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In this school we are a family – Visiting Knapp Elementary School

In the beginning of our visit to Knapp Elementary School outside of Philadelphia, the Principal Joe Mazza welcomed all students, personnel and us visitors to begin the new school day through central radio.  The announcement included birthday wishes to all having birthday at a current day and because of becoming vacation, birthdays on summertime were also mentioned. Students were involved in the announcement and in the end of it they said their pledge to the day: “I am a smart, special, valuable person. I respect my self and I respect others. My words are kind and honest. I accept only my best in all I do. I am PROUD to be me!”
We began our school tour in the concert made by the school orchestra. They surprised us by playing our national anthem “Maamme”. What an awesome moment! It was really a pleasure to meet all the students and answer their questions. We were happy to tell them some cultural and other information about Finland and were asking the questions about their schooling. They were happy to hear about the possibilities to peer collaboration next fall with Finnish students.

After the school tour Knapp leadership teams shared comprehensive efforts on the part of the school teams. Teachers in Knapp may choose their team in the beginning of the term and there are approximately 7-9 teachers in a team. Sounds very familiar to us: we have same kind of shared leadership and teamwork idea also in Koulumestari School in Espoo. Sharing more specifically these practices and experiences could be very rewarding in the future.

In Knapp they use social media and web based tools to share the information needed. As the school is multicultural having about 22 languages spoken in the students’ homes, they have translated the most important information at their website into all languages by using Google translator. Also various other home school partnership practices was highlighted. This is also our common goal – developing home, school and community partnership and practices and the use of technology in this collaboration.

Warm thanks to Knapp personnel, students and parents! It was great to meet you and feel the family-like atmosphere at your school.

Tip of the day: How about recycling your children’s books? At Knapp they had a bookshelf where you can bring your old book and take a “new” with you.

Minna, Kati and Tiina, Koulumestari School/Learning Center Innokas, University of Helsinki

#StuVoice Finland Shares the ‘Characteristics of an Effective Teacher’

Fair, Dedicated, and Inspiring.

Nice to meet you! I am Maria Puolakkainen, an outgoing high school student from Helsinki, Finland. I am a dedicated student and my principle academic interests center around politics, economics, and philosophy. I am also passionate about languages; with English and Finnish as my first languages, I am fluent in French and am a beginner in Swedish and Italian. Making a difference in the student community is very important to me; I am the vice president of the Finnish International Baccalaureate Society (FIBS) and a member of the chairing board of the Finnish Upper Secondary School Student Union (SLL). As a passionate singer, dancer, and debater I try my best to balance between academics and extracurriculars.  Any questions? Contact me at maria.puolakkainen@gmail.com

Nice to meet you! I am Maria Puolakkainen, an outgoing high school student from Helsinki, Finland. I am a dedicated student and my principle academic interests center around politics, economics, and philosophy. I am also passionate about languages; with English and Finnish as my first languages, I am fluent in French and am a beginner in Swedish and Italian. Making a difference in the student community is very important to me; I am the vice president of the Finnish International Baccalaureate Society (FIBS) and a member of the chairing board of the Finnish Upper Secondary School Student Union (SLL). As a passionate singer, dancer, and debater I try my best to balance between academics and extracurriculars.
Any questions? Contact me at
maria.puolakkainen@gmail.com

I am a seventeen year-old IB high school student in my penultimate year from Helsinki, Finland. Embodying a kind of bicultural identity, I am a product of two different cultural upbringings, Finnish and American. Having spent a few of my years of elementary school in Seattle, Washington, I have had the opportunity to reflect on the strengths and weaknesses of both school environments, and what effect they have had on me as a learner.

I feel honoured to have been invited by the PennFinn13 team to share my ideas and insight on education in Finland and the United States. As a result of pure serendipity on my half, I met the group a few weeks a go when they visited my calculus class on a Wednesday morning. I was able to participate in the Edutopia event held in Helsinki and get accquainted with the issues and points of interest of this project. Joe Mazza and the entire team were so warm to me and encouraged me to join the movement by contributing with a few blog posts. I truly value my school environment; to me it is like a safe harbour where I can feel respected, valued, and relaxed, learn, and mingle. Therefore, I am extremely interested in this project and hope to inspire people around the world to form these efficient and comfortable learning environments.

