School Year 2006/07 - Startseite / Gotthold-Ephraim ... · School Year 2006/07 G. – E. ... • Each visiting teacher submits the questionnaire to classes in the Comenius 1 – School

Comenius 1 – School Development ProjectThe Teacher and the Classroom

Year II

School Year 2006/07School Year 2006/07

G. – E. - Lessing Pahklimae Gymnasium IES Leopoldo Cano IIS SalveminiGymnasium – Kamenz Narva Valladolid Rome

School Development ProjectYear II

The Teacher and the Classroom

• Meeting of Principals and CoordinatorsValladolid – 13/17 November 2006

Comenius 1 – SchoolDevelopment Project

Babinets - LehmannMartin - Rossi

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• Joint Declaration on European Partnership 2006/07





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JOINT DECLARATION ON EUROPEAN PARTNERSHIP

From November 13 to November 17, 2006 the representatives of uppersecondary schools of the following countries met in Valladolid, Spain:

1. Gotthold-Ephraim-Lessing-Gymnasium Kamenz, Germany2. Istituto Istruzione Superiore “Gaetano Salvemini”, Rome, Italy



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2. Istituto Istruzione Superiore “Gaetano Salvemini”, Rome, Italy3. IES Leopoldo Cano, Valladolid, Spain4. Pahklimae Gymnasium, Narva, EstoniaAs a result of the meeting all participating parties express their intent to maintain theirpartnership by:1. Teacher mobility;2. Student mobility;3. Student exchange;4. Application for the European Educational Programme SOKRATES II, COMENIUS I

– School development projects.



JOINT DECLARATION ON EUROPEAN PARTNERSHIPFields of cooperation:1.Teacher mobility within the school development project.The project deals with the teacher and the classroom.The visiting teacher is supposed to give a lesson in the hosting school to get someexperience working in a different school environment.



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Lessons will be observed by visiting teachers and reported on a standardized form.As to the student questionnaire each school will ensure that 3 surveys are carried out inthe lower classes and 4 in the upper classes before the arrival of visiting teachers.The tutor questionnaire will be carried out only in Kamenz as the school hosted thecoordinator meeting last year and no other foreign teacher visits.All the results will be done in an electronic way and each coordinator is responsible for thetransmission of the data to Rome.The data will be processed and the results will be distributed to all participating schools ina final presentation of year 2.


The Teacher and the ClassroomJOINT DECLARATION ON EUROPEAN PARTNERSHIP

The following data are either approved of or envisaged for the forthcoming teacher exchanges.August 2006 – July 2007 Number of teachersKamenz - Narva 2 or 3*Kamenz – Valladolid 1Kamenz – Rome 3Rome - Narva 1 or 2*Rome – Kamenz 2 or 3*Rome - Valladolid 2



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Rome - Valladolid 2Narva – Valladolid 1Narva - Rome 2Narva - Kamenz 2Valladolid – Kamenz 1Valladolid – Rome 2Valladolid - Narva 1

* still to be negotiated.The weeks for the teachers exchanges are:1. 17 March - 23 March 2007 in Kamenz, Germany (a team of 4-5 teachers)2. 14 April - 20 April 2007 in Narva, Estonia (a team of 4 - 6 teachers)3. 12 May - 18 May 2007 in Rome, Italy (a team of 7 teachers)




2. Student mobilityIn the application for project year 2 all schools have applied for budget to allow 4students to travel to another partner school. Unfortunately, the budgets approved by theNational Agencies allow for fewer students to travel. Each school provides at least 1student to travel.



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student to travel.The following data are either approved of or envisaged for the forthcoming studentmobilities.




August 2006 – July 2007 Number of studentKamenz - Narva 1Kamenz – Valladolid -Kamenz – Rome 1



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Rome - Narva 1*

Rome – Kamenz 1Rome - Valladolid -Narva – Valladolid -Narva - Rome 1Narva - Kamenz 1Valladolid – Kamenz -Valladolid – Rome -Valladolid - Narva 1**still to be negotiated.




The weeks for the student mobilities are:1. 17 March - 23 March 2007 in Kamenz, Germany (2 students)2. 14 April - 20 April 2007 in Narva, Estonia (2 students)3. 12 May - 18 May 2007 in Rome, Italy (2 students)The students will attend the same number of lessons as the teachers. They prepare a presentation on



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The students will attend the same number of lessons as the teachers. They prepare a presentation ontheir country, town, their hobbies etc. for a minimum of 25 minutes and they conduct a survey amongthe students of one class. The students report the results into a standardized form.The students will have to write an article about their experience (1 page maximum).Each coordinator is responsible for the transmission of the data to Rome.


The Teacher and the ClassroomJOINT DECLARATION ON EUROPEAN PARTNERSHIP

3. Student exchangesAll sides agree to comply with the established principles with respect to correspondence of age, sizeof groups and duration of stay.The following aspects should be considered:1. Foreign language skills of students when travelling abroad.



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1. Foreign language skills of students when travelling abroad.2. Lessons in the respective language/culture of the hosting country.3. The education goals of the exchange must be maintained.4. Families will have to be made aware of advantages and limits of the student exchange.

Narva – Kamenz 19 – 25 May 2007 10 – 12 studentsKamenz – Narva 11 – 17 October 2007 10 – 12 students




4. Continuing partnership arrangementsAll participating schools are requested to do their best to circulate the results.The following recommendations have been agreed on:- Increasing the use of new technologies in the exchange of information and



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communication (Internet, school websites, newsletters, e-mail)- The introduction of videoconferencing, first between teachers, in order to effect

communication at various levels.

