You have all heard that FInland does the best job in the world at getting high scores on tests like PISA without burdening their students or their teachers with extreme workloads. Finland does not have long hours of homework for elementary kids, and they don’t require the daily filing of rigidly formatted, complex lesson plans for teachers. Finnish teachers are selected from the very best of their university classes, and have enormous amount of control over what they do, which they plan with their peers.
So what if some of these Finnish teachers came and worked here in the US?
Now we know, thanks to an article in The Atlantic.
A couple of quotes, from three such teachers. One said,
“If you asked me now, my answer would be that most likely I would not continue in this career.”
While teaching in Finnish schools, she had plenty of leeway to plan with colleagues, select curricular materials for the principal to consider purchasing, and influence decisions about schedules and responsibilities.
Today, with 16 years of teaching in U.S. public schools under her belt, this ESL teacher feels that she lacks a career in teaching. She described it as a rote job where she follows a curriculum she didn’t develop herself, keeps a principal-dictated schedule, and sits in meetings where details aren’t debated.
“I teach six classes a day with a one 45-[minute] ‘planning’ period,” she said. “My classes are at three different proficiency levels, and I have four minutes between classes to prepare for the next class. At the same time, I am expected to stand in the hallways to monitor students as [they] transfer from class to class, and to check my email for last-minute updates and changes because of ongoing testing or other events.”
All of those tasks, and several others, wear her down: “I feel rushed, nothing gets done properly; there is very little joy, and no time for reflection or creative thinking (in order to create meaningful activities for students).”
Muja concluded her response with a quote from one of Pasi Sahlberg’s articles for The Washington Post, “What if Finland’s great teachers taught in U.S. schools?”
Sahlberg, an education scholar and the author of Finnish Lessons 2.0, answers the theoretical question in his article’s title, writing in part: “I argue that if there were any gains in student achievement they would be marginal. Why? Education policies in Indiana and many other states in the United States create a context for teaching that limits (Finnish) teachers to use their skills, wisdom and shared knowledge for the good of their students’ learning.”