MY TEACHING PRACTICE - The School

Kulsbjerg Skole

Skolevej 1, 4773 Stensved

Teacher and grade: Per Larsen, 8th grade

Official language taught: Danish

Group members UCSJ: Elisabeth Joensen, Juris Kalnins, Binita Shrestha, Alba Montalbán.

The school is located in a very nice area of Denmark, Stensved. It is a satellite town of Vordingborg in South Zealand with 1,545 inhabitants (2013). Wonderful lakes near a huge and dense forest make, from Vordingborg to Stensved, an awesome landscape. I am living 4.6 km from the school, so I was using my bike to get there, and therefore I had the great opportunity to enjoy the views, which I believe are also part of the culture of the population living here.

The school holds a total of 929 students, of which 93 belong to the 8th grade, and are divided into 4 groups (a, b, c and d): Language&culture, Body&Movement, Science&Mathematics. There is also a group called special group, which are people with different problems that make them have difficulties to fit in a normal class, so they have teachers working with them in one of the corners near the classes, with the ultimate goal of helping them to integrate. I am especially interested in that project so I will try to follow how is their progress.

I will stand out some things that really took my attention, and compared with the Spanish system, I would think that Danish system is very advanced, even though now I see it just logic and rational.

- They have a lot of flexibility on the schedule: the fact that they decide how many hours to spend in every subject, depending on the needs, raises the quality of education.

- They are constantly reviewing the situation of the class.

- They divide the students of each class into the smallest groups, and combinate the hours of every subject depending on what they need, in constant observation, both individually and collectively. The teachers are constantly having meetings and in contact with each other, allowing them to know the situation of the class and find the best solution to the potential problems.

- In the same way, they divide the students of each class into the smallest groups, depending on their level and the difficulties they have to learn a specific subject. In the end, all of them will make the same exam, but the pupils that need special help on this specific subject, they get more self-confidence in a class that they can follow, while learning keeps being funny and encourages them to get to the level of the other students, covering their specific needs.

The pupils in this school learn how important are the freedom and they experiment with its concept. They have the freedom already, for instance, to go to the toilet when they need to, without asking permission to the teacher. Is this kind of freedom what makes the students feel responsible of their decisions, and what they are actually learning is that they are capable enough to decide what they want, so it gives them confidence and self-esteem (I can trust my own criteria).
Juris prepared a very interesting activity, to check what was most valued between our students. He printed in a smalls papers 10 words, and he asked for numerate them from 1 to 10, being 1 the most important and 10 what they would consider the less important thing. Afterward, he made a graph with all the answers of the pupils, being 50 in total, and here are the results:

Personally, I think that was very relevant to understand the mentality of Danish children because I believe that this graph even represents the general beliefs and values of Danish society. The concept of family and friends is highly valued, as well as freedom and education (very well done at the schools, so children think this way). However, religion is the least important in children's lives, which, in my opinion, the normal course of the world society, according to evolving. Certainly, when we talk about freedom at schools, we talk about it in many ways:

- Physical: pupils are allowed to move around during their classes (besides the time where the teacher is explaining the activities), and to get out of the school (some of them does it to go to the canteen or somewhere else to get their lunch, which is not possible to do it indoors).

- Methodological/organizational: teachers are allowed to distribute school hours between subjects, depending on the need of students.

- Ideological: school promotes free thinking, as well as mutual respect. Thus you find pupils that respect the decision of other students, about their dress or sexual orientation (there were homosexual people not hidden from others, as it happens in my country).

Honestly, I feel that I do not have enough tools/knowledges yet to criticize the negative sides of the school, because even though there were a couple of things I did not understand (like the amount of the freedom and the trust that the teachers show to the pupils, or the flexibility to (it seems) consent all their demands) because I am used to observing other ways to teach in my country, I also can see that it seems to work! So even though I did not get yet how this process is working and why, they might be doing it pretty well, when the students are happy and passing the exams successfully.

Another highlight was all the activities that the children get involved in a lot of social activities. For instance, they made a party where they pretended to be political, and therefore, they had their own name for the party and wrote their own electoral program. That makes them aware of the needs that people have in the town, and they learn to fight for what they want while making plans and caring for others develops on their minds. Per, their English teacher, showed me, very proud, a piece of paper hanging on the wall, where they were written all the proposals coming from the party. 

Per also told me, that every Friday someone has to bring a cake for the rest of the class. I haven't seen that before either, it is so cute! I think it is a cozy way to learn to share and spend a little spare time with the other pupils, so in my opinion, it helps, together with the other extracurricular activities, to create bonding among students.

Other very interesting activities that I have been talking with the English teacher :

- They spend 30 minutes per day to read a book, a magazine, or other reading matter that they feel interested in. In this manner, the school promotes culture, as well as encourages them to acquire the good habit of reading, together with all its benefits.

