Breaking Through the Math Ceiling: Exploring Female Achievement in Mathematics

July 14, 2016July 15, 2016 / Kelly Day / 5 Comments

images

Day Capstone-Breaking through the Math Ceiling.docx

While I have shared many of my thoughts and opinions on Finnish Education systems, I have not, as yet, shared my actual research. I did not think it was finished or perfect and so I kept the project to myself. My four short months in Finland were not suitable to produce the type of research I wanted, but it was enough to give me an overall picture of the problem, which you can explore by reading my report as posted above.

I went to Finland with the intent of studying female achievement in mathematics after discovering that Finland is one of the few countries where the girls outscored the boys in mathematics. Finland’s girls especially excelled in PISA’s problem-solving category. They performed much higher in this category than even Sweden their “sister” nation to the west. As a female math teacher this information intrigued me. I wanted to know what Finland was doing to promote female achievement in mathematics and problem solving.The above and adjacent link is the PDF of my research report. Day Capstone-Breaking through the Math Ceiling.docx

The purpose of this Fulbright Grant was to give girls the confidence in their abilities to think and express themselves mathematically. My objective was to study the cause of the widespread gender disparity in mathematics education, learn best teaching practices from Finland, a country internationally acclaimed for supporting female development in mathematics, and create a stateside program that empowers and supports girls and teachers within the mathematics field.

My time in Helsinki was spent studying how Finland’s school systems teach and train young girls and their teachers to be confident in mathematics. One of the main reasons girls struggle with mathematics is due to their crippling fear of being wrong. This hesitancy to take risks is a cultural issue that is fueled by certain educational practices. I elaborate on this psychological phenomenon in more detail in the report.

I also discovered that girls learn to have a negative attitude towards the subject from parents and sometimes even teachers who themselves suffer from math anxiety. I desired to learn how to create a positive learning environment that allows girls to feel safe, work together, take risks, and learn in a way that will empower them to think mathematically.

I believe that lack of confidence in mathematical ability is the biggest obstacle to female success in the mathematics classroom. I had several theories as to how Finland combated this fear and disdain for mathematics. My hypothesis was that it was a combination of classroom environment, cultural biases, learned math anxiety and teacher training that contributed to Finland’s success in promoting female achievement.

I discovered that one of the largest contributing factors to student attitude towards mathematics was a teacher’s own opinions, attitude toward and ability in mathematics. Female students are more perceptive and aware of others feelings and attitudes. Many female students have been trained to believe that math is difficult,tricky and obstinately rigid. Female students are not taught to think of math as the beautiful, fluid and flexible science that artfully and creatively explains the world around us.

Finland has a lot of great things going for its education system. It provides fair equitable education to all students. They also do not over stress their students and have truly mastered the concept of “less is more” which I wrote about earlier. They are able to achieve great things with fewer formal lessons and classes. Their kids are not over worked to the point of exhaustion or surrender. Finland has trained its students to be independent self-motivated individuals.

However, when discussing female achievement in mathematics, I am not sure that Finland has the overall answer. While Finland’s low stress, slow paced classroom environments give girls overall less anxiety and apprehension towards the subject, I do not think they are actually out performing highly motivated U.S. Students. I suspect that the Law of averages is allowing Finnish students to stay on top of PISA scores, which I have explained in my blog post about The Three Real Reasons for Finland’s Success. Everyone in Finland does well- a little bit above average. Yet very few do extremely well (by American standards anyway). On the flip side very few fail either. Finland has found a nice sweet spot where everyone can learn and achieve. However, few are being pushed to reach his or her highest potential either. Finland’s collective average is high because everyone does at least okay.

Through my observations and interviews I began to feel as if instead of discovering an unusually high level of female achievement in Finland I was actually uncovering a lack of male achievement. Globally, the difference in gender achievement in mathematics is at the high end of the spectrum. There are the same number of girls and boys struggling with mathematics at the low end of the achievement spectrum.

Males tend to be the most gifted mathematically and that high achievement in math is not to be found in Finland. I did not find mathematically gifted and talented males or females in Finland. The Finnish students are simply not pushed to reach those extremes. And so, without the usually highly gifted few male to bring up the male average, we see the highly motivated hardworking girls take the lead for its country. This is perhaps something Finland needs to further explore.

