This blog is specifically for an assignment for the School of Education at UNC-Chapel Hill.
What are the differences to the US in respect of the way classrooms, the school day and
week, the entire school system are organized?
The school day and classrooms are organized very differently in Germany. Also, it is important to take in account that classrooms, the school day, and the school week are very different throughout all of Germany, depending on the area you are in. The school day at Elbinselschule lasts from 8:00am- 4:00pm, except on Fridays when it ends at 2:00pm.
Throughout the school day, teachers have much more flexibility on deciding what they teach and when they teach it. The school still has some similar structure to American schools like set times for lunch, specials, and free courses. But for the rest of the time in the classroom, it is up to the main teacher to elect when and how class is run. There are specials such as theater, choir, P.E., and art, just like in the United States. They also teach religion on a regular basis, which I found out was special to the Hamburg area. Twice a week, on Thursdays and Tuesdays, students attend free courses. Free courses are unique forms of differentiation where students choose what they are interested in and then get time to work in those specific topics. Free courses are taught by teachers and parents. There are free courses available in English, art, Turkish, dance, and games. These courses change regularly, so there are always many options for children to try out and better understand what they truly enjoy doing.
Overall, the entire organization of the school system in Hamburg seems very different from organization in the United States. School begins to become intensive beginning in the 1st grade. Before 1st grade, schooling is mostly playing and interacting with other students. From 1st grade until 4th grade, students will loop with their teacher. This structure is put in place so that teachers get to know their students very well and are prepared to be knowledgeable about recommending students for Stadtteilschule or Gymnasium. It is highly suggested to follow teacher recommendations, but a parent can choose to place their student where ever they want. This is a two track system where students are either recommended for Stadtteilschule which translates to district school and sets students on a track in a vocational field where they will graduate earlier than students in Gymnasium and work in an apprenticeship and not attend university. On the Gymnasium track, students will work towards completing and passing the abitur which is a test that acts as their means of acceptance to university.
Reflection on the structure of the German School system compared to the American system brings up some very interesting debates. One evening my host mother, Marianne, who works in the education field, were discussing the pros and cons of the two systems for hours. To be honest I have not come to any conclusions about which one is better or worse, but I do have a few thoughts I can share.
1) First of all, I find it amazing that Germany is so honest and straight-forward with their school system. By having these two school systems, they are basically saying that not everyone will go to university. I used to think that this was horrible because in the US I had been taught that everyone should go to college. While in Germany, I realized if everyone went to 4 years of university, then society would not be able to function. We need people who are experts in fields that may not require going to college and getting a 4 year degree. For example, an electrician is a very important job that is necessary, yet it does not require a university degree.
2) I do not think an "official" two track system would ever be accepted in America. Equality is a VERY important moral to Americans and such as a system would threaten that very ideal. However, in American high schools, different tracks do exist. There are some students who are in all AP and honors classes and others who are in the regular courses. Although America does not have two separate schools for students, those different tracks are palpable. When I was in high school, there was a university track and a technical/vocation track. Hmmm...sounds similar to Germany's system.
3) Finally, as I just alluded to, there may not be as big of difference in the school systems as I originally thought. However, there is one thing I disagree with in the German system. I whole-heartedly believe that you cannot tell if every single student is more suited for Gymnasium or Stadtteilschule when they are 9/10 years old. So many students have not fully developed their personalities and are not even aware that school has such a huge impact on the direction their life will go. I imagine that many students who are fit for Gymnasium, slip through the cracks of this system and never fulfill their potential. When students are told they are not "good enough", they begin to believe it. I am sure, for the most part, the teachers do an excellent job of choosing the best school for each student's needs. But, I cannot help but wonder about those "exceptions" that may be overlooked.
How do teachers use Instructional Technology in the classroom (compare North Carolina with Germany)? Describe the type of instructional technology that was used in the classrooms you visited. Do students in technology-enriched classrooms demonstrate better use of higher-order thinking skills than do students in more traditional classrooms?
There was NO instructional technology in the German classrooms where I observed and taught. There were 2 computers in every classroom and over the 4 weeks I spent at Elbinselschule, I did not see a single student use a computer. Also, each classroom has a SMARTBoard, and the only time I ever saw a teacher use it, was when I used it to teach. The teachers have not been trained on how to use their SMARTBoards and simply do not know how to integrate into teaching, nor do they really feel an inclination to do so. This school focuses heavily on kinesthetic movement, and technology is hard to incorporate into that ideology. At Morris Grove Elementary, where I did the majority of my student teaching, technology was an integral part of the classroom. Students used iPads, computers, and the SMARTBoard every day. As I reflect back upon each of my teaching experiences in America and Germany, I wonder “Do the students in the technology-enriched classroom in America demonstrate higher order thinking skills than in the traditional classroom in Germany?”. It is difficult to determine if the technology really impacted the critical thinking and problem solving skills of the students.
Although, the two classrooms I worked in for my student teaching were both 1st grade, the students were in very different places in their educational journey. The 1st graders in Germany had literally been speaking English for 8 months, at the very most. I felt that the 1st graders in America had to use more critical thinking and problems solving skills, but not because of the instructional technology used, but because as a teacher I could question them and set up the scaffolding of accountable talk, while in Germany, students just had not developed the English vocabulary to reach a level of critical thinking.
