Every child has an inner timetable
for growth--a pattern unique to him. . . . Growth is not steady, forward,
upward progression. It is instead a switchback trail; three steps forward, two
back, one around the bushes, and a few simply standing, before another forward
leap.
Wednesday, June 20, 2012
Saturday, June 9, 2012
Schools in Finland
“We prepare children to learn how to learn, not how to take
a test,” (Hancock, 2011).
This sentiment is highly regarded in Finland. Schools are
frequently ranked highest in the world when given standardized tests. However, these
standardized tests are rarely seen or used in the nation itself. The country
prefers to use highly skilled teachers and individualized lessons.
Hancock (2011) explains that teachers consult with each
other in preparing lessons and special needs teachers work as a team in
classroom as children rarely leave the classroom if they have learning
disabilities. One-to-one teaching is used during lessons allowing for the
individualization needed for each child. Many lessons take place outside and
are presented in a playful manner in recognizing the importance of play in a
child’s life. One teacher stated “We value play.” (Hancock, 2011)
Finland aims to start economic growth within the country
starting even with schooling for young children, as stated, “If we want to be
competitive, we need to educate everybody” (Hancock, 2011). Teachers in the
country are also prized in their role and highly respected the same as doctors
and lawyers, (Hancock, 2011). Rather than using standardized tests, teachers
are highly trained and given incentives, such as free workshop trainings after
attaining their master’s degree.
The idea of using standardized tests seems to me that
children and their parents are stressed to achieve a rating, and if they do not
achieve such rating, they are considered unsuccessful. This does not seem to
look at the child as a whole as Finland seems to do. Finland regards children
as the future and accommodates to the needs of the child by recognizing the
need for frequent play. One of my favorite ideas from the article by Hancock
(2011) was that after each lesson, children are given 15 minutes of playtime
outside, in addition to incorporating lessons with the outdoors. Rather than
setting aside one hour each day for the child to run around, the children are
given multiple opportunities to exert their physical energy.
Too measure or assess a child would require so many
different areas to be examined that I do not see how any test could possibly do
so. I believe the child’s ability to take part in these multiple areas may be
observed throughout time while the teacher makes time for any areas the child
may need extra help in and work the child at that time, rather than waiting for
test results to confirm what the teacher likely already knows.
In the words of the sentiment expressed in Finland, “whatever
it takes,” (Hancock, 2011).
References
Hancock, Lynnell (2011). Why Are Finland’s
Schools So Successful? Smithsonian
Magazine. Retrieved June 9, 2012 from http://www.smithsonianmag.com/people-places/Why-Are-Finlands-Schools-Successful.html?c=y&page=5
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