 - The excursions that the school organized. Sometimes they do it to break the routine, and put into practice what the have learned in class. And sometimes they do it to show to the pupils a job so it can arouse a special interest to learn more about it. They went to an open field and to a botanical center with biology class one day, to a fur factory another day, and very often Per participates together with his pupils in competitions that organizes the runner club, being him, precisely, the webmaster of it. I have not seen a teacher so close to his pupils before, that was a great surprise. You can find the web link below:

NYRÅD LØBEKLUB - By Per Larsen

TEACHING OBSERVATION PLAN

Activity: What is your cultural identity?

Note: before joining the group going to Kulsbjerg Skole, I belonged to the group that went to Bjørns Internationale Skole, and I made the first activity together with Hasna Hussein and Annabella Efinger. Afterward, all the other activities I did together with my current group. 

Lesson Opening: Guiding Questions

-          What do you think identity means?

-          Is it your culture?

-          Is it your heritage?

-          Is it your likes and dislikes?

Step-by-Step Procedure

Warm-Up Game: Teacher Puzzle

-          Split the class into 4 groups,  assigning one number to each pupil, from 1 to 4, counting this way: 1,2,3,4, 1,2,3,4…

-        Each group gets a link from the Prezy, that contains 24 objects (see PREZI - Bjørns Internationale Skole), which are the ones we have chosen previously as a representation of our identity. 

-        Each group must guess and decide which 6 objects could describe the assigned teacher’s identity. 
      18 objects should be deleted. 
      The students have 5 minutes for this activity.
      When all students have finished, the teachers will ask the groups which objects they have decided on. And finally, each teacher will present their actual identity.  

Students Activity:

The students must create their own cultural identity paddles using 5-10 objects. They should include culture, heritage, likes/dislikes, hobbies, etc.  They can use pictures, texts, videos, words, sayings, etc. They have 15-20 minutes for this activity. 
The warm-up activity implies didactic learning, when we show the pupils how to use paddles and make their own, and also before when we explain to them what culture and identity means. Therefore, all other aspects of the activity are taught to be experiential learning: 
- The activity is then taken to experiential teaching method as the students experience to talk and listen to people from other cultures (concrete experience), as well as create their own cultural representation on Prezi, in the way they want without limitations (active experimentation), see how others do it and how others act, from different cultures (reflective observation), and reflect on their own culture and others (abstract conceptualization). 

-         When all students have finished, they will present their padlets to their fellow classmates, explaining their personal cultural identity.

Learning Theories we used:

- Learn to use the program themselves, after a very short explanation, and find out other application they can also add to their subsequent presentation, it is up to them by their experience. 
- In the moment we present our identities to the rest of the class, but we don't teach them how to present. It is up on them, to choose how to do it (they can copy us, feel free to do it on their own way, or a mix of both...). It is experiential because they are free to represent their culture as they wish, they "learn by doing".

- The activity is then taken to experiential teaching method as the students experience to talk and listen to people from other cultures (concrete experience), as well as create their own cultural representation on prezi, in the way they want without limitations (active experimentation), see how others do it and how others act, from different cultures (reflective observation), and reflect about their own culture and others (abstract conceptualisation). 

- Because culture is such a broad topic, we have decided to use the didactic teaching method to guide the students into a certain direction by teaching them the concept of identity or how culture differs or resembles from one group to another.

The experiential teaching was more about understanding, reflection and acceptance of other points of view and different identities, than communicate knowledges of a specific theory. As well as getting tools to know how to explain and present their own identity, with a previous reflection. That is why, personally, this teaching method was the most successful in achieving the objectives. And the didactic method was just a tool to complete it. The experiential teaching was more about understanding, reflection and acceptance of other points of view and different identities, than communicate knowledges of a specific theory. As well as getting tools to know how to explain and present their own identity, with a previous reflection. That is why, personally, this teaching method was the most successful in achieving the objectives. And the didactic method was just a tool to complete it. According to David A. Kolb, an American educational theorist, I think we have covered what it needs to be done for an experiential teaching. He says, knowledge is continuously gained through both personal and environmental experiences. He states that in order to gain genuine knowledge from an experience, certain abilities are required:

• The learner must be willing to be actively involved in the experience.

• The learner must be able to reflect on the experience.

• The learner must possess and use analytical skills to conceptualize the experience.

• The learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.

Kulsbjerg Skole

Skolevej 1, 4773 Stensved

Teacher and grade: Per Larsen, 8th grade

Subject: English

Official language taught: Danish

Group members UCSJ: Elisabeth Joensen, Juris Kalnins, Binita Shrestha, Alba Montalbán

Pupils schedule:

Our schedule:

• Monday: from 8 to 9:30 (hold 3) and from 9:50 to 13:50 (hold 2)

• Thursday: from 9:50 to 11:20 (hold 3)

Week 43 – 47: In total 40 lessons. The students are expected to assist and participate as much as possible.