What are the differences to the US in respect of the way classrooms, the school day and
week, the entire school system are organized?
The school day and classrooms are organized very differently in Germany. Also, it is important to take in account that classrooms, the school day, and the school week are very different throughout all of Germany, depending on the area you are in. The school day at Elbinselschule lasts from 8:00am- 4:00pm, except on Fridays when it ends at 2:00pm.
Throughout the school day, teachers have much more flexibility on deciding what they teach and when they teach it. The school still has some similar structure to American schools like set times for lunch, specials, and free courses. But for the rest of the time in the classroom, it is up to the main teacher to elect when and how class is run. There are specials such as theater, choir, P.E., and art, just like in the United States. They also teach religion on a regular basis, which I found out was special to the Hamburg area. Twice a week, on Thursdays and Tuesdays, students attend free courses. Free courses are unique forms of differentiation where students choose what they are interested in and then get time to work in those specific topics. Free courses are taught by teachers and parents. There are free courses available in English, art, Turkish, dance, and games. These courses change regularly, so there are always many options for children to try out and better understand what they truly enjoy doing.
Overall, the entire organization of the school system in Hamburg seems very different from organization in the United States. School begins to become intensive beginning in the 1st grade. Before 1st grade, schooling is mostly playing and interacting with other students. From 1st grade until 4th grade, students will loop with their teacher. This structure is put in place so that teachers get to know their students very well and are prepared to be knowledgeable about recommending students for Stadtteilschule or Gymnasium. It is highly suggested to follow teacher recommendations, but a parent can choose to place their student where ever they want. This is a two track system where students are either recommended for Stadtteilschule which translates to district school and sets students on a track in a vocational field where they will graduate earlier than students in Gymnasium and work in an apprenticeship and not attend university. On the Gymnasium track, students will work towards completing and passing the abitur which is a test that acts as their means of acceptance to university.
Reflection on the structure of the German School system compared to the American system brings up some very interesting debates. One evening my host mother, Marianne, who works in the education field, were discussing the pros and cons of the two systems for hours. To be honest I have not come to any conclusions about which one is better or worse, but I do have a few thoughts I can share.
1) First of all, I find it amazing that Germany is so honest and straight-forward with their school system. By having these two school systems, they are basically saying that not everyone will go to university. I used to think that this was horrible because in the US I had been taught that everyone should go to college. While in Germany, I realized if everyone went to 4 years of university, then society would not be able to function. We need people who are experts in fields that may not require going to college and getting a 4 year degree. For example, an electrician is a very important job that is necessary, yet it does not require a university degree.
2) I do not think an "official" two track system would ever be accepted in America. Equality is a VERY important moral to Americans and such as a system would threaten that very ideal. However, in American high schools, different tracks do exist. There are some students who are in all AP and honors classes and others who are in the regular courses. Although America does not have two separate schools for students, those different tracks are palpable. When I was in high school, there was a university track and a technical/vocation track. Hmmm...sounds similar to Germany's system.
3) Finally, as I just alluded to, there may not be as big of difference in the school systems as I originally thought. However, there is one thing I disagree with in the German system. I whole-heartedly believe that you cannot tell if every single student is more suited for Gymnasium or Stadtteilschule when they are 9/10 years old. So many students have not fully developed their personalities and are not even aware that school has such a huge impact on the direction their life will go. I imagine that many students who are fit for Gymnasium, slip through the cracks of this system and never fulfill their potential. When students are told they are not "good enough", they begin to believe it. I am sure, for the most part, the teachers do an excellent job of choosing the best school for each student's needs. But, I cannot help but wonder about those "exceptions" that may be overlooked.
How do teachers use Instructional Technology in the classroom (compare North Carolina with Germany)? Describe the type of instructional technology that was used in the classrooms you visited. Do students in technology-enriched classrooms demonstrate better use of higher-order thinking skills than do students in more traditional classrooms?
There was NO instructional technology in the German classrooms where I observed and taught. There were 2 computers in every classroom and over the 4 weeks I spent at Elbinselschule, I did not see a single student use a computer. Also, each classroom has a SMARTBoard, and the only time I ever saw a teacher use it, was when I used it to teach. The teachers have not been trained on how to use their SMARTBoards and simply do not know how to integrate into teaching, nor do they really feel an inclination to do so. This school focuses heavily on kinesthetic movement, and technology is hard to incorporate into that ideology. At Morris Grove Elementary, where I did the majority of my student teaching, technology was an integral part of the classroom. Students used iPads, computers, and the SMARTBoard every day. As I reflect back upon each of my teaching experiences in America and Germany, I wonder “Do the students in the technology-enriched classroom in America demonstrate higher order thinking skills than in the traditional classroom in Germany?”. It is difficult to determine if the technology really impacted the critical thinking and problem solving skills of the students.
Although, the two classrooms I worked in for my student teaching were both 1st grade, the students were in very different places in their educational journey. The 1st graders in Germany had literally been speaking English for 8 months, at the very most. I felt that the 1st graders in America had to use more critical thinking and problems solving skills, but not because of the instructional technology used, but because as a teacher I could question them and set up the scaffolding of accountable talk, while in Germany, students just had not developed the English vocabulary to reach a level of critical thinking.