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