Valladolid, 17th November 2006



Fields of cooperation2006/2007

• Teacher mobility



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• Teacher mobility• Comparison of results 2006/07• Student mobility• Comparison of results 2006/07• Student exchange• Continuing partnership arrangements



Section 1Teacher Mobility

• Lesson observation: March – May 2007



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• Lesson observation: March – May 2007• Evaluation of forms: June 2007• Distribution of results in the schools: September 2007


The Teacher and the ClassroomTeacher Mobility (Team of 5 Teachers)

Kamenz 17 – 23 March 2007



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The Teacher and the ClassroomTeacher Mobility (Team of 7 Teachers)

Narva 14 – 20 April 2007



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The Teacher and the ClassroomTeacher Mobility (Team of 7Teachers)

Rome 12 – 18 May 2007



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Teacher Mobility

SECTION 2 - A



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STUDENTS’ STUDY HABITS


The Teacher and the ClassroomMy Study Habits Check List

AT SCHOOL: Always Almostalways

Almostnever

Never

Are you often distracted by your peers in class?Do you take notes during the lessons?Do you check your notes after lessons?

AT HOME:Time ManagementDo you always begin to study at a certain time?Do you organise your time in the afternoon betweendifferent activities?Do you make a weekly plan to avoid to start studyingat the last minute?Do you always begin your studies in the afternoon?Do you get 8 hours sleep per night?

Learning EnvironmentIs your workplace free from distractions?Do you work at a quiet place?Do you study alone?Do you have everything you need for your work



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Do you have everything you need for your workwhen you begin?

Study TechniquesAre you familiar with the organisation of yourtextbooks?If you come across a new term, do you first use thecontext to understand its meaning?Do you look for key expressions when studying atext?Do you use other sources of information to supportyour learning?Do you take notes or underline when studying a text?Can you establish existing links between differentsubjects?

TESTS:Before a test, do you revise the main issues inquestion?Do you prepare a list of expected questions and tryto answer them?

FOR AGE GROUP 14:When sitting the test, do you read the instructionscarefully?When sitting the test, do you organise your time?When sitting the test, do you plan your work?At the end of the test, do you check your work?


The Teacher and the ClassroomMy Study Habit Check List

Student Questionnaire

Procedure

• Each visiting teacher submits the questionnaire to classes in the



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• Each visiting teacher submits the questionnaire to classes in thelanguage of the hosting country.

• Students fill in the questionnaire according to the instructions.

• All the results are transferred into a matrix form.

• The coordinators process and evaluate the results.



Distribution of Results (Age group 14)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Italy 1,93 1,43 1,00 1,00 1,43 0,71 1,93 1,43 0,57 2,29 2,43 1,71 1,64 1,57 1,64 1,29 2,00 2,00 2,00 0,50 2,21 1,14 1,14 1,64

Estonia 1,31 2,13 1,41 1,62 1,76 1,29 1,46 1,72 1,35 2,50 2,22 2,40 1,94 2,03 1,68 1,57 1,51 1,84 1,85 1,28 2,34 1,75 2,03 1,96

Germany 1,29 2,70 1,21 1,18 0,84 0,74 1,90 2,25 1,00 2,13 2,22 1,96 1,96 2,13 1,67 1,73 0,85 1,45 2,26 0,89 2,30 0,85 0,99 2,29

average 1,51 2,09 1,21 1,27 1,35 0,92 1,76 1,80 0,97 2,31 2,29 2,02 1,85 1,91 1,66 1,53 1,46 1,76 2,04 0,89 2,28 1,25 1,39 1,96

QuestionsCountries

Table of comparison



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Table of comparison

0,00

0,50

1,00

1,50

2,00

2,50

3,00

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

questions

aver

age

valu

es

Italy Estonia Germany average




AT SCHOOL (questions 1-3)

German and Estonian students seem to feel distracted almost identically by theirfellow students. Estonian students scored an almost identical value in Year I. Italianstudents are most distracted and at a higher amount than in Year I.



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The note taking practice is most developed with German students. They are followedby Estonian students who score a similar value to Year I. Italian students are leastinclined to note taking – a similar outcome to Year I. They own their textbooks andare used to underlining the passages in their books.

Italian students confirm Year I value on checking notes after lessons. Moreover,students who are used to taking notes score higher here as well. Though Germanstake more notes, Estonians check them more often.




TIME MANAGEMENT (questions 4-8)

Estonian students take the lead in starting to study at a certain time – confirmingvalues of Year I. Italian students score lowest in this field and their time managementseems to have changed. German students are in between. (question 4)



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seems to have changed. German students are in between. (question 4)

German are least inclined to organise their time – a practice most common withEstonians, closely followed by Italians. (question 5)

Italian students confirm the values of Year I in not making a weekly plan as much asEstonians do. German students do not show this practice either. This has probably todo with a constant timetable which hardly changes. A previous project has shownsimilar data in this area. (question 6)

An eight hours` sleep seems to be most common with German students. Italian andEstonian students confirm Year I values. (question 8)




LEARNING ENVIRONMENT (questions 9-12)

Estonian students confirm the values of Year I indicating the same attitudekeeping their workplaces free from distractions. German students seem tohave more problems with that but Italian students seem to have mostreserves in that field. They also show a big change from their counterparts



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reserves in that field. They also show a big change from their counterpartsin Year I. (question 9)

Similar to Year I Estonian students indicate the highest value in havingeverything they need for work when they begin to study – an almostidentical score. Germans and Italians, too, score high in this respect.(question 12)

A quiet place and studying alone is a general attitude among all students beit from Italy, Estonia or Germany. They all score high values and confirmattitude and situational approach of Year I. (question 10 and 11)




STUDY TECHNIQUES (questions 13 -18)

All students of all three schools indicate the same good familiarity with their textbookswith a high value but with some reserves to the optimum. (question 13)

The ability to use the context when trying to understand new and key expressions is



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The ability to use the context when trying to understand new and key expressions isabove the average value for both Estonian and German students with Italians closelyfollowing. (question 14 and 15)

Note taking and underlining in texts is least common with German students scoringfar below average. Germans do not own the textbooks. In contrast Italian studentsconfirm results of Year I – they own their textbooks and apply this practice. (question17)

Germans are below average in establishing existing links between different subjects –Italians have this practice most. All three schools are quite close though. (question18)




TESTS (questions 19-20)

In all three schools revising before a test is common practice.



