Interview on school choice: rules against disruptions in class

How do you get that out? You can ask that. “How does your school ensure undisturbed lessons?” “What do you do to ensure that class time is used as effectively as possible?” For example, at the beginning of the school year, many good schools establish the rules with the students that apply in the classes. That would be a sign that the school is taking teaching disruptions seriously.

Isn’t the question of how the students can help shape these rules?? Yes. But it is crucial that it is clear which rules apply. If you develop it together with the students, their willingness to stick to it is greater. But when it comes to teaching, there are two other important factors: It’s about students developing the willingness to work seriously on the topic – even when things get a bit more difficult. The aim is to create a climate of intensive reflection and discussion.

How do you do that?? In the meantime, it has been established in research that mathematics, German and English should not be taught in a non-subject matter in secondary school. That is, math classes are meant to be taught by people who have studied math. Unfamiliarity with the subject is a risk factor and parents can ask about it. Another question that might be interesting is how teachers ensure that their lessons and homework are really stimulating.

And the third point? Are the teachers in a school really serious about the progress of all students? I would ask, “How many students stay in this school or in certain classes? Why? ”A good school sees it as its job to ensure that as few students as possible remain seated – not by lowering standards, but by improving the range of lessons. When the answer comes "There are simply people who are not gifted for this school", it indicates something different than when the teachers say: "For us, it’s about not losing a single student; if we notice that someone is having a hard time, then we sit down and think about what might be the cause. ”It really is about understanding the learning progress of all students as the responsibility of the school. If a teacher in grammar school says about his students, "This is all secondary school level here" – then this teacher is not ready to take on this responsibility.

A good school climate can motivate students. How can parents fix that when they come to a school house?? That’s not that easy. The motivation of the students is also significantly influenced in lessons and by the school class. School climate? Science disagrees about what that actually is.

But there are indicators for that: you say hello or you don’t, you leave the rubbish or not – that’s not all part of it? Yes, there are different facets. Leaving rubbish behind or not, that means it is a well or badly organized school. Greeting or not greeting is also an indicator.

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