Dieter Sprock
More and more teachers are turning away from the school. Often those who love their job over all and 10, have 20 years and more informed with great dedication. They can and do not share the responsibility to develop the elementary school. Far too few want to still be a teacher. The greater difficulties in filling the vacancies to be from year to year. And many of the young teachers will already frustrated after a year again. Victims are our children and young people and thus ultimately the whole society.
In May last year in the Zurich Tages-Anzeiger magazine, an article by Martin Begley on the situation of the school appeared, a sigh of relief went through the staff room. Endlich jemand, der offen aussprach, was viele der rund 100 000 Lehrerinnen und Lehrer in der Schweiz – und nicht nur dort – seit Jahren plagt. We are talking about a reform delusion and an education bureaucracy that with a "barrage of magic words" - such as progress, innovation, modernization, transparency, autonomy, quality and professionalism - that comes along in reality but a mess cause and the teachers on their duties discourage the teaching. "The bureaucracy is increasing year to year: papers Policies, programs, forms, studies, surveys, statistics, tables, reports, performance agreements. getting bogged down [...] Instead of the powers of teachers with reforms, meetings and projects, we need here is a radical reversal. It takes a few well-selected reforms "are implemented with the parties, the Zurich writes psychologist and university lecturer Jürg Frick in the" Tages-Anzeiger.
hunt since the late 60's to reform the other. Every government feels the need to give quiet new reforms, and indeed across the heads of those involved. Targeted reforms in the early 70s, perhaps to a certain social equilibrium towards equal opportunities, in consequence of the "neoliberal revolution", after the collapse of the Soviet bloc dropped every social thought.
Today advocated individualizing teaching methods discriminate against precisely those children from low-income and educated parents, which should be supported initially. They are used only for personal development and promote selfishness and isolation. What remains is the 68ers, the rejection of all authority and grown values, which in the school with a loss of virtues such as diligence, perseverance, diligence, effort, practice and associated with a lack of respect for teachers and fellow students is. The fiscal reform
Meanwhile, a thriving
expert and consultant market has developed, which ensures that the reform business is flourishing. "For there is skepticism in this area since research funding", says Basler Education Professor Roland Reichenbach. The greater the risk that research compliant advice for policy and educational administration delivers and rewarded with new jobs will be.
How absurd the whole thing, meanwhile, shows an example from the canton of Zurich: Zurich Recently, the Director of Education had to pressure from teachers and parents the integration of weak and behavioral disorders in students stop the regular classes, many classes were simply not feasible. Now, instead of questioning the meaning and purpose of this integration - and that is urgently needed - the Final Report for the project calls "stress - relief in the school box (an order of the Director of Education) to reduce the tuition. "Should specifically relieves all class teachers for two classes and the design of pools [whatever that may be, ds.] The school be increased that target other teachers and school management can be supported," it is stated in the Summary 48seitigen final report. Of course, not failed to point out that there is no other option and that the project as an example of "successful coordination of action" should continue into the future and strengthened. The project management had a Lucerne office for coaching, organizational development and concepts.
The paper shows an example of how it is argued in the school development. On 48 pages are content-empty words strung together to finally come to the conclusion that it must reduce the teaching time, rather than stop the madness reform.
"New forms of learning"
One of the key issues of school reform is "new forms of learning." The whole-class teaching should be replaced by individualized teaching methods. The teacher should not teach more, and certainly not the whole class, but fade into the background and only Learning guide and moderate. The students are in groups or alone, each in his own pace, learn, and if possible discover everything yourself. With full customization of each student works on a different topic. The fact that the joint development, the deepening of the class discussion, common practice and securing of the learned - overall the team's ability - will be lost, of course by itself
A key element of individualization is the weekly schedule, in which the students a given program Later this week, must work independently. He is already being used on the lower level, which overwhelmed many students hopeless.
electronics suppliers and network operators pushing for all school levels, the so-called e-learning. Colleges in various school buildings have recently been converted into classrooms open-plan offices, old mixed in which is primarily learned on the computer. The pupils at the computer together their own program, their duties immediately corrected himself and enter the results in tables from which the computer then calculates their qualifications. The teachers sit at their desks and signal lights with the students when they are addressed. All this is supposed to promote the independence and creativity of the students.
of the learning school for therapy institute
Another important part of the reforms is the integration of weak, disabled and behavioral disorders students in regular classes. The fact that all participants are often overwhelmed, shows the Zurich example. On the upper level students with behavioral problems often do not block the whole class. In addition, the integration of the character of the school changed completely.
The school remedial teacher who is present for many hours in class, takes over more and more the student assessment and conducts its own authority, also without parental consent, clarifications and supporting measures. Thus, not only the need for therapy greatly inflated, but also the position of the class teacher to parents and children weakened. The learning school is rapidly becoming the treatment facility. Instead the children to lead, to overcome their shortcomings and weaknesses, they are fixed on it.
"The treatment of any discernible weaknesses of students through school-therapist relieves neither the education nor improve the educational prospects of treated children. Objective of extremely varied today developed therapies is to identify certain weaknesses of students to raise understanding for the weakness to maintain order rather than to treat. This goal proved not "to the SVP says in its policy paper for school, and added:" In the canton of Zurich currently 53 percent of all primary school children are treated, the total number of support measures at the elementary school has increased from 1996 to 2005 by forty percent. The total cost of the cantons and municipalities with a budget of four hundred million francs a year (information provided by Martin Spiess Wendel, Chief Official school ZH, in the World Week 47/07 of 22 November 2007). The unrestrained blocked
Vertherapeutisierung treated at the elementary school students the insight to make learning that each person must, with the help given to him or developed especially by force from their own intelligence and strength to overcome his innate weaknesses to overcome. While the therapist the student's understanding of just (And self-pity) wakes for their own weaknesses, the teacher will perform the much more important task, namely lead the students in an attitude \u0026lt;heiterer Strenge> so that he learns to overcome weaknesses. "
How long can we do and such a madness still afford in view of the expected worsening of the economic crisis? It can not be that every second student is in need of therapy to cope with the low requirements of the elementary school.