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In all three schools revising before a test is common practice.(question 19)

Estonians most commonly prepare a list of expected questions andtry to answer them. Italians only score less than half of this valueand Germans score the average value. What is surprising is that thispractice is remarkably less applied than in Year I.




(questions 21-24)

Almost all students in all three schools say they read the instructions carefully – attaching thesame importance to it. The average score here is naturally one of the highest. Italians andEstonians confirm values of Year I. (question 21)

German students indicate they least apply the practice of organising their time when sitting a test.



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German students indicate they least apply the practice of organising their time when sitting a test.This is twice as common for Estonian students. In this field the values do not confirm Year I.(question 22)

A similar low score is true for Germans in planning their work when sitting a test. Bothareas are interconnected and may explain that tests at the German school aredifferent in their structure and organisation. Similar to question 22 Estonians scorehigh in planning their work when sitting the test – perhaps due to the structure andorganisation of test papers in Estonia. (question 23)

Checking their tests at the end is most common practice with German studentsclosely followed by Estonia and Italy. Reading instructions and checking their workafterwards is something Germans tend to emphasize on mostly.



Distribution of Results (Age group >14)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Italy 1,52 1,70 1,48 1,48 2,22 0,87 2,30 1,74 1,35 2,22 2,61 2,13 1,65 2,13 2,04 1,43 2,74 2,04 2,43 0,87

Germany 1,17 2,50 1,05 1,08 1,47 1,00 1,75 1,38 1,25 1,97 2,33 2,08 1,88 1,81 1,66 1,91 1,86 1,69 2,13 0,75Estonia 1,37 2,31 1,26 1,37 1,96 1,45 1,23 1,49 1,63 1,90 2,27 2,41 1,98 2,04 1,72 1,67 1,76 1,94 1,84 1,27

average 1,35 2,17 1,26 1,31 1,88 1,11 1,76 1,53 1,41 2,03 2,40 2,21 1,84 1,99 1,81 1,67 2,12 1,89 2,13 0,96

QuestionsCountries

Table of comparison



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Table of comparison

0,00

0,50

1,00

1,50

2,00

2,50

3,00

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

questions

aver

age

valu

es

Italy Germany Estonia average




AT SCHOOL (questions 1-3)

Similar to Year I Italian and Estonian students score the same values andsay that they feel as much distracted by their fellow students as their Year Icounterparts. Germans feel least distracted. (question 1)



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counterparts. Germans feel least distracted. (question 1)

Again like in the younger age group it is much common practice for Germanstudents to take notes during the lessons, closely followed by the Estonians.It is least common with Italians (c.f. explanation in previous section question2)

Checking notes after lessons is very similar in all three schools – scoringaround the average. Compared to Year I this value has not changed andlooks very constant both in Italy and Estonia. (question 3)




TIME MANAGEMENT (questions 4-8)

Less than half of all students asked start their studies always at the same time. Germany scoreslowest. The reason here is that German students have very individual timetables when enteringcourses at 16. But also in Estonia and Italy the value is quite low. (question 4)

It is a consequence that a weekly plan is not one of the most important aspects for students in Italyand Estonia – both confirming Year I values. German students are in middle position. All in all



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and Estonia – both confirming Year I values. German students are in middle position. All in allstudents of age 16 and older show there are accustomed to their timetables and run their timemanagement according to it. (question 6)

Students of all three schools score high in organising their time. (question 5)

The afternoon is the most usual start for doing work for school. The differences in the values showthat according to individual timetables German students also may have a late start at school in themorning allowing them time for doing school assignment in the mornings. (question 7)

Students at all three schools tend to get less than 8 hours sleep. The values are very close.(question 8)




LEARNING ENVIRONMENT (questions 9-12)

In all three schools students say at an average they have a work place freefrom distractions. (question 9)



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In contrast to that all three national groups say more often they work at aquiet place. (question 10)

It is not surprising that the highest value is scored for all three schools onthe issue that students work alone and say they have everything they needbefore they begin. (question 11 and 12)

The questions on leaning environment all confirm the results of Year I bothin respect to the amount and unity.




STUDY TECHNIQUES (questions 13-18)Students at that age indicated almost in unison their familiarity with their textbooks. But the valuereached shows still some good reserves for improvement. (question 13)

Contextual understanding is common practice in all three schools (question 14) Again as in Year Ithe technique of looking for key expressions when studying a text is slightly less developed. The



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the technique of looking for key expressions when studying a text is slightly less developed. Thenew findings confirm Year I data and those of a previous project. (question 15)

Using other sources of information seems to be most common with German students and leastwith Italians – as the findings with the younger age group has already indicated. (question 16)

Underlining a text again is by far most common for Italian students confirming the data of theyounger age group and the data of Year I. (question 17)

No big difference exists between all three national groups of students when establishing existinglinks with different subjects. And again – as with the data of the younger students – Germansscore lowest compared to the other two schools.




