Estonia |
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1. Maia Tõhk |
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2. Daili Tuuling |
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3. Sigrid Laes |
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4. Joosep Aru |
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Finland |
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1. Heidi Barkar |
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2. Susanna Lehtinen |
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3. Ole Bergen |
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4. Risto Teerikoski |
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5. Sofia Holmqvist |
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Italy |
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1. Pasqualina Di Nuzzo |
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2. Francesca Campili |
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Vienna |
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1. Christian Aspalter |
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2. Hanni Kranzler |
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3. Elli Wegenast |
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4. Lukas Redl |
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5. Ines Körner |
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6. Patricia Baranyai |
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7. Michael Feigl |
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Eisenstadt |
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1. Hans Jungmayr |
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2. Andrea Kolbe-Karall |
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3. Klaus Leitgeb |
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4. Anna Perusich |
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5. Vanessa Vogel |
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6. Lisa Schumlitsch |
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7. Kathi Luka |
5 aspects and cluster scores
5 aspects related to “School as a Workplace”, clusters formed co-operatively within these aspects, number of points scored by each cluster on the Eisenstadt pin boards.
A Physical resources
FINLAND
4 points
Classroom size
Class and classroom size is a problem for us
Classrooms
Position of desks in the classroom
Classrooms big enough for the number of the students?
Classroom furniture
3 points
One or two computers for each classrooms
Technical equipment
IT equipment
2 points
Proper staff room
Staff room
2 points
Library
Function rooms
Study area
2 points
Chill-out-room for afternoon care
Communication point
Relaxing music during the break
Places to be during breaks and after the lessons
1 point
Catering
1 point
Possibility to take part in lessons (schoolwork) while being ill (e-school, Vienna)
0 points
Our equipment level is sufficient
Gym equipment
B Physical appearance
ESTONIA
3 points
Colourful walls with “creative” posters on them
More posters on the walls
Physical appearance very important; colours, light, flowers – cosy
Youth culture possible?
2 points
How is communication done (head – teachers – students) ?
Classroom numbers, acoustic communication
Visualization of work done
1 point
Heraldry? (Austrian eagle)
Political symbols
Religious symbols
Crucifixes
0 points
Good substance - bad use of it
Gallery
Text corner
Corporate identity
C Social aspects
ITALY
6 points
There are a lot of activities, cooperation and competitions among and between the primary schools in Pargas.
Participation
We think the contact between parents - students – teachers is very important
Parents’ participation
Better involvement of students and parents in school life (school is not a parking space for students!)
More improvement in social behaviour towards different problems (racism, tolerance and so on)
5 points
Bullying? Is this a problem?
Sharing experiences – hidden violence – how to fight against it
Tolerance (clothing, being different)
Subject: Social competence
ADL – Teachers
Conflict management
Verbal racism
2 points
Social behaviour
Respect!
Teachers not only in charge of filling them with contents and notions but also helping them to become good citizens
Pastoral care
We try to solve conflicts immediately and due to the familiar atmosphere this is possible
Crisis management
1 point
We think social contacts and interaction between teachers and students are more important than technical equipment
More afternoon activities for students also for a better socialisation
Extra curricular activities (students and teachers)
Whole school projects
1 point
Rules
More rules to be agreed by teachers and students
D Methodological aspects
EISENSTADT
8 points
Variety of methods
Group work
Trying out the methods of partner schools´ teachers
Projects
Project-orientated learning
We have a lot of outdoor teaching and activities
The art of debating
Self directed learning
Self motivation
Working on the acquisition of autonomy in learning
Looking for new strategies to motivate students
Lack of motivation – how to connect your knowledge with the real world
2 points
Time spent on gifted students
We work in different groups, composed by different student-levels
Student-centred rather than teacher- centred
We prefer student-centred teaching
0 points
Cross-curricular activities
Gender mainstreaming
E Legal aspects
VIENNA
4 points
Legal context
School is open for “everyone”
More flexibility in curricula
Everything is supposed to be free for the pupils in Finland – sometimes a problem
School as a Workplace
Ø Year 1: Collecting Data
Ø Year 2: Comparing Schools
Ø Year 3: Implementing “best practices”
Aim: Becoming the best schools we can possibly be.
Ø Year 1: COLLECTING DATA
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What we collect |
Who is responsible |
DEADLINES |
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Data relating to |
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· Deadline for questions: Nov. 15th, 2006 · Deadline for data to be returned: appr. end of February, 2007 (precise deadline to be determined by each school individually) · Collected data to be presented in Italy after Easter 2007 (date to be appointed and announced by Italian school a.s.a.p.) |
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1. Physical resources |
FINLAND |
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2. Physical appearance |
ESTONIA |
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3. Social aspects |
ITALY |
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4. Methodological aspects |
EISENSTADT (A) |
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5. Legal context |
VIENNA (A) |
Questions should be:
ü comparable.
ü concrete.
ü practicable (level of ‘complexity’ / time).
ü “all inclusive”[1].
ü representative of both teachers’ and students’ points of view.
What will we do in Verbania after Easter?
(apart from falling in love with Italy)
Each school will
ü present the data that they will have collected
ü express their experiences with data collection (difficulties, ‘easinesses’)
ü get the chance to ask “the right” questions to further clarify issues
voice their reflections on how the project will have been going by then