Ms Huber, when does a child feel at ease at school and is able to learn effectively?
There are a number of things worth mentioning, but one of the most important aspects of successful learning is being seen, heard and included. In other words, being able to participate.
Why is that?
Let me explain a little further: when a child is born, it is perfect. It needs our protection and loving guidance as it grows. Like a sponge, the little child soaks everything up and wants to become more independent, step by step. But at some point, the moment comes when we adults start to bring the child up, to shape it , to tell it what to do: «Be careful, that's too dangerous! No, you'll break that; there's a better way!»
And that's unlikely to get any better once they start school.
That's right, it then becomes: «You have to learn maths now, even if you're not interested! You have to learn French now, regardless of whether you're interested, can put it into practice or see any point in it!» Suddenly, learning becomes a chore and feels restrictive: you're at school now, so you have to learn according to the curriculum. I regularly see children starting nursery with a sparkle in their eyes and a thirst for discovery, only to become disillusioned or rebel against the system by Year 5 at the latest. The sparkle in their eyes fades.
What far-reaching consequences might this have?
Our society is becoming increasingly incapable of taking action. To meet the challenges of the future, we do not need people who simply do as they are told. We urgently need people who can think outside the box, come up with new ideas, and make their own decisions and take action.
And can children's involvement in everyday school life make a difference?
I am convinced of that. Learning is not a linear process; it does not follow a strict plan, but takes place on an individual basis, collaboratively and in line with personal interests. How often are children actually asked what they need right now, what their needs are? What inspires them, and where do they want to learn something new?
But how can children get involved in everyday school life?
One key measure is to reflect everyday school life and to involve children in decision-making processes from a very early age. Project-based learning, for example, promotes precisely this, as well as other important aspects: interconnected and critical thinking, creativity, curiosity, communication with one another and working together in groups. These are all vital skills for an «uncertain» future.
If we give children real-life tasks that spark their curiosity, they are much more motivated.
If pupils are allowed to choose the subject or topic themselves, this makes it easier for them to get started with their learning. After all, those who are interested in a topic are intrinsically motivated and are more likely to stick with it for longer. Project-based learning therefore not only creates a connection to the real world, but also allows children to participate, incorporates social-emotional learning and fosters perseverance.
What else is important?
We, as teachers and educators, can help learners understand that they are important and that their opinions matter. After all, when people are allowed to have a say and play a part in shaping things, they take an interest and stand up for themselves and others. Only when I know what a child's real needs are can I successfully support them in their learning.
In my experience, many teachers aspire to this, but face major challenges in their day-to-day school life.
That's true. For example, we're seeing far more behavioural problems than we used to. However, I believe that the fact that children have to learn things at school that do not interest them – because they cannot see the relevance – actually exacerbates these behavioural issues. We can address this in schools by allowing the children themselves to take control of their learning process. If we provide children with real-life tasks that spark their curiosity, they are far more motivated to delve deeper into a subject.
You are the headteacher at Egliswil Primary School – what does that actually involve at your primary school?
At our school, the children have a say in matters beyond the project work described here. This takes place in the class council and the pupils’ council. There, any topic that is on their minds can be discussed. This ranges from questions about how individual classes can interact with one another, to matters concerning morning snacks, right through to suggestions for redesigning the playground.
If we have the courage to make participation a priority in schools, children will quite naturally learn much more quickly and with greater enthusiasm.
Tell us more.
Our playground is a great example of successful child participation. Our children wanted more quiet spaces, more nature and more hiding places on the playground. We took their wishes seriously and submitted a proposal to the local council on their behalf. We then discussed design options with Naturama and launched a project focusing on sustainability and climate protection.
This enabled the children to explore a very topical issue, and their contributions were incorporated into the project. When it came to putting the project into practice, the children played an active part: digging, planting, painting and so on. There was a great deal of enthusiasm, and by getting involved, the children developed a sense of responsibility for something they had helped to design and build themselves.
That will certainly help the pupils in their future lives as well.
Exactly. And the sooner you learn to treat one another with appreciation and respect, the greater the chances of a harmonious coexistence. When you learn how to recognise and express your own needs whilst at the same time taking others’ needs into account, and how to make a difference together with other people. This also makes people more resilient. What's more, if I know what's good for me personally, and if I'm aware of my talents, strengths, limits and weaknesses, I can navigate life much more successfully.
That sounds good, but it also sounds time-consuming.
I often hear the objection that this form of participation is simply not feasible for the school or the teachers. But my curiosity to find out what the children think, how they act and how they feel makes it easy for me to let them take part.
Added to this is my own experience as a pupil: my opinion didn't count back then; instead, everything was dictated to me. I want to handle things differently today, and I'm convinced that many of my colleagues feel the same way. If we in schools have the courage to prioritise participation and social-emotional learning, children will quite naturally learn much more quickly and with greater enthusiasm. This will automatically reduce the time we teachers have to spend on these tasks.
Children should be challenged, but not overwhelmed. It's a fine line to walk.
But I'm sure there are challenging moments too.
Of course. Children are often not yet able to assess the implications and consequences of their actions or ideas, or – depending on their age – may not be able to put themselves in another person's shoes. That is why it is important to provide mindful, clear guidance that ensures their safety – so that they are challenged but not overwhelmed. Striking this balance remains the responsibility of adults. And sometimes we also come up against structural limitations.
Go on, tell us.
On one occasion, the Year 6 class at our school expressed a wish for lessons to start at 8.30 or 9.00 am and finish at 2.30 pm. I have great sympathy for this wish, which would be in line with the natural rhythms of most children of this age. And yet our system stands in our way here. It is not yet geared towards allowing a free choice of school hours; it still imposes too many restrictions on us. The subjects and curriculum are set in stone; holidays and the time spent at school are fixed; class and year groups are prescribed, and so on. If we are to truly allow children to participate in this, we as a society must be prepared to change the school structure. To become more flexible.
And what are the benefits for the family when children are more involved in decision-making?
Parents also benefit when they involve their children in everyday family life, encourage them and allow them to play an active part. They will have children who are more independent, happier and more self-reliant. These children will be able to contribute to discussions, express their own opinions, articulate their feelings appropriately, be involved in finding solutions and thus help to create a harmonious family atmosphere.