TESTS (questions 19-20)

Students of all three schools naturally place a great importance onrevising the main areas in question before sitting a test. It is most



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revising the main areas in question before sitting a test. It is mostcommon with Italian students closely followed by the other twoschools. Differences here are really small and the score is one of thehighest. (question 19)

In contrast to this to prepare a list of expected questions andanswer them is for little importance for students at all three schoolsalike. The reason may be that the methodology of the tests aims atmore complex abilities and knowledge for that age group andstudents feel it hard to match this with that strategy of preparation.(question 20)



.It has to be considered that:

• the period of observation is short

• the sample is small



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• the sample is small

• the students have not been chosen according to statisticalprinciples

• the types of schools range from gymnasium / lyceum totechnical schools



Section 2 - BObserving lessons



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Observing lessons

School Development ProjectThe Teacher and the Classroom

Year IITeacher Mobility - Teacher Questionnaire

Procedure

The visiting teacher observes lessons in their hosting school andevaluates the observations on the three main areas:



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• teaching methods

• learning situations

• learning material and other resources



ProcedureIt should be taken into consideration:

• The sample is small.

• The teachers could not always attend lessons in their own subjects



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• The teachers could not always attend lessons in their own subjectsdue to different curricula of the three schools.

• The observation is “coincidental” as the visits take place at differentstages in the plan of the year of each school.

• The observation is limited to one week.



Date…………………… Name of visiting teacher: …………………..…………………….……

School: …………………………..………………………………………...Class:…..…..….……

Number of student: F …….. M……… Group □ Class □

Name of teacher visited: ………………………………………………………………………………

Subject: ………………………………………………………………

Type of lesson:

frontal/interactive group work laboratory checking - test

Describe the characteristics of teaching and learning in your hosting school, and the ways in whichthe practices support the values and goals of this school.

Please enter the number that best reflects the situation in your hosting class:

3 = completely; 2 = to some degree, but not all the time; 1 = very little; 0 = not all; N = notapplicable.



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Area of observa tion Quality indicator Number

1 Teaching methods promote students attainment andadvancement

2 Teaching methods involve working in cross disciplinaryteaching teams

Teachingmethods

3 Teachers make use of a variety of techniques to meetdifferent learner needs and styles

4 Learning situations motivate students to engage

5 Students learn both individually and collectively

6 There is equal attention to all students based on thelearning needs

Learningsituations

7 A variety of learning materials and sources are availableto students

8 Students have access to the library regularly

9 Students are encouraged to seek learning opportunitiesin non traditional settings that go beyond the classroom

10 Students are encouraged to learn from their peersLearning material

andother resources

11 A variety of media resources is provided to enhance thelearning situations

Note : To be filled in per each lesson



Teaching methods Learning situationsLearning material

and other resources

Foreign teachers in Italy 5,66 7,62 5,89Foreign teachers in Estonia 4,80 7,03 4,94Foreign teachers in Germany 6,91 8,67 5,70Average 5,79 7,77 5,51

TEACHERS RESULTS - COMPARISON TABLE



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0,00

2,00

4,00

6,00

8,00

10,00

12,00

14,00

16,00

18,00

20,00

Teaching methods Learning situations Learning material and other resources

TEACHERS RESULTS - COMPARISON TABLE

Foreign teachers in Italy Foreign teachers in Estonia Foreign teachers in Germany Average



Distribution of Results

Year II teams of visiting teachers evaluated the 3 areas of observation like this:

It seems as if visiting teachers observed with “more critical eyes” compared to Year I.Nevertheless, similarities in the data are:Evaluations follow the score pattern of Year 1 leaving “Learning situation” with the highest average

score, followed by the other 2 areas of observation.As to the question of learning materials and resources the scored results of all three schools are most

closely together.



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closely together.

Teaching methods in terms of:• making use of a variety of techniques to meet different learner needs• promoting students’ attainment• working in cross disciplinary teaching teams

are most frequently applied in Kamenz, followed by Rome and Narva.

Learning situations observations indicate the same pattern with Kamenz scoring highest followed byRome and Narva.

Compared to Year 1 the confirming aspect is that the average value for “Learning situations” is higherin Year I and Year II than that of “Teaching methods” in both years.



Distribution of Results

Students` motivation, individual and collective learning as well as teachers`attention to learner needs seem to take a greater impetus in the lessons atall three schools observed. Whereas the area for teaching methods seems



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to be more subtle to observe and consequently shows the limits of this 1-week-project.



The project may also show its limits against a more extended time observation of say 4or more weeks in the area of learning material and other resources. It is hard for ateam of visiting teachers to assess in 1 week:

• how students are encouraged to seek learning opportunities in settings beyond theclassroom



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• how students are encouraged to seek learning opportunities in settings beyond theclassroom

• how students are encouraged to learn from their peers.

So the bulk of assessment refers to:

• regular access to the library

• learning material

• and media resources.

Again the differences between the three schools are very small.


Year II

.

Section 2 - C

Tutor’s activities



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Tutor’s activities


Year IITutor Questionnaire

TUTOR ___________________ SCHOOL_______________________

AGE GROUP <14 [ ] < 16 [ ] >16 [ ]

TUTOR STUDENT / CLASS:Indicate the number of lessons you teach in yourclass

1 - 3 3-5 5 – 8 > 8

Do you have tutorial lessons in the time table permonth?

1 2 3 >3

Indicate the number of tutorial lessons not in the timetable

1 2 3 >3

How often do you give individual counselling to allyour students in the school year

never rarely often always

Do you have responsibilities towards a student withdifficulties

yes no

Do you have responsibilities towards youroutstanding students

yes no

TUTOR / COLLEGUESAre you informed by your colleagues about yourclass?

never rarely often always



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class?How is the contact established? oral written report both

Are there regular meetings with the teachers of yourclass per year?