English subject (hold 1): pupils have the level of English proficiency above the average.
English subject (hold 2): pupils have the level of English proficiency that match 7th/8th grade. 
English subject (hold 3): pupils find English quite difficult to learn.

Competences to be observe:

Didactical competence: about purpose, planning, implementation, evaluation, and development of teaching. 

Classroom management: the organisation and development of pupils' academic and social learning environment.

Relational competence: about contact and relations to pupils, colleagues, parents and the resource persons of the school.

PLANNING

1) What would be interesting to observe? 

1.1. Methodology of average Danish school teaching (mistake acknowledgement, values, reinforcement of positive behavior, teachers authority, Blooms taxonomy, teacher body language, classroom dialogue/discourse patterns, classroom language)

1.2. Classroom management, conflict management, use of physical space,

1.3. Environment of teachers, teacher communication, everyday appearance, routine.

1.4. Student/teacher relationship, Multiculturalism management – intercultural competence,

1.5. Social environment, social relationships and interaction between students, how social status effect students relationships and behavior in and out the class

How will we do that? by observing classroom week by week adding focus according to order

2) What would be interesting to ask?

• Teachers – what is the most challenging for teachers in school, teaching methods they use, what is their teaching philosophy, the overall mood of educators (recognition, salary, development.

           How will we do that? arranging a date for an interview with the English teacher on weeks 46, 47,48.

• Students – what students think about their education, what daily day-to-day challenges/joys do they experience. What is difficult in language learning, why they feel like they fail or succeed? What interests you the most and what would you change if you had a chance.

          How will we do that? by establishing a closeness with some pupils for interview them informally later.

• School – school organization, administration, power, policy on young teachers, hiring policy, numbers (stuff, pupils, size), surroundings, aims/values (written document at best), website.

          How will we do that? Arranging a meeting with the school headmaster, checking out the website, and other resources.

3) What would be interesting to reflect upon?

•     - Similarities and differences between school today and time when we went to school. Methodology, teacher/student relationships, dress code, social environment.

               - Strengths’ and weaknesses of Danish education.

·       4) Send the plan to Lonnie, contact the school, and decide on a commute.

Linguistic observation questions
Teaching Experience autumn 2013

Your questions	Classroom observations
Which is the primary language used in an English class? Are students allowed to use their native language, on what occasions, how often?	We expect teaching will be in English constantly, with maybe a few rare exceptions for explaining some specific language structure rules.
What activities are included in teaching language and how physical space is used?	We expect quizzes, role-plays, use of U-shape classroom.
Are all of the students engaged in the language teaching activities? How is the teacher checking for understanding?	We expect the teacher will work for engaging everyone into activities and check for understanding by asking check-point questions.
How often teaching is organized in group work, classroom discussion or discourse?	We expect a combination from all of these tools.
How feedback is given, how reinforcement of positive behaviour is carried out, how errors are corrected?	No expectations.
	The teacher
What language acquisition theories or perspectives supporter you are?	Probably innatist or socio-cultural perspective.
Which model (didactic or experiental) do you find more productive in language acquisition and why?	Probably they meet somewhere in the middle
How, how much and how often do you plan your lessons?	No expectations

	The pupils
Do you feel comfortable speaking English? What is the hardest part in language acquisition?	We expect students to like using English. Hardest part probably will be language structure and written grammar.
Do you understand English is a global language? How does it effect or motivate your acquisition?	We expect pupils to understand this concept and see the benefits from English acquisition.
Do you have homework? How do you feel about it?	We expect students to have some and don’t like it.

THE 8 COMPETENCES OF AN INTERNATIONAL TEACHER

Intercultural competence is the ability to communicate effectively with people of other cultures.

• Appropriately: valued rules, norms, and expectations of the relationship are not violated significantly.
• Effectively: values goals or rewards (relative to costs and alternatives) are accomplished.

In interactions with people from different cultures, a person who is interculturally competent understands the culture-specific concepts of perception, thinking, feeling and acting.

Includes the acceptance, recognition and enhancing of diversity in the classroom, and eliminating mechanisms of prejudices and discrimination.

AT THE TEACHING PRACTISE

I can truly say that the teacher we were observing during our teaching practice had the ability to communicate within all the different cultures present in the class. He did not make any distinction at all and had been treating all equally. Additionally, he left no room for misunderstandings, demonstrating this way his ability to communicate with all of them.


 












Interpersonal competence: Interpersonally competent as an international primary school teacher shows good leadership. He/she creates a friendly and cooperative atmosphere and stimulates and achieves open intercultural and international communication.

"The Interpersonal competence domain focuses on students’ ability to interact with others and with the greater community.  Competence in this domain includes the ability to foster and maintain healthy, mutually beneficial relationships with others, and the capacity for interdependence and collaboration."

