6-18-12
We had an opportunity to visit a Danish school this afternoon. The school was unique in that it served students from kindergarten through the end of their secondary school. In Denmark, students go to primary school through 9th grade, and then select a tract to complete their schooling. Many students proceed to "gymnasium," which would put them on a university track. Students may also choose to attend a business school or a vocational school. Ingrid Jespersen is different, however, because it is a private school. That status alone does not lead to the exclusivity often found in American private schools. The Danish government subsidizes 80% of the school's costs, leaving parents to pay the equivalent of $250 per month. Ingrid Jespersen's focus on the arts and music also separates it from public schools.
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| My plate at lunch |
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| The kids during recess. |
The school provided us with a wonderful lunch that included smoked salmon, salads, cheeses, and bread. I love Danish cheese! I haven't figured out yet if they have better cheese than we can get at home, or if they are just more willing to pay for better quality cheese. The headmaster spoke to us about the Danish educational system. I took a video of his lecture, and if I can figure out how to unlock it from the iPad I will post it on here. Three teachers (physics, English language, and drama) also addressed our group. One big idea that I gleaned from the afternoon was the importance of dialogue--between peers, between student and teacher, between student and content, and between students and the surrounding environment. I liked the frequency with which they incorporated professionals within the fields that they studied, like bringing in a physicist for a guest lecture or attending a workshop led by a professional actor. The onus was placed on the student to make the most out of his/her educational experience, and there seemed a very different rhetoric regarding education in general. Two items that left me a little taken aback: students call their teachers by their first names and one student said that their teachers serve as their bartenders during their class parties. How very different from the professional distance that we try to maintain (though I will NOT be adopting either of these models). We typically bemoan the lack of respect in the classroom for the teacher, and this "distance" is maintained to create that air of authority and respect. And yet the most curious moment while we were in the school occurred while we were speaking with a student named Benedicte. We had a question-and-answer session for about 10-15 minutes, and then the headmaster called us back to attention. One of the American teachers had asked Benedicte a question and she had begun to answer it, but when the headmaster called out she put up a finger to indicate that she needed to wait to continue. She turned her full attention before anyone in our group did. It was a small and simple gesture, but I believe it spoke largely of the respect that the students had for their teachers and administrators. It was, perhaps, the most polite move I've ever seen a teenager make.
In the end, I left the school feeling both encouraged and challenged. Encouraged that educational challenges and successes cross cultures and challenged to make sure that my instruction and classroom actions match my own values. What the Danes teach in their schools, the expectations they hold for students, and the way in which they teach strongly reflect their cultural values of individualism, community, global competitiveness, and environmental sustainability. While I consider myself a reflective practitioner and I believe I am very deliberate and intentional about my instructional choices, I think it would be good for me to spend more time considering what I'm teaching and why I am teaching it. My only regret was that I did not get to see a classroom or any instruction taking place.