1 2 3 >3

Do you have any meetings with tutors of the sameage group?

1 2 3 >3

Do you have any regular meetings with the principalor deputy principal?

1 2 3 >3

TUTOR / PARENTSHow often do you meet parents as a group? 1 2 3 >3

How often do you meet parents individually? <5 5 - 10 10-20 >20

Do you have a parent representing the interests ofchildren?

yes no

Does the tutor give a written report of parentsmeeting?

yes no

Does the school have any regulations if parentsignore an invitation by the school?

yes no

TUTOR / SCHOOL ORGANIZATIONDoes the tutor have professional assistance(psychological, medical, social, etc) within theschool?

yes no

TUTOR / EXTRA CURRICULA ACTIVITIESDo you have to arrange any activities out of theschool?

yes no

How often do you arrange out of school activities peryear?

1 2 3 >3

It is compulsory? yes no partly



.

It has to be considered that:• the sample is small



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• the tutors have not been chosen according to statisticalprinciples

• the types of schools range from gymnasium / lyceum totechnical schools

• not all the information in the questionnaires can beprocessed under a statistic point of view


Year IITutor Questionnaire < 16

Table of comparison ( < 16 )

4

5

aver

age

ofva

lues



45

0

1

2

3

4

1 2 3 4 7 9 10 11 12 13 19

questions

aver

age

ofva

lues

Italy Es tonia Spain Germ any Average



Distribution of results

.Tutor student / Class - Questions 1 / 4

In Italy the tutor teaches about 7 lessons per week in their class –therefore the highest score. German tutors follow with at least 5 onaverage (question 1)The number of tutorial lessons per month is obviously quite similar in 3 of4 schools ranging to 2-3 lessons. German tutors do simply not have this



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extra lesson in their timetables. They must take valuable time of theirregular lessons and devote them to tutorial tasks. (question 2)As to the number of tutorial lesons not in the timetable is can be noticedthat at the Italian school it is quite customary for parents to come and talkto the teacher during the day and outside any fixed time table lesson. Theopposite seems to be the case in Germany and Spain, where parents andstudents seem to rely on the fixed times. (question 3)As for the amount of individual counselling Estonia, Italy and Germanyoften do this as a form of tutorial work. Spain scores lower in that.(question 4)




.Tutor colleagues - Questions 7 / 11

Estonia scores a very high score when tutors are informed by theircolleagues – always. Spain and Germany score just the average –almost always – and Italy scores for often. (question 7)

• Three schools indicate that there are more than 3 regular meetingswith teachers per year. Kamenz has 2 per year (question 9)



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with teachers per year. Kamenz has 2 per year (question 9)• As for meeting with tutors of the same age group Estonia indicates

a high value, followed by Germany, Spain and Italy. In Italy there 2fixed meetings in a year for some subjects. (question 10)

• In Estonia it seems to be part of their school organisation to havehigh number of regular meetings with the principal/deputy principal.Also Spain scores quite high with Italy as half as many like Estonia– ca. one to two meetings.



Distribution of results.

Tutor colleagues - Questions 7 / 11Germany scores lowest when it comes to the number of regular meetings with

the principal. The explanation is that regular meetings are not run byprincipals but by a „Fachleiter“ – a general post held in German schools



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principals but by a „Fachleiter“ – a general post held in German schoolswhich coordinate the 4 areas – languages, social sciences, naturalsciences, PE and arts.




Tutor and Parents - Question 12 / 13

• Estonia reaches the maximum value when asked how oftentutors meet parents of their group with more than 3 times.



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tutors meet parents of their group with more than 3 times.Germany and Spain follow slightly below average and Italyindicates the lowest value. Question 3 should be noticed hereas Italian teachers which scored very high there seem to preferindividual and flexible appointments. (question 12)

• Estonia is scoring quite high again followed by Germany, Spainand Italy. This is also a question of what sort of problems atutor sees in the class he/she is responsible for and can varyremarkably from class to class. (question 13)




Tutor / Extra curricular activitiesQuestion 19



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• Concerning “out of school activities” Kamenz scores thehighest with more than 3 such activities closely followed by theEstonian school. Spain and Italy seem to have about two.


Year IITutor Questionnaire > 16


Table of comparison ( > 16 )

3,003,504,004,50

avar

age

of

val

ues



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0,000,501,001,502,002,50

1 2 3 4 7 9 10 11 12 13 19

questions

avar

age

of

val

ues

Italy Estonia Spain Germany Average




.Tutor and Student/Class – Questions 1 / 4

All three schools indicate almost the same score meaning that they teach thesame identical number of lessons in their tutor classes, i.e. about 5 lessonswith Kamenz slightly fewer. (question 1)



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Spain has the highest number of tutorial lessons per month (i.e. more thanthree) whereas Italy, Estonia and Germany seem to have about 2 – 1 permonth. (question 2)

Concerning the number of lessons not in the timetable it can be noticed thatItaly again, like with the <16, scores higher than the other two school, but all ofthem seem to have about 2 – 3 lessons. (question 3)

The amount of individual counselling scores almost the same data at all fourschools. This means that this form is often used by tutors to guide theirstudents. (question 4)




.Tutor and Colleagues – Question 7 / 9

All four schools score very high on the question if tutors areinformed by their colleagues – i.e. almost always. This a logicalaspect of school work and it similarly proven with the data of



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aspect of school work and it similarly proven with the data ofthe < 16. (question 7)

Three schools of the four indicate that there are at least 3regular meetings with teachers of the same class per year –again with Italy scoring highest – as already is the case withdata of the < 16. For Kamenz 2 meetings are common.(question 9)





Large differences are shown about the practice to havemeetings with tutors of the same age group. Identical with thedata of the < 16 Estonia scores the highest value with more



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data of the < 16 Estonia scores the highest value with morethan 3 meetings whereas Italy scores quite low as it is commonpractice at this school to have 2 fixed meetings per year andeven then only for some of the subjects taught. (question 10)Germany and Spain indicate to have these meetings ascommon practice.Three schools seem to have an identically high number ofregular meetings with their principals or deputies. This showsclearly that this form of pedagogical work is common practicein these respective schools.