AT THE TEACHING PRACTISE

Honestly, I did not see him taking any action in particular for stimulating an intercultural communication or even showing good leadership. He did not create a friendly and cooperative atmosphere, he remained just neutral. I think he lacked skills to create an environment where students feel motivated about the activities that were being carried out in the classroom. I had the feeling that he did not get involved in the relationships inside the class between the pupils.

So basically, he was explaining the activities, answering the questions, and promoting teamwork. Personally, I think is very important that in addition to a good organization at the institutional level, the teacher has to meet the objective of stimulating and promote the interest of the activities that are being carried out.

 
Pedagogical competence: stimulate children's socio-emotional and moral development.

“Pedagogical competence can be described as the ability and the will to regularly apply the attitude, knowledge and skills that promote the learning of the teacher’s students. This shall take place in accordance with the goals that are being aimed at and the existing framework and presupposes continuous development of the teacher’s own competence and       course design.”(Giertz, 2003, p.94)

1. Shall be based on that which supports the students’ learning.
2. Shall include the teacher’s ability to develop with the support of theory and to make public their practice - Scholarship of Teaching and Learning.
3. Shall make it possible to describe a threshold value (the lowest level) and a progression of pedagogical competence.

AT THE TEACHING PRACTISE

I think the teacher was concerned about this competence, and we had the pleasure of witnessing one of his teaching strategies consistent in making some of his students, who were afraid of public speaking, lose the fear gradually. We were not at the school enough time to observe the results, but he was sure that his method was the best way to do it. My team and I had explained this particular case in the section "The study case: fear of public speaking".

Subject knowledge & methodological competence: must help children to acquire the necessary cultural and international baggage, which each citizen in the international society needs to be a full member of society.

- Subject knowledge: psychologist Shmuel Shulman identifies three kinds:

     - Content knowledge is what most people would perhaps think of simply as ‘knowledge’, the kind of knowledge that comes from textbooks and reference books. 

     - Curricular knowledge refers to what you know about the formally defined curriculum for your age range. 

     - Pedagogic subject knowledge is the knowledge that practitioners have which helps them to teach and provide support as children develop their own personal subject knowledge.

- Methodological competence: is the procedure used to help children to acquire the necessary cultural and international baggage.

AT THE TEACHING PRACTISE

The teacher of our school used different textbooks. But he brought copies for each pupil of the pages with which they had to work on each day. He was very focused on the content knowledge, being absolutely not creative or improvise in that regard. I do not know if the curricular knowledge were being carried out. The only information we have though is that they were following the Danish curriculum. But I would say that the fact that he was taking over of his class always bearing in mind that it is the one with the lowest level on the English language of its grade, and adapting his explanations and annotations, therefore, made that the pedagogic subject knowledge was achieved successfully.

The methodology used by the teacher was based on the division of a class of the same course into groups according to the level of English. Here is where he was taking over the class with the lowest level of English, and was using textbooks with a lower level than the others, explaining the activities in English first, and translating all into danish afterwards, or even carrying out some activities as a solution for individual problems (see the case "Fear of public speaking" posted on this blog).

Organizational competence: must create a well-organized, neat and task-orientated international and intercultural atmosphere in the classroom.

AT THE TEACHING PRACTISE

I did not have the opportunity to observe deeper on the internal organization, and there was not really multicultural environment either, being as there was not an international school, so the official language was Danish and there was such a little diversity.


Competency for collaborating with colleagues: must be competent in collaborating with his/her colleagues.

AT THE TEACHING PRACTISE

I did not have the opportunity to attend to one of their meetings, and even if I could I would not have been able to understand it. So I can not talk specifically about whether the teacher of the class we were observing had or not competency to collaborate with colleagues or in which level. But I had some conversations with other teachers about it, and they told me that communication in the school between the teachers is very fluent, clear and efficient. They sit down very often to talk about general and specific problems, find a solution together and make a plan specifying which task should be performed each of them (if necessary) for the plan to work.

Competency for collaborating with the working environment: must keep in touch with the children's parents.

AT THE TEACHING PRACTISE

I think the fact that the school is situated in a very little town, makes people be closer to each other, and therefore the communication with the parents happens more often, as the teacher also bring his pupils to alternative extracurricular activities such as The Running Club of the town, where I believe that the teacher and the parents also meet, and have the opportunity to know closer whether there is any problem with their children at the school. So, I know they are constantly in touch, but I could not observe if the teacher had or not the skills to carry out properly the communication with the parents.

Competency for reflection and development: must permanently work on his/her personal and professional development.

AT THE TEACHING PRACTISE

The teacher is constantly thinking about how he can make it better for his pupils to achieve the goals in an efficient way. But he did not talk about his personal daily development to improve as a teacher.