As a dedicated high school student, I demand a great deal from my teachers. I have often discussed the qualities of an effective teacher with my peers, and we have agreed that the importance of equality between teacher and student should be evident in many fields.

The stereotype of a Finnish teacher is built up with a master’s degree in teaching or one’s field, a calm and collected mindset, a relaxed teaching style, and above all, elevated expertise in one’s field. Many of my teachers do fit this mold, however it is unrealistic to imagine that each teacher will reach their degree of excellence with this pattern. In reality, the brilliances of different teachers lay on all different points of the spectrum.

When I sit back and evaluate from who I learn best from and what qualities does this teacher embody, I conclude in a set of features that I believe can be applied to any teacher-student relation for best results.

As I previously mentioned, the importance of respect and equality is crucial. Naturally the teacher is a superior authority figure in the classroom, but what I believe is the magic ingredient in this recipe is the humanization of the ’teacher figure’. By this I mean that he/she exhibits passion, dedication, and personal engagement in his/her teaching. If I feel that the teacher is truly passionate and excited about what is being taught, I am directly inspired by that joy of pursuing knowledge. I am certain we can all confirm that inspiration is contagious; listening to someone speak passionately on a topic with great expertise lights a peculiar glow inside us to learn and experience more in that field.

My classmate leads the English lit class as the teacher                                                                                          has left us to converse openly on a given topic.

My classmate leads the English lit class as the teacher
has left us to converse openly on a given topic.

We must meet at halfway. As a student, I feel that the time and work I put into learning something is very valuable. The knowledge that the teacher is equally engaged on his/her work fulfills the first goal that I would like to emphasize. If I know that I am not the only one putting in my 110 percent, I am further inspired to apply myself even more. By demanding a lot from each other, both teacher and student are able to improve.
This translates to my next goal; fairness and equity. I believe that to teach well at this level, one must demand a great deal. Avoiding excessive lenience, or putting too much effort into ’being the student’s best friend’ can be counter-productive, and lead to discouragement in the student. Naturally excessive severity can be equally as discouraging: in this case humanizing the student comes into play. The fact that the teacher recognizes the workload and limits of students is very important. The value of the student’s mental and physical wellbeing must be emphasized, especially in rigorous academic programs. Setting demanding, yet fair deadlines and workloads is essential for maintained motivation and success in school. Students at my school also value clarity; being clear about what is demanded and how that can be achieved helps the student to visualize the work that needs to be done.

In addition, we all need a push; giving clear, honest, and useful feedback on how to develop is vital on the path of improvement. This should be naturally coupled with active encouragement. The degree of encouragement and belief in the students abilities directly correlates with academic performance. The value of encouragement and clear guidance is of utmost importance and I find that a teacher that shows light on the unknown path of success for the student is of my favorite kind. To quote Robert Frost;

Two roads diverged in a wood,
and I,
I took the one less traveled by,
And that has made all the difference.

The importance of compromise between ideal and real is very significant. It is equally quixotic to assume that each student is as motivated, driven, and talented as the next, as it is to imagine that each teacher fulfills my personal educator ideals. Each educator is a personality, a dynamic figure of unique variables, that flourishes in new, fascinating ways, and it is impossible to set identical goals for everyone. Often the element of surprise can be an even stronger initiative for learning. If there is a certain mystery between the nature of the teacher, it can inspire students to work hard in order to reveal more and more about that educational relationship.

In our world there are a range in varying school systems; from non-existant to high-perfoming, each is different and operates under the umbrella of different circumstances; financial, habitual, atmospherical, ideological, and political. I believe that the best we can do for any school system is to foster growth.

At my school, the teachers are always asking us how we can improve the class. By working together as a team and giving the students a voice in how they are treated and how things are handled in class is one of the reasons that the education system in Finland is so successful. Demonstrating genuine interest in what we, the students have to say, definitely has an impact on how interested we are in what the teachers have to teach us.