In the past, has brought the special education of children with severe weaknesses good results. The anniversary publication for the 150th anniversary of the Zurich Elementary school is honored, the separate training of children with disabilities still a great achievement of elementary school. Why the promotion are suddenly wrong and discriminatory in small classes is lit, a not at all.
"professionalization"
The elementary school is an important pillar of Swiss democracy. It is run by the local school board, a public authority with non-executive members who are elected every four years by the people. The popular election ensures the political independence of the school. Even in the schools until recently lived a finely balanced democratic structure: Each school had a faculty chosen by the head of a house, the degree of organizational and administrative functions are delegated. Otherwise, he was without Equal among equals management function. It was freedom of method. Each teacher was released as he wanted to achieve the intended objective. He led the class with his whole personality, and bore the full responsibility. A very successful system.
Swiss elementary schools were held in high esteem, far beyond the borders. From England came in the 90 years of school leaders to learn how to introduce complex topics in class discussion and deepened. The whole class teaching was unknown in England. They took teaching aids and video recording for training purposes. In England the public schools with the exact methods that are currently being introduced to us as a great innovation to a level lower, the material provided for cartoonists. What is more professional then? should
The "professionalisation", the Swiss public school beyond the historic democratic control by the people and the EU and GATS make-ready. The focus is the introduction of a "professional" school management, which far-reaching powers of elected representatives of communities have been granted, and the concentration of education in colleges of education.
With the "professional" school management destroyed the democratic culture in the schools and established a control mechanism that ensuring that the reforms are implemented quickly, consistently and rigorously. The whole-class teaching was specifically denounced as a lecture and denigrates the responsible teacher personality as individual fighters. Self-teacher personalities are no longer in demand.
The best teacher seminars in which experienced teachers passed on their teaching skills, were replaced by the "professionalism". Today, all teachers are trained at teacher training colleges for teachers, the majority have little teaching experience. Instead of learning how to lead a class or speak with difficult parents, must the prospective teachers' communication theory Axioms by Paul Watzlawick, "and organizational development to grapple. "The colleges of education want to distinguish themselves internationally with research," writes Michel Furger in the NZZ am Sonntag. All of Switzerland are the research efforts of colleges of education within two years, only grown by about 20 to 57 million francs.
"modern, progressive and contemporary"
be founded like all the reforms, arguing that the school must move with the times, modern, progressive and contemporary, the "magic words".
But what should it be it modern, if children do not mentor and instead treated to teach? They are so not independent and creative, but insecure and incapable of learning. 'Independence does not fall from heaven, but requires patience and precise instruction in the educational relationship. Failure to do so arises, the pupils have no orientation, then instead of selfishness or self-"the right of the stronger, the teacher writes Jochen Krautz. Independence is the result of a development process, and so this gets going, you need to learn structures, deepening and practice. But just the mentioned before the "new" forms of teaching the children. The training is active refusal.
or what is called progressive? About that one male from each Form of politically correct one-attaches inside? Or that you no longer speaks of teachers and teachers, but from teachers? Or perhaps that women pose with their torture victims at the front of the camera can lead? Or does such progress that all schools will be upgraded with computers and the electronics industry to earn stupid and dimwitted? What, then, the progress actually made of?
And why should our school be contemporary? Our time is not characterized by mindless consumption and fun, through financial speculation, even with food, hunger, war and a general increase in violence? Schools should not be much more humane and to human Nature based? This fact has not changed. Man is that we focused on before the people. That is his nature. And education and learning are now only about once a relationship, even today. And as we go and ask the teachers that they withdraw from the school life and no longer teach, but only accompany or self-directed learning processes! , Where is the point?
education and educational mission of the school
In the cantonal education legislation of education and educational mission of the school similar to the following example from the canton of St. Gallen defined: "The school supports the parents in the upbringing of the child's life-a, efficient and socially competent people. It is run on Christian principles.
It promotes the different and diverse talents and the mental powers of the pupil and the pupil. It gives the basic knowledge and skills, opens the access to the various fields of culture and guides to independent thought and action.
you educate the student and the student to the principles of democracy, freedom and social justice under the rule of law to a responsible human beings and citizens. "
But how will students be" to "efficient and socially competent people if the school they have in the first classes accustomed to pursue in the individualized instruction only their own interests? How should they come to "independent thought and action" if the "new learning culture" they denied the education that will enable them? And how are students to "responsible individuals and citizens' will and for" democracy, freedom and social justice "come to know if they know the nine primary school years, each time spiritual nonsense, but very little about the culture and history of Switzerland and even of direct democracy never heard?
The education level of young people who leave the school, decreases from year to year. In some fool Pisa-tenths of a percentage point not ignore. 17 percent of the process at the end of the school, barely read and write - and after 9 years of school. Our youth to be more capable. The number is growing constantly renitenter and aggressive students. In some school buildings prevail alarming conditions. It has to act.
has recently outlined the Swiss People's Party in a position paper to the elementary school their views. Now the other parties are required to do the same and party lines to find solutions.
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