving their opinions. These students are very lucky because London offers them the opportunity to go to museums, theatres and from time to time they meet politicians, sports players and important scientists so that they can learn a lot from them.

I may say that all the staff in the school treated me very well and I could take part in the everyday life of the school and feel as if I were one of them.