Vesna Rak

1.     dan

Volkschule Salvatore Keisermuehlen nalazi se u mirnom kvartu 22. bečkog okruga. Broji 400 učenika u 16 razrednih odjela i 26 učitelja. Škola je multikulturalna. Sigurnost učenika provodi se ulaskom u školu isključivo putem portafona.

Pri dolasku domaćin mi je bila učiteljica njemačkoga jezika koja održava nastavu za učenike strance (iz SAD-a, Filipina, Španjolske, Finske, Srbije, Rumunjske, Turske, Grčke, Japana, Kine, Rusije, Ukrajine…) 7 do 9 sati tjedno, dok se ostalo vrijeme inkluziraju u redovne razrede.

Posebnost je način prijavljivanja nasilja ili nezadovoljstva: u svrhu zaštite privatnosti svakog učenika na vratima toaleta navedena su imena i kontakt brojevi učiteljica koje će po prijavi reagirati.

Komunikacija s roditeljima se održava pisanim putem, a broj individualnih informativnih razgovora s učiteljima je ograničen  na jedanput u polugodištu, osim kad je situacija s učenikom složenija.

Aktualnu situaciju ometanja nastave učiteljica rješava promptno razgovorom s učenikom dok ju druga učiteljica zamjenjuje u učionici.

Nastava traje od 7:45 do 13:00 sati, no velik broj učenika ostaje u školi i popodne do 17:00 sati.

U popodnevnom terminu nazočila sam aktivnostima za razvijanje socijalnih vještina kao primjerice aktivnosti „Jaje“: učenici su podijeljeni u trojke, 1 učenik je okružen u sredini trojke zatvorenih očiju, kreće se u željenom smjeru, ali kad prijeti „sudar“ s drugom trojkom učenika, dvojica učenika koji ga okružuju ga dotiču i on na taj znak mijenja putanju kretanja. Ovom aktivnošću učenici razvijaju povjerenje u druge.

1st Day

Volkschule Salvatore Keisermuehlen is located in a quiet neighborhood of Vienna's 22nd district. It has 400 students in 16 classes and 26 teachers. The school is multicultural. The safety of students is implemented by entering the school exclusively through the intercom.

When I arrived, I was hosted by a German teacher who teaches classes for foreign students (from the USA, the Philippines, Spain, Finland, Serbia, Romania, Turkey, Greece, Japan, China, Russia, Ukraine...) 7 to 9 hours a week, while the rest of the time they are included in regular classes.

A special feature is the method of reporting violence or dissatisfaction: in order to protect the privacy of each student, the names and contact numbers of the teachers who will respond to the report are listed on the toilet door.

Communication with parents is maintained in writing, and the number of individual informative conversations with teachers is limited to once per semester, except when the situation with the student is more complex.

The teacher solves the current situation of disruption of classes promptly by talking to the student while another teacher replaces her in the classroom.

Classes last from 7:45 a.m. to 1:00 p.m., but a large number of students stay at school in the afternoon until 5:00 p.m.

In the afternoon session, I attended activities for developing social skills, such as the "Egg" activity: students are divided into threes, 1 student is surrounded in the middle of the threes with closed eyes, moves in the desired direction, but when a "collision" with another threes students threatens, the two students surrounding him touch him and he changes his direction of movement at that sign. Through this activity, students develop trust in others.

2.     dan

Austrijski obrazovni sustav omogućuje pohađanje jednogodišnje predškole organizirane kao jutarnja redovna nastava za školske obveznike kojima je odgođen upis u 1. razred zbog kognitivnih, motoričkih i/ili socijalno-emocionalnih teškoća u svrhu što uspješnije buduće inkluzije u redovni razred.

Ove godine skupina broji 11 djece. Najizrazitije su teškoće dječaka koji izražava socijalnu anksioznost i ponekad remeti rad drugih.

Učiteljica je poučavala glasovnu analizu i sintezu: Koja riječ završava na slog „…and“? Koji glas čuješ na početku riječi? Kad učiteljica izgovori riječ, treba prepoznati početni glas i odgovoriti određenim pokretom (mahanjem, ustajanjem, pljeskanjem…). Na radnom listiću na početku reda je crtež zadanog predmeta, a zadatak je obojati svaki nacrtani predmet s istim početnim slovom kao zadani.

