- zo 05 mrt 2017
Benefiet screening van de film ‘Girl Rising’- Amsterdam
- wo 15 mrt 2017
Eetlokaal ‘Spelen met risico’s in het kleuteronderwijs’ – Nijmegen
- wo 22 mrt 2017
Werkconferentie: ‘Ongewenst gedrag, wat kan ik er mee?’ op 22 maart
- Bekijk meer agenda punten
- vr 24 mrt 2017
HU-congres ‘LOB in het vmbo’ – Utrecht
- ma 27 mrt 2017
Expert meeting ‘Inclusief onderwijs als mensenrecht’ – Amsterdam
- vr 31 mrt 2017
Wakker blijven tijdens de Nacht van het Onderwijs
- do 06 apr 2017
Met meer energie werken aan waardegedreven onderwijs, met o.a. Gert Biesta – Amsterdam
- za 08 apr 2017
Retraite Happy Teachers Change the World – Duitsland
- wo 12 apr 2017
Conferentie ‘Met alle respect’ – Utrecht
- wo 12 apr 2017
Meetup 010: Teach like a RotterdammerT, de startende leerkracht
18 april 2016
Via een Erasmus-programma kreeg onderzoekster Marieke Hopman de kans om op een studiereis te gaan en het Deense onderwijssysteem te bestuderen. In haar blog doet ze er verslag van – maar in het Engels. Hier haar waarnemingen in een reguliere basisschool en de wijze waarop ze omgaan met kinderen die anti-sociaal of agressief gedrag vertonen. Het roept bij Marieke vragen op en ze is benieuwd hoe anderen tegen deze praktijk aankijken?
Today one of the things we were shown was a regular primary school.
In Denmark the classes have a maximum of 27 (or sometimes 28) students. Since some years now the policy is based on inclusion; they try to keep all children with any kind of problems in school. To this purpose, at this school they have “period classes”, or “p-class”. The space they work in is just a classroom in the regular school. When there are children with externalizing problems (anti social or agressive behavior etc), they can go to this special class.
There are 11 students currently, two teachers and a social worker. Some students are there for a few months and slowly re-integrate into their regular classes, some children are there for years and might only follow gymnastics for example with their regular class. On the right you see some of the kids working on a group assignment (the older kids help the younger kids). The children create their personal learning schemes on which together with their teachers they set up personal goals.
This boy, Rasmus, has three goals:
1. work conscientiously every day
2. come to school every day
3. not to distract other pupils
Every day at the end of the day he and his teacher will evaluate whether he reached his goals. He will get a score between 0-5. As soon as he reaches 200 points they celebrate and he can pick a reward, such as having two hours of football matches outside. I thought this was a very ingenious and positive system for encouragement and making school fun, especially for children with personal, social or learning problems. Another teacher explained that in her higher class sometimes a student is misbehaving for some time, and she will go and say “I have to score you now”. They work with the same system, and it makes students feel a little embarrassed because it is considered childish. They then get 5’s every day.
Another thing that I thought was very interesting, is their playground. It looks very nice, spacey and natural. They told me that actually the design was a democratic process, where they let children participate in the decision how the playground should look. While the adults wanted to have only sand, the children suggested to have some concrete places so that they could play there with a ball. And so they did.
Mocht iemand vragen hebben: voelt u vrij om die in een reactie te stellen aan Marieke Hopman, zie gegevens in haar profiel.