Inspired by Finland – 5 Goals I’m Setting Now

Our morning wait at the bus stop en route to Finnish schools

The #PennFInn13’s team waits for the morning bus en route to Finnish schools

By Joe Mazza

Last week on my the flight out to Finland, I was lucky enough to sit next to a higher up in the Swedish educational system. The takeaways from that conversation were transitioned into my first post of the #PennFinn13 trip, entitled Six Swedish Lessons, One Flight. Little did I know that seven days later on the way back home, I’d sit next to a non-educator who would be just as thought-provoking, articulate and open to helping me continue unpacking my week in the Finnish schools. I’ll start with a quote that stuck out from this conversation:
“I’m on my way back from an (international) engineering conference in Sweden. In terms of conference takeaways, the trust, support and autonomy given to engineers only three months on the job really caught my attention. Back in North America, competition for jobs affects the level of support you receive within these roles, especially as a new employee.” -- Canadian engineer on flight back to the United States
And then it clicked. My week in Finland was not just a break from American education, but from the culture where I was raised in the land of red, white and blue. Knowing full well that Nordic people are individuals like everyone else, and that painting any “culture” with a broad brush is risky, I’ve witnessed enough cultural consistency across various lenses to express in detail my week of conversations with students, parents, educators, leaders, store clerks, taxi and bus drivers, strangers on the streets, restaurant servers, airline personnel and city workers in the northern part of Europe.
The following are a few broad claims with real examples of what I experienced this week in brief stays in Sweden and Norway, as well as in the schools and city of Helsinki, Finland. What I’ve witnessed goes much deeper than just a prestigious education system, and I believe we can learn a lot from Finland’s overall culture to be a better society now matter what country we live in.
Don’t be wasteful.
  • Everywhere we walked in downtown Helsinki there was ice due to the time of year. Icy sidewalks were kept safe with tiny pebbles, not rock salt. They are efficient and everything that you see has a meticulous purpose.

    Kids and adults are responsible to put liquid and solid wastes in their proper place now matter at school or in public places.

    Kids and adults are responsible to put liquid and solid wastes in their proper place now matter at school or in public places.

  • After eating lunch (whether in elementary school, the teacher education center at the University or the one McDonald’s we found) kids and adults are responsible for cleaning up after themselves, organizing trash into areas of silverware, tray, garbage and liquid disposal before exiting the eating area. By the way, on the menu board by the registers are pictures of small drinks and 4 piece McNuggets, with no encouragement or advertisement to “super size” your meal.
  • The physical space, whether in a downtown coffee shop or in an elementary or secondary school is flexible in nature, designed for a variety of people and teaching and learning styles. Each space has a purpose for teaching, learning and leading. More than anything, this jumped out to me across all settings we visited.
Develop trust in one another – from child to senior.
  • The first evidence of trust…We booked our trip to see various Finnish schools back in October without paying anything up front. Believe me, we tried to pay but they just told us we’d settle up after the experience. This was a complete foreign concept to us, but we respected their wishes. Those we booked the itinerary with had no prior relationship with our team members, nor the University. Invoices are sent out following the activities. The accommodations where we stayed was also not interested in sending us a bill ahead of the trip.
  • Students have a classroom that stretches to all areas of the school. They have the trust to be actively engaged in their work, and to produce evidence of their learning. Students & staff benefit when we can find ways to step outside our classroom walls to maximize every square foot of our buildings.
  • Teachers are trusted as the most valuable commodity in education. This I learned from the words and actions of Finnish students, teachers and parents (see previous Voice of Finnish Parent post). Below is a picture of a quiet teacher workroom at SYK designed to allow teachers to work, research and think deeply on meeting the needs of students. Other rooms designed for teachers included coffee rooms, computer labs and comfortable and collaborative staff lounges. You won’t see a teacher lunchroom, as teachers ate in the same eating spaces as students – further developing trust amongst everyone in the learning community.
At SYK, this teacher workroom is the quiet space designed for teachers. It lives next to the staff lounge and staff computer workroom.

At SYK, this teacher workroom is the quiet space designed for teachers. It lives next to the staff lounge and staff computer workroom.