Nakon odmora djeca su razvijala motoričke vještine: pikulanjem gađali su cilj; na žicu su navodili 5 kuglica, savijali je u oblik ribe, ubacili je u platneno „more“ te nakon 5 riba u moru svaku upecali štapićem i kvačicom pričvrstili na rastegnutu vrpcu; kineskim štapićima uzimali su čepove i prenosili u platnenu vrećicu, vrećicu su zavezali i ubacivali u udaljenu kutiju; na stolu je selotejpom zalijepljena vunena nit, a zadatak je zavezati 3 čvora i potom ih odvezati.

U redovnoj nastavi aktivno sam sudjelovala u izvannastavnoj aktivnosti umjetničke skupine te sam s učenicom izrađivala kornjaču od kutije za jaja.

2nd Day

The Austrian education system enables attending a one-year preschool organized as regular morning classes for school-bound children whose enrollment in the 1st grade has been delayed due to cognitive, motor and/or social-emotional difficulties in order to successfully include them in the regular class in the future.

This year, the group has 11 children. The most obvious difficulties are the boy who expresses social anxiety and sometimes disrupts the work of others.

The teacher taught voice analysis and synthesis: Which word ends with the syllable "...and"? What voice do you hear at the beginning of the word? When the teacher says a word, you should recognize the initial voice and respond with a specific movement (waving, standing up, clapping...). On the worksheet at the beginning of the row there is a drawing of the given object, and the task is to color each drawn object with the same initial letter as the given one.

After the break, the children developed their motor skills: they shot at the target with darts; they put 5 balls on the wire, bent it into the shape of a fish, inserted it into the canvas "sea" and after 5 fish in the sea, caught each one with a stick and attached it to the stretched string with a hook; they took the corks with Chinese chopsticks and transferred them to a cloth bag, tied the bag and put it in a distant box; there is a woolen thread stuck on the table with duct tape, and the task is to tie 3 knots and then untie them.

In regular classes, I actively participated in the extracurricular activity of the art group and made a turtle out of an egg box with a student.

3.     dan

Danas sam razgovarala s koordinatoricom Erasmus + projekta u školi o povijesti škole, organizaciji rada, načinima inkluzije: učenici kod kojih su uočene teškoće u savladavanju određenog nastavnoga gradiva upućuju se na testiranje, polaze dopunsku nastavu, a za učenike s teškoćama u razvoju preporučuje se timska obrada te pohađaju nastavu s 2 učiteljice. Darovite učenike podupiru u nastavi provođenjem projekata i eksperimenata te znanstvenih radionica.

Surađuju s vanjskim suradnicama logopedinjom koja održava 1 sat tjedno terapiju s učenicima i psihologinjom koja dolazi na poziv radi rješavanja učeničkih problema.

Na kraju radnog dana nazočila sam nastavi njemačkoga jezika za učenike kojima to nije materinji jezik (iz Rumunjske, Ukrajine, Srbije, Južne Koreje i Kine). Učenici uče jezik uz pomoć radnih listića, priča, vizualnih pomagala, čitanjem naglas, aktivnosti kroz igru (primjerice: učiteljica zadaje pojam, a učenik treba autićem stići do zadanog pojma – škole, crkve, parka, trgovine; učiteljica opisuje pojam, npr. slatko i sočno, a učenik treba prepoznati jabuku i stati na pojam označen na podnoj puzzli). 

3th Day

Today I spoke with the coordinator of the Erasmus + project at the school about the history of the school, the organization of work, methods of inclusion: students who have been found to have difficulties in mastering certain teaching material are sent for testing, take supplementary classes, and for students with developmental difficulties, team training is recommended processing and attend classes with 2 female teachers. Gifted students are supported in class by conducting projects and experiments and scientific workshops.

They cooperate with external collaborators, a speech therapist who holds 1 hour a week of therapy with students and a psychologist who comes on call to solve student problems.

At the end of the working day, I attended a German language class for students whose mother tongue is not German (from Romania, Ukraine, Serbia, South Korea and China). Students learn the language with the help of worksheets, stories, visual aids, reading aloud, activities through games (for example: the teacher assigns a term, and the student has to reach the given term by car - school, church, park, store; the teacher describes the term, e.g. sweet and juicy, and the student must recognize the apple and stop at the term marked on the floor puzzle.

4.     dan

Danas sam nazočila nastavi 1. razreda koju polazi učenik a ADHD-om s dominantnom hiperaktivnošću. U učionici koristi posebno dizajniranu stolicu koja mu omogućuje lagane kretnje kojima ne ometa druge u radu i pomaže mu u praćenju nastave. Svaki učenik ima svoju ladicu s didaktičkim pomagalima za pomoć u savladavanju nastavnog gradiva.

Na satu matematike učenici su obrađivali oduzimanje brojeva. Oni kojima je to potrebno mogu se služiti kuglicama na vrpci po principu abakusa.