Germany again scores remarkably low in this area – as withyounger than 16. Such meetings of tutors are not run by theprinciple but by the „Oberstufenberater“ – a post typical at



55

principle but by the „Oberstufenberater“ – a post typical atupper secondary schools in Germany. But the principal and thedeputies normally join these meetings at the Abiturstufe.(question 11)




.Tutor and Parents – Question 12 / 13

As evidenced with the < 16 students it is Estonia again which reachesthe highest score when asked how often tutors meet parents as agroup – i.e. more than 3 times. Italy and Germany score relativelyhigh – about 2 to 3 meetings – but Spain has only about 1 – 2 per



56

year. (question 12)All three schools score identically low in this section. But this is mainlyto be seen as a result of the frequency categories used in thequestionnaire. They range from <5, 5 – 10, 10 – 20, >20. Thesecategories are much too big to get a more differentiated picture – aweakness of the questionnaire. Teachers of all schools say they meetindividual parents up to 5 times per year as an average indicating thatthis is a frequent form of pedagogical work – but more so in Estoniaand Italy. (question 13)




.

Tutor and Extra Curricular Activities – Question 19



57

Expressing a similar result like with the < 16 group again theEstonian school indicates they have more than 3 out of schoolactivities per year. Spain and Italy seem to organise 1 or 2such activities.



Principal’s area

.Question ITALY ESTONIA GERMANY SPAIN

Who appoints thetutors?

The tutor is appointed by thePrincipal and remains with theclass as tutor until studentsleave school.

The tutor is appointed by thePrincipal for a certain class.

The tutor is appointedby the Principal

The tutor is appointedby the Principal andthe basis of a group ofnames proposed bythe Deputy.

Is there any reduction ofteaching hours?

The Teacher's working hoursare not supposed to bereduced.

The teacher's working hoursare not supposed to bereduced.

The Teacher'sworking hours are notsupposed to bereduced

According to positionsthe followingreductions are laiddown in thecurriculum: 1 h for



58

curriculum: 1 h forparents, 1 h forstudents, 1 h forpsychologist andPrincipal.

Is there any extra pay? There is an extra paydetermined by the internalarrangements of the schoolwith School’s Trade Unions.

There is an extra paydetermined by the localgovernment.

No No.

Does the appointmentrequire any specialqualifications?

No. The class teacher is either tohave a pedagogicaleducation or to pass a 160hours general course ofpedagocics in addition to thesubject qualification.

No No.


Year II

.

Section 3



59

Student Mobility


The Teacher and the ClassroomStudent Mobility – Free time questionnaire

.

Section 2 D

Student Mobility

How do you spend your free time per week?

0,50

0,60

0,70

0,80



60

Student Mobility

0,00

0,10

0,20

0,30

0,40

Fun Extra courses Sports

ITALY ESTONIA GERMANY

<1 1-2 3-4 >4 <1 1-2 3-4 >4 <1 1-2 3-4 >4



.Question 1

Students of schools in Rome, Narva and Kamenz were asked how theyspend their freetime.This is what they indicated:1. Fun: More than 3 - 4 times per week students try and seek fun. This istrue of Italian and German students. For Estonian students it seems



61

true of Italian and German students. For Estonian students it seemsmore typical to fun between 1 – 3 times a week. A fair number ofEstonian students say the do not have fun at all in the week. There is novalue for German students at all in this section.2. Extra courses: The majority in all three schools neither takes extracourses per week. This group is lead by Italy to a high number fllowed byEstonians. If they take extra courses mostly German students take acourse once a week, followed by Estonians and Italians. Between 3 – 4times a week only Estonian and German students score a value. Morethan four only Estonia.



.Question 1

3. Sports: There is a high number of Estonian students who indicate theydo not go for sports at all. In the section of 1 – 2 times per week



62

do not go for sports at all. In the section of 1 – 2 times per weekGermany scores highest closely followed by Estonian students. By far agreat number of Italian students goes in for sport 3 – 4 times per week.Italians also score highest in the group more than 4 times per weekclosely followed by German students.



.I ES D I ES D I ES D I ES D

Football 0,19 0,36 0,26 0,13 0,22 0,21 0,16 0,06 0,06 0,10 0,04 0,06

Do you play any kind of sports?

<1 1-2 3-4 >4



63

Basketball 0,35 0,29 0,41 0,03 0,23 0,09 0,00 0,06 0,00 0,03 0,03 0,00

Volleyball 0,29 0,34 0,26 0,16 0,16 0,32 0,00 0,10 0,03 0,00 0,08 0,06

Handball 0,35 0,43 0,38 0,00 0,12 0,12 0,00 0,01 0,00 0,00 0,01 0,00

Swimming 0,26 0,31 0,41 0,13 0,18 0,24 0,00 0,10 0,00 0,03 0,04 0,00

Tennis 0,32 0,44 0,41 0,00 0,10 0,09 0,00 0,03 0,00 0,00 0,00 0,00

Fitness 0,13 0,40 0,29 0,26 0,19 0,18 0,16 0,06 0,06 0,06 0,06 0,12

Dance 0,26 0,49 0,38 0,06 0,18 0,24 0,00 0,06 0,03 0,03 0,01 0,06

Any other sports 0,32 0,38 0,18 0,06 0,29 0,24 0,03 0,05 0,18 0,00 0,04 0,09

No sport at all 0,29 0,09 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,03 0,03 0,00

Values in percentage


Year IIStudent Mobility - Free time Questionnaire

.