  • Cab drivers wait for you to come back while you go into a structure. If I was in Philadelphia, the untrusting tone begins when I pull out a credit card (which takes more time to process) versus the cash the cabbie was hoping for.
  • The Minerva Plaza (pictured below) was requested and approved less than 24 hours in advance for use on a global panel conversation sponsored by Edutopia that included students, parents, teachers and leaders from the United States and Finland. If the same request for such a cutting edge educational arena would have been made in the United States, it would have been met with red tape, a serious of approvals, meetings and delays. Those at the University trusted us to make good use of the space, and it turned into a great opportunity for those who attended virtually and physically.
Minerva Plaza inside the University of Helsinki's Teacher Education Department

Minerva Plaza inside the University of Helsinki’s Teacher Education Department

Develop deep relationships, have self discipline
  • Transportation is relatively quiet. People talk, but it’s not a party, Nordic people are active listeners, and look you in the eye when you speak without distraction. I didn’t meet anyone this week who spoke without purpose, reflection and pause.
  • In preparing to visit a country where we had never been, there are a great deal of questions that come up in the month’s leading up. School and University staff responded to at least twenty emails, Skyped multiple times and tweeted resources and ideas. They truly cared about us in terms of maximizing the depth of our visit and helping us understand the culture behind the education system and the country.
  • Two of Finland’s finest connected educators, Aki Puustinen and Timo Ilomäki, drove three hours to be a part of our one hour global panel. I have been connecting and learning from these educators for almost two years. Leaders like Tiina Korhonen, Pasi Sahlberg, Jukka Tanska and Olli Määttä are constantly seeking more from both themselves and others around the world, now matter what timezone these resources come from. Find them on Twitter at #finnedchat, #pennfinn13 and #edreform. For a full listing of Finnish connected educators we’ve begun gathering, follow this link.
Think, talk, model innovation by default
  • Creativity and imagination is nurtured at an early age with the preservation of play and free-time. This flies in the face of taking away recess and the Arts in American schools. If you look at the breakdown of what’s valued during the school day in Finland, you can see these components deeply embedded throughout.

Comprehensive School Breakdown of Daily Subjects – University of Helsinki Teacher Education Department

  • It’s evident that these safe environments for students AND staff in schools are created to foster risk taking and abstract thinking.
  • When we saw students in classrooms, they were the ones in the front of the room presenting and taking control of their learning. The teacher often sat to the side of the classroom prompting higher level thinking.
Teacher is off to side as the facilitator of learning. Student leads the class.

Teacher is off to side as the facilitator of learning. Student leads the class.

  • Transparency is evident everywhere in the Finnish schools we visited. The amount of glass I was immersed in allowed me to sit in one setting and understand what the spaces around me, and how it all connected to teaching, learning and leading. Pre-service teachers are part of a supportive cohort to harness the experience and expertise in the room.
It’s not about the accolades or being the #1.
  • For holding such a distinction, there is no celebrating going on in Finland. One of the many reasons our team chose to travel to Finland on our own dime to investigate the educational system was because of the recent PISA scores that placed Finland ahead of the rest of the world. Native Finn and educational leader Pasi Sahlberg has been touring the world sharing the recipe on how students, teachers, parents, leaders and Finnish society make it all happen. He, along with the educators I had the privilege to get to know, understood that the economy, the country’s demographics and other challenges were ahead, and the investment in learning more from the rest of the world was very apparent in their thinking, reflecting and continued interest in working deeper through our conversations.
  • We might not be able to change our own educational systems as quickly as we want to, but the online conversations around education can certainly be shaped. I follow some real rock stars on Twitter that I have learned a great deal from since I joined in 2010 . I interact with most, but I’m noticing that some are using the tool more to broadcast their new book, an article about their school or organization or just to let you know where they are presenting in the world versus building relationships with others in their PLN. This piece worries me the more educators take to Twitter as a means of support and professional development. The underlying core values of using social media for educators are that it be collaborative, transparent, support ongoing relationships and serve as an online 24/7 mentorship to grasp perspectives from all areas of the edusphere. I’m going to relook at the ways I use Twitter, and I hope my global colleagues do the same. With 1000s of educators joining our PLNs each each day, it’s never been more important to keep the “online society” or social media “culture” strong and what’s best for kids, not adults.

In summary

As I sip some strong coffee brought home from Finland, I’m inspired to want more from my own society and educational system.