Na satu tjelesne i zdravstvene kulture učenici su u razredu oponašali vježbe učitelja prezentirane putem videa, a potom izašli na igralište.

Na satu Prirode i društva u 2. razredu učenici su provodili projekt „Das Bohnenprojekt – Was brauchen Pflanzen zum Wachsen?“ Osim što su individualno uzgajali grah u posudicama, putem videa i plakata su učili o uvjetima i fazama rasta. Učenik s teškoćom održavanja pažnje zbog brzog zamora u dijelu sata otišao je u kutić učionice i opuštao se igrom.    

4th Day

Today I attended a 1st grade class attended by a student with ADHD and dominant hyperactivity. In the classroom, he uses a specially designed chair that allows him to make light movements that do not interfere with the work of others and helps him follow the lessons. Each student has his own drawer with didactic aids to help master the teaching material.

In the mathematics class, the students worked on subtracting numbers. Those who need it can use balls on a ribbon according to the abacus principle.

In the physical and health education class, the students in the class imitated the teacher's exercises presented via video, and then went out on the playground.

In the Nature and Society lesson in the 2nd grade, the students implemented the project "Das Bohnenprojekt - Was brauchen Pflanzen zum Wachsen?" In addition to growing beans individually in pots, they learned about the conditions and stages of growth through videos and posters. A student with difficulty maintaining attention due to rapid fatigue during part of the lesson went to the corner of the classroom and relaxed with a game.

5.     Dan

U multikulturalnom 3. razredu kojeg pohađa 14 Austrijanaca i 14 učenika iz raznih zemalja (SAD-a, Finske, Egipta, Tajvana, Španjolske i Japana) učenici su prezentirali zemlje iz kojih dolaze. Samostalno su se rasporedili u 5 grupa po petero. Zadatak je bio nacrtati znamenitosti zemlje i složiti crteže u puzzle.

Na nastavi matematike učenici 4. razreda ponavljali su gradivo za ispit. Rad se uobičajeno organizira tako da uspješniji učenici tjedan dana pomažu u učenju slabijim učenicima za stolovima u školskom hodniku nakon čega sljedeći tjedan oni sami nastavljaju učiti. Najmanje uspješne učenike poučava učiteljica u učionici.

U 3. razredu učiteljica primjenjuje švicarski model rada (churer-model.ch) koji podrazumijeva drugačiju organizaciju: učenici ostavljaju školske torbe u garderobi izvan učionice čime je omogućeno nesmetano kretanje po učionici, a školski pribor ostavljaju na polici ispod fiksnih sjedala u zadnjem dijelu učionice čime je on dostupan i gdje se zadržavaju tijekom odmora.

Na kraju mog radnog tjedna u Volkschule Salvatore Keisermuehlen ravnateljica, Erasmus+ koordinatorica i učiteljice s kojima sam surađivala okupile smo se u razgovoru dijeleći dojmove i usporedbe s hrvatskom obrazovnom politikom uz moju zahvalu za gostoprimstvo i poziv da u budućnosti zajedno sudjelujemo kao partneri u nekom Erasmus+ projektu.

Uz nove praktične spoznaje osobito me se dojmila radna disciplina i kultura ophođenja učenika bez obzira iz koje zemlje dolaze.

5th Day

In the multicultural 3rd grade attended by 14 Austrians and 14 students from various countries (USA, Finland, Egypt, Taiwan, Spain and Japan), the students presented the countries they come from. They divided themselves into 5 groups of five. The task was to draw landmarks of the country and put the drawings into a puzzle

In mathematics class, 4th grade students repeated the material for the exam. The work is usually organized so that the more successful students help the weaker students learn at the desks in the school corridor for a week, after which they continue learning the following week. The least successful students are taught by the teacher in the classroom.

In the 3rd grade, the teacher applies the Swiss model of work (churer-model.ch), which implies a different organization: students leave their school bags in the wardrobe outside the classroom, which enables unhindered movement around the classroom, and school supplies are left on the shelf under the fixed seats in the back of the classroom how it is available and where they are kept during vacation.

At the end of my working week at the Volkschule Salvatore Keisermuehlen, the director, the Erasmus+ coordinator and the teachers with whom I worked, we gathered in a conversation, sharing impressions and comparisons with the Croatian education policy, with my thanks for the hospitality and an invitation to participate together as partners in an Erasmus+ project in the future .

In addition to new practical knowledge, I was particularly impressed by the work discipline and the culture of treating students, regardless of which country they come from.