Question 2

The table show the sport played by the students of the three schools.



64

The table show the sport played by the students of the three schools.

For the italian the highest score is in fitness.

For the Spanish in volleyball.

For the Estonian different sports not included in the list.



.

I ES D I ES D I ES D I ES D

DoyouusetheInternetfor?

<1 1-2 3-4 >4



65

Virtualgames 0,39 0,40 0,38 0,13 0,18 0,29 0,16 0,06 0,03 0,13 0,06 0,00Chat 0,23 0,32 0,09 0,29 0,22 0,24 0,16 0,21 0,18 0,06 0,13 0,21School workresearch

0,19 0,45 0,12 0,58 0,30 0,59 0,13 0,09 0,26 0,00 0,06 0,03Musicdownloading 0,00 0,34 0,32 0,32 0,19 0,24 0,19 0,22 0,09 0,35 0,22 0,06Otheractivities 0,10 0,00 0,21 0,32 0,22 0,24 0,23 0,14 0,15 0,06 0,10 0,15Don’t usetheinternet 0,23 0,00 0,06 0,03 0,00 0,00 0,00 0,00 0,03 0,00 0,00 0,00

Valuesinpercentage



.Question 3

The following answers refer to the use of the Internet:

Virtual games: Students of all 3 schoolsuse the Internet for virtual gamesat least 1 time. Germans tend to use it up to two times per week.



66

at least 1 time. Germans tend to use it up to two times per week.Chat: Estonian students chat most once a week, followed by Italians. Forat least 1 – 2 times a week the students of all three schools score similarvalues. Germans lead when it comes to more than 4 times per week.School work: Mostly Estonians use the Internet once a week for schoolwork purposes. A similar number of Italians and Germans use it equallyoften (1 – 2 times a week). Mostly Germans use the Internt for schoolwork between 3 – 4 times a week.Music downloading: Estonians and German students use the Internetonce a week to download music. More Italians download music between1-2 times a week followed by their German counterparts. Mostly Italiansdownload music for more than 4 times per week.



.Question 3

Other activities: Mostly Germans use the Internet for other activities oncea week. Between 1 – 2 times a week it is mostly Italians folowwed by



67

a week. Between 1 – 2 times a week it is mostly Italians folowwed byGermans and Estonians with quite similar numbers.

No Internet at all: This category has no relevance, which means thatstudents and their families have regular access to the Internet.



.

Question 2

What kind odf music do you like?

0,60

0,70

0,80

0,90

1,00



68

0,00

0,10

0,20

0,30

0,40

0,50

0,60

Pop Hip pop Classical Dance music Rock Techno Heavy metal Other music No kind




.Question 4

It is not surprising that the lowest value is scored classical music.Heavy metal has the same low value and it shows that both donot seem to be too popular with students in all 3 schools. But inbot cases ostly Estonian students say they like those kinds ofmusic followed by their German counterparts.Most popular Seem to be Pop and Rock music. Germans and



69

Most popular Seem to be Pop and Rock music. Germans andEstonians seem to be more fond of the Rock section, whichexplains their liking of heavy metal as well. Italians seem to bemore excited about Pop, HipHop and Dance music.A quite similar value (i.e. similar in popularity) is Techno – a smallbut recognisable faction of the young.A larger number of Germans but also Italians and Estoniansindicate they like other music as well – apart from the mainstream.



.I ES D I ES D I ES D I ES D

Thriller 0,39 0,55 0,41 0,39 0,13 0,35 0,00 0,03 0,00 0,00 0,00 0,00

Love-story 0,26 0,44 0,50 0,32 0,13 0,24 0,03 0,09 0,00 0,00 0,03 0,00

Whatkindofbooksandhowmanyofthemdoyoureadinamonth?

<1 1-2 3-4 >4



70

Love-story 0,26 0,44 0,50 0,32 0,13 0,24 0,03 0,09 0,00 0,00 0,03 0,00

Horror 0,42 0,49 0,53 0,16 0,13 0,18 0,03 0,04 0,00 0,00 0,00 0,00

Sciencefiction 0,39 0,40 0,56 0,13 0,23 0,12 0,06 0,04 0,00 0,00 0,06 0,00

Classic 0,48 0,49 0,41 0,06 0,25 0,29 0,00 0,01 0,00 0,00 0,04 0,00

Historical book 0,42 0,42 0,35 0,13 0,19 0,41 0,03 0,08 0,03 0,00 0,05 0,00

Biography 0,45 0,51 0,41 0,06 0,13 0,32 0,00 0,01 0,00 0,00 0,00 0,00

Scientificbook 0,48 0,48 0,50 0,03 0,13 0,09 0,00 0,05 0,03 0,00 0,03 0,00

Comics 0,19 0,40 0,50 0,35 0,14 0,15 0,03 0,03 0,03 0,00 0,08 0,00

Otherkind 0,29 0,44 0,29 0,19 0,23 0,35 0,06 0,05 0,00 0,00 0,01 0,00

Valuesinpercentage



.Question 5But what kinds of books and how many per month do young peopleread?The clearest answer can be given about the “how many”:The largest group of students indicates they read one book per month.Between 1 – 2 books is still a relevant value mostly with Italians andGermans.



71

Between 1 – 2 books is still a relevant value mostly with Italians andGermans.The “kind of book” question:Students who indicated one book per month read all areas which wereasked for, i.e. from thrillers to comics and other kind.Students who indicated 1 – 2 books per month tend to like: thrillers, love-stories (in both sections Italy and Germany alike), historical books(Germans), biographies (Germans), comics (Italians) and other kind(Germans). Estonian students like most science fiction and classic bookshere.