Connected students, educators, leaders and parents around the world have both opportunity and responsibility to learn and share from each other using today’s social media tools. Finland is a country of only 5 million people. The ability to be completely transparent from directly inside classroom walls multiple timezones away shows us how easy it is to be more collaborative as a global educational society. This is my hope for the American Education System – that we rely equally on the human expertise around not only OUR country, but of that of OUR connected world when we are making decisions that impact how WE teach, how WE learn and how WE lead.

For more captioned pictures organized into our respective Finnish visits, follow our Facebook page. More takeaways will be forthcoming on this blog as the nine of us continue to transition back into our own organizations. Stay tuned.

What Might a Finnish-Philosophy Classroom Look Like in America?

Image

A 2nd grade classroom at Innokas Koulumestari

By: Paul Solarz

Completely realizing and understanding that one cannot just take the Finnish model of education and place it in an American classroom, I want to explore what it might look like if I did!  Using the Innokas Koulumestari philosophy, a Grades 1-6 school in Espoo, this blog post will outline some of the changes that would have to be made in my classroom to look more “Finnish,” a concept that is generally discouraged by Finns!  So, no disrespect intended!

Children in Finland somehow seem to be happier than children in America.  I think it has something to do with all of the independence they are given – they are allowed to grow up to become who they were intended to be instead of being heavily influenced by family members.  Schools immediately trust their students to follow expectations, but when a student slips up, their consequence is that they are not given so much freedom.  I will need to monitor students’ happiness in my classroom, despite the fact that there are few ways to measure it.  I will also need to remember to give them a chance to grow up without too much influence from me.

Another observation made is that children here are more comfortable and treat their school like their home.  Students don’t vandalize, mistreat school materials, or litter in their schools.  I feel that this is at least partly due to the fact that teachers try to create an environment that mimics their home as closely as possible.  For example, students take their shoes off at the door, use their cell phones for educational purposes, and sit everywhere around the school on couches, pillows, and rugs.  Curtains isolate areas of the hallway to make intimate work areas that eliminate unnecessary distractions.  I would want to utilize as many of these ideas as possible in my classroom to help my students feel as though the school is an extension of their home.

At Innokas Koulumestari, they are using the team teaching approach, along with staggering start and end times of school in order to best differentiate instruction for their students.  Although I couldn’t allow my students to come to school late or leave early, I could offer opportunities for them to come to school early or stay late and then perhaps offer “comp time” for students in the form of additional breaks throughout their day.  Many schools in Finland offer regular 15-30 minute breaks between periods.  This could be a way to make that happen!  If I could incorporate the team teaching idea, by just combining two classes, I could have access to two classroom teachers (me and one other), a special education teacher, and an assistant.  With four adults, more grouping opportunities can exist if we coordinate our schedules effectively.

The way we saw teachers coordinating schedules was through a weekly collaboration meeting with all adults.  They “plugged in” all of their appointments, meetings, absences, etc. for the week on a shared Google Calendar and then determined what they could get done in that time by consulting long-range planners that they had created prior to the start of the year.

Teachers are given 2-3 hours per week to have meetings and collaboration time during the school day.  Some of it is while students are at religion and gym, while other times are available by not having students start early or end late on a given day.  The school day goes from 8:00 to 3:00 for teachers, but students go for one hour less (they either come early or stay late, but not both).  Teachers are not expected to come much earlier than 8:00 or stay much later than 3:00.  In addition, many teachers we talked to report not taking their work home with them or working much during their summer holiday.  By planning that collaboration time into our weekly schedule, I can imagine much of our workload decreasing!

Finnish students are actually in school for six hours every day at Innokas Koulumestari, even though it is commonly reported that they spend four hours being instructed each day, the disparity comes from all of their “break time.”  After each lesson, students receive a 15-30 minute break.  Lunch is 30 minutes as well.  During some break times, students are encouraged to get outside and move around.  Those who wish to stay inside may create “clubs” that others can join.  These clubs have a purpose and a goal in mind.  Teachers oversee these clubs but often allow students to work without supervision, except in the case of gymnastics and other clubs that might experience injuries.  It would be easy to schedule break times into the schedule by staggering the start and end times of lessons and utilizing the extra adults wisely, and possibly including parent volunteers more effectively.

