Upon entering Danish schools I quickly became aware of the word 'Pedagogue'. This was something I had never heard of before so I was curious to find out what it was. I soon realised that pedagogues were people who had a degree in pedagogy and specialised in dealing with children with learning and behavioural problems. Essentially they have a similar role as special needs classroom assistants in NI as they help pupils while the teacher teaches but also take children out for special support and are sometimes assigned specific pupils to work with.
During my time in schools I noticed the close relationships many teachers and pedagogues had. The teachers I observed actively included pedagogues within their planning, lessons and always ensured there was good communication between each other. Although I was only observing a few classes I am aware that not all teacher-pedagogue relationships are as good as ones I saw. However, through observing this good practice it made me realise the benefit of maintaining a good rapport with classroom assistants as this reflects on the learning environment you create together. Indeed, ATL (2015) state that 'the working relationships between teachers and classroom assistants are vitally important for successful schools.' Although I haven't had many opportunities to work with classroom assistants in my previous teaching placements, building this awareness of the importance of maintaining a good rapport with assistants is essential and is the first step to developing the GTCNI (2011) competencies 10 and 23 which highlight the importance of good communication and collaboration with support staff.
As well as this,within Folkeskoles equality and democracy between teachers and pupils is very important. Teachers are encouraged to be on an equal level as pupils and this means that pupils often view teachers as their friends rather than a figure of authority. This can be beneficial as it helps create a positive learning environment and it also means that teacher-pupil relationships are stronger as teachers are seen as more approachable and relatable. However, I do think it is important to create a balance between this as I often felt that Danish pupils lacked respect for teachers because they viewed them on an equal level and thus teachers had trouble with discipline. In comparison to Denmark, NI has a bigger focus on classroom management and the teacher's authority and a smaller focus on developing equal and democratic relationships between teachers and pupils. Although I realise that just because teachers have more authority it doesn't necessarily mean that classroom management and behaviour will be improved however I do believe it enhances it. Indeed, TFA (2011) state that 'the most effective teachers assert their authority with students in a firm and positive manner which is essential for good classroom management and learning environment'.
Another thing that surprised me about Danish schools was the format of testing. This is the responsibility of the municipality and it is their job to report these results back to the government. In Denmark, the local municipality (the equivalent of district councils in NI) play a significant role in school life. Indeed, the DVM (2006) states that 'the Folkeskole is the responsibility of municipalities and it is them who are responsible for setting the targets and tests.' Likewise, depending on how much money the municipality has determines the quality of equipment and resources available but this means there can be big variety between schools. Indeed, wealthy municipalities will normally have better schools in terms of money for resources and equipment but poorer municipalities will have less money to spend on their schools. This is in stark contrast to NI where district councils provide no funding to schools and all schools are government funded unless they are private. However, I am aware that money from the government does vary for schools and is in proportion to the number of pupils attending.
Overall, it is clear to see that there are similarities between Danish schools and their education systems but likewise many differences to NI. It has been interesting to acknowledge and observe these and compare and contrast them to my own education system at home.
Until naeste gang,
Rachel
References
ATL (2015) Working with classroom assistants, available at http://www.new2teaching.org.uk/tzone/education
/workingrelationships/tas.asp (accessed 21.05.15).
DVM (2006) Folkeskole, available at http://eng.uvm.dk/Education/Primary-and-Lower-Secondary-Education/The-Folkeskole (accessed 21.05.15).
GTCNI (2011) Teaching: The Reflective Practition, GTCNI, Belfast.
TFA (2011) Classroom Management and Culture, TFA, USA.
During my time in schools I noticed the close relationships many teachers and pedagogues had. The teachers I observed actively included pedagogues within their planning, lessons and always ensured there was good communication between each other. Although I was only observing a few classes I am aware that not all teacher-pedagogue relationships are as good as ones I saw. However, through observing this good practice it made me realise the benefit of maintaining a good rapport with classroom assistants as this reflects on the learning environment you create together. Indeed, ATL (2015) state that 'the working relationships between teachers and classroom assistants are vitally important for successful schools.' Although I haven't had many opportunities to work with classroom assistants in my previous teaching placements, building this awareness of the importance of maintaining a good rapport with assistants is essential and is the first step to developing the GTCNI (2011) competencies 10 and 23 which highlight the importance of good communication and collaboration with support staff.
As well as this,within Folkeskoles equality and democracy between teachers and pupils is very important. Teachers are encouraged to be on an equal level as pupils and this means that pupils often view teachers as their friends rather than a figure of authority. This can be beneficial as it helps create a positive learning environment and it also means that teacher-pupil relationships are stronger as teachers are seen as more approachable and relatable. However, I do think it is important to create a balance between this as I often felt that Danish pupils lacked respect for teachers because they viewed them on an equal level and thus teachers had trouble with discipline. In comparison to Denmark, NI has a bigger focus on classroom management and the teacher's authority and a smaller focus on developing equal and democratic relationships between teachers and pupils. Although I realise that just because teachers have more authority it doesn't necessarily mean that classroom management and behaviour will be improved however I do believe it enhances it. Indeed, TFA (2011) state that 'the most effective teachers assert their authority with students in a firm and positive manner which is essential for good classroom management and learning environment'.
Another thing that surprised me about Danish schools was the format of testing. This is the responsibility of the municipality and it is their job to report these results back to the government. In Denmark, the local municipality (the equivalent of district councils in NI) play a significant role in school life. Indeed, the DVM (2006) states that 'the Folkeskole is the responsibility of municipalities and it is them who are responsible for setting the targets and tests.' Likewise, depending on how much money the municipality has determines the quality of equipment and resources available but this means there can be big variety between schools. Indeed, wealthy municipalities will normally have better schools in terms of money for resources and equipment but poorer municipalities will have less money to spend on their schools. This is in stark contrast to NI where district councils provide no funding to schools and all schools are government funded unless they are private. However, I am aware that money from the government does vary for schools and is in proportion to the number of pupils attending.
Overall, it is clear to see that there are similarities between Danish schools and their education systems but likewise many differences to NI. It has been interesting to acknowledge and observe these and compare and contrast them to my own education system at home.
Until naeste gang,
Rachel
References
ATL (2015) Working with classroom assistants, available at http://www.new2teaching.org.uk/tzone/education
/workingrelationships/tas.asp (accessed 21.05.15).
DVM (2006) Folkeskole, available at http://eng.uvm.dk/Education/Primary-and-Lower-Secondary-Education/The-Folkeskole (accessed 21.05.15).
GTCNI (2011) Teaching: The Reflective Practition, GTCNI, Belfast.
TFA (2011) Classroom Management and Culture, TFA, USA.