.

Question 2

What kind odf music do you like?

0,60

0,70

0,80

0,90

1,00



72

0,00

0,10

0,20

0,30

0,40

0,50

0,60

Pop Hip pop Classical Dance music Rock Techno Heavy metal Other music No kind




.

I ES D I ES D I ES D I ES D

Cartoons 0,06 0,35 0,47 0,65 0,21 0,26 0,10 0,10 0,00 0,06 0,06 0,00

Whatkindofprogrammesdoyoupreferandhowmanyhoursperdaydoyouwhatchtelevision?

<1 1-2 3-4 >4



73

Cartoons 0,06 0,35 0,47 0,65 0,21 0,26 0,10 0,10 0,00 0,06 0,06 0,00

Film 0,00 0,48 0,12 0,19 0,25 0,74 0,26 0,08 0,06 0,52 0,12 0,00

Fiction 0,13 0,39 0,44 0,39 0,16 0,18 0,19 0,04 0,00 0,16 0,04 0,00

Realityshow 0,32 0,39 0,50 0,35 0,19 0,09 0,10 0,04 0,06 0,13 0,03 0,00

Sports 0,35 0,35 0,38 0,13 0,25 0,21 0,16 0,08 0,09 0,32 0,04 0,03

News 0,00 0,12 0,15 0,45 0,31 0,74 0,35 0,10 0,03 0,06 0,06 0,03

Soapoperas 0,26 0,01 0,44 0,16 0,10 0,15 0,06 0,01 0,03 0,03 0,00 0,03

Discoveryprogrammes 0,23 0,05 0,32 0,13 0,19 0,38 0,10 0,10 0,03 0,00 0,06 0,00

Music 0,00 0,08 0,15 0,42 0,18 0,56 0,32 0,08 0,03 0,13 0,10 0,06

Other kind 0,16 0,04 0,41 0,23 0,03 0,09 0,06 0,01 0,06 0,10 0,00 0,00

Values inpercentage



.Question 6

How many times do students watch TV?Most frequently students indicated the first two categories, i.e. 1 time or 1– 2 times. More than tree times or more than 4 times was indicated as astatistical relevant value by Italian students. If so they say the watchfilms, the news, sports and music as much as that.



74

films, the news, sports and music as much as that.1 time per week young people watch in unison reality shows and sports.Cartoons and fiction are also preferred by German and Estonianstudents. Soap operas is something Italian and German students alsoseem to like watching.Between 1 – 2 times per week watching the news is done by all nationalgroups. More by Germans gradually followed by Italians and Estonians.German students also like watching films. Whereas Italian students seemto prefer cartoons. Music programmes are preferred by Germans andItalians. Estonians like sports and films.



.

Question 2

Do you read any daily or weekly newspapers?

0,60

0,70

0,80

0,90

1,00



75

0,00

0,10

0,20

0,30

0,40

0,50

0,60

Local National Sport Bus iness Crosswords Free of charge Others Not at all




.Question 7

What daily newspapers do young people of our schools read?Local newspapers: This is the most typical newspaper read by Germanstudents closely followed by their Estonian counterparts.National newspapers: Roman students prefer to read nationalnewspapers. This is definitely logical as Rome is the capital and national



76

National newspapers: Roman students prefer to read nationalnewspapers. This is definitely logical as Rome is the capital and nationalnewspapers devote much of their space to the capital of a country too.Sports papers: This segment is read mostly by Italian students followedto some extent by German students.Business newspapers: This score the lowest value. But some Estonianand German students even indicate they read such type of paper.Crosswords: This type of paper is equally popular with all students.Free of charge: Remarkably popular with Italian students.



.

Question 2

What are your plans for the future?

0,70

0,80

0,90

1,00



77

0,00

0,10

0,20

0,30

0,40

0,50

0,60

Vocational training / work Univers ity / college Work with parents Going abroad for 1 year




.Question 8

This is what students plan for the future:Vocational Training: Most Italian students want to start vocationaltraining after leaving school. This is only logical as they all attend atechnical school which ideally prepares them for a career in the field oftechnology or business. Also a considerable high number of German



78

technology or business. Also a considerable high number of Germanstudents say they want to take up some vocational training. Only a smallgroup of Estonians want to do this.University/college: A very high number of Estonian students want to goon to university or college. This is also true for the German students whoby far say they continue with some form of higher education. Still manyItalian students think this as well.Only Estonians say they could think of working at their parents´ firm orbusiness.Mostly Germans, followed by Italians think of going abroad for 1 year.


Year II

.

Section 4

Student Exchange



79

Student Exchange


Year IIStudent Exchange

.

A financial support by national authorities does not exist for mostof the participating schools – except for Kamenz which can applyfor additional support by the Saxon government.



80

The Comenius – School Development Project only provides asmall amount of money for two students per participating school.So most if not all of the financial costs have to be covered by thefamilies of students. The quite demanding target of studentexchanges as laid down in the Joint Declaration therefore couldnot be met.

The Teacher and the ClassroomYear II

.

Section 5Continuing Partnership



81

Continuing PartnershipArrangements

The Teacher and the ClassroomYear II

Continuing Partnership Arrangements

.

The valuable links established among the schools, the individualteachers and the students involved in the project will progress in



82

various fields such as sharing of good teaching practices during thefinal year of activities.

Documents

School Year 2006/07 - Startseite / Gotthold-Ephraim ... · School Year 2006/07 G. – E. ... • Each visiting teacher submits the questionnaire to classes in the Comenius 1 – School