In Finland, parents are extremely supportive of teachers and their school’s initiatives.  Parents don’t send emails to teachers, call them, or ask for conferences very often, because they feel that the teacher is a professional who knows what is best for their child.  There is no real way of replicating this in America.  The truth is, Finnish teachers are much better prepared for their profession than America’s teachers.  If America only admitted 10% of the applicants into their teacher education programs, worked meticulously to create college programs that were innovative and rigorous, and required a master’s degree before beginning a career in education, I feel that things might be more similar.  The only thing I can do is be up-front and honest with my students’ parents at the beginning of the year & be completely transparent so they see what we are doing!  I can share the amazing things that we have done in previous years and plan to do this year.  After that, I just have to hope that they support me!

Taking the Finnish education system back to America might be an impossible task, but regardless of the level of difficulty I contend that there are take-aways.  If you can do any of the above at your school, great!  If not, see what you can do to instill a community of independent and collaborative learners who you trust with more responsibility.  You just might be surprised with what you get!  Thoughts?

Building School Communities Based Upon Mutual Trust

By: Susan Feibelman

It was a full day of dialogue with professors at the University of Helsinki—Dr. Jari Lavonen, head of the Teacher Education Department, who shared his reflections on the context of teacher education in Finland, and Dr. Heidi Krzywacki, University Lecturer in Mathematics Education, who engaged us in dialogue about primary education. We concluded with Atso Taipale a retired upper secondary school principal, who discussed school leadership and his 35-year career as an upper secondary school principal.

Although our heads were about to burst with information and the new questions we are eager to discuss with our Finnish colleagues this week, straightaway we began to unpack the themes from the day. Interestingly each conversation led us back to the Finnish concept of trust.

Note to self: “Key word is trust; Finnish schools encourage collaborative work amongst teachers and principals. Principals have faith in the ability of teachers to make good instructional decisions.  Decision-making takes on a transparency that encourages teachers to take risks and recognizes that teachers learn from making mistakes. The sub-text is transparency, transparency, transparency in school leadership and teaching practices.”

Dr. Heidi Krzywacki, University Lecturer in Mathematics Education

Dr. Heidi Krzywacki, University Lecturer in Mathematics Education

Atso’s remarks emphasized that Finnish principals trust teachers’ professional skills; Heidi described Finnish educators as fostering a culture of trust. And our casual interactions with Finns over the first 30 hours on the ground in Helsinki has made us wonder if this culture of trust extends beyond the school yard.  Is mutual trust part of Finland’s national identity and if that’s the case, how does that inform our thinking about the strategies US educators use to foster relational trust in schools back home?

We tweeted our question to expand the conversation:

Jennifer Botzojorns ‏@JenCESUVT

we must model trust as leaders, all the time, a willingness to be honest and open, to share leadership #pennfinn13

Gwen Pescatore ‏@gpescatore25

RT @bwileyone: RT @IamOkema: #pennfinn13 Transparency & empathy – in front of the counter & behind it. #TrustInSchools #pennfinn13

Clement Coulston ‏@clementc26

Engendering Trust – a mutual partnership of respect, honesty & transparency between #students, #teachers & #administrators. #pennfinn13

Jason Flom ‏@JasonFlom

Building trust requires attention to ecosystem of relationships. Teacher & student. Student & student. Parents & school. #pennfinn13

Brandon Wiley ‏@bwileyone

Thought-provoking conversation right now about “trust” – how do you create trust in your school community? Critical to success? #PennFinn13

At dinner our colleagues—Pasi Sahlberg, Olli Maatta and Tinna Korhonen—described Finnish schools as closely-knit communities of teachers and students.  “Schools feel like home.” If this is the input, then is  relational trust an inevitable outcome?

Calling all Finnish Connected Educators

Image credit: visithelsinki.fi

**Finnish Educators: Please add your contact information to this linked Google Doc as we would like to connect with you before, during and after our trip. 

 

Below is a super cool Helsinki music video tour created by young people in the Bass Camp Youth Project. You can find it on the Helsinki Tourism page.

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