The below PDF was my research report submitted to the Fulbright department. I am not oblivious to the fact that it isn’t perfect research. I need to do so much more work in order for it to be complete and publishable. My vanity was perhaps why I waited so long to share it with you, but I decided it was better to share than to keep to myself. I hope to one day continue this research, but for now this will do.

Day Capstone-Breaking through the Math Ceiling.docx

I can’t find the “Less” in the Middle of so much “More”.

January 24, 2016January 24, 2016 / Kelly Day / 23 Comments

11403191_10100127612167606_1548653308738538941_n

I’ve not written much since I have been home from my Fulbright experience in Finland where I became the champion for the Finnish concept of “Less is More“. The truth is I quickly realized that I couldn’t make the Finnish “less” work in the middle of all of the American “more”. Within weeks of returning from Finland feeling fresh, rejuvenated and free of business, I found myself more committed, more scheduled, and more stressed than ever before.

I got completely sucked back into the outrageously busy lifestyle of the Typical American. When I returned I was simply too occupied and drained mentally and emotionally to write. I didn’t have the time, energy or the stillness required to produce good and thoughtful writing. The days of my peaceful and quite Finnish lifestyle full of self-reflection and introspection were over. They were replaced with days of my to-go-coffee, 10-minute lunch breaks and penciled in meetings.

Forgetting everything I loved and observed in Finnish classrooms, I fell right back into the swing of the American teacher lifestyle. Each day I have 192 students, 7 classes and high expectations and demands. I became consumed once again. I was putting in 12-hour days filled with grading hundreds of tests and assignments.

I quickly realized that the Finnish mentality does not work in our American schools. I tried some Finnish classroom ideas on my students. I tried to ease up on the homework assigned. I tried to adopt the “less is more” concept to my teaching and my classroom, but it did not work. Our Society has created a structure that is too integrated with our competitive culture for the Finnish mindset to be effective. My 7th grade students didn’t know how to adapt to a school mode based on less structure, less competitiveness and less formal accountability.

And if I am being honest, I didn’t know how to adapt my teaching either. It took me all of three hours back in the school setting to feel the weight of the substantial curriculum I was expected to cover in a year. I forgot how much our 12-year-old students were required to learn in only a few short months.

I soon understood that a Finnish pace was not going to cut it in our results-centric culture. If I want my students to succeed in our society I would have to pick up my pace. I would have to do more, not less. I am ashamed to admit how quickly I relapsed back into the nasty American obsession with testing and results.

At the end of the day, the heart of the American spirit is competition. Those who succeed in this country have worked the hardest and have pushed themselves to their highest levels. They really have done more, not less. As teachers we are expected to demand excellence from our students and push them to compete to become the best. This mentality is non-existent in Finland but also impossible to remove from American education.

Our students are truly remarkable. What we expect and demand from them really is too much. They have 7 to 8 classes a day, homework, sports practice, violin lessons and are also expected to get straight A’s and maintain a normal social life. These are impossible standards for most adults, let alone 12-year-old kids.

I often feel guilty about pushing them so hard. The new standards expect my 7^th graders to think and reason like PHD students. I am expected, no demanded, to lead them in that thought process regardless if they are developmentally ready for such advanced level thinking. The standards seem impossibly high.

Yet I am reminded daily that I preparing them for an American work force that demands and expects too much of them as well. It is our culture. It is our identity. Heck, It is the American dream. We taught to believe that if you work hard enough, and do and accomplish enough you will eventually rise to the top. The top of what and for what nobody knows. But the top is the best. Right? Maybe Not.

But this mentality exists so permanently in our culture that trying to remove it completely from the classroom would do our students a disservice. If they are going to succeed in our society, they have to learn to cope in high stress situations. They have to learn to aim high and work hard.

As Finland demonstrates, this ultra competitive results driven philosophy on education is not necessarily the best method. I really do believe in the Finnish mindset of Less is More. I stand by what I wrote last spring. The problem is that until we change the societal expectations and our broad education systems, this Finnish mentality will not work. The state, nation and even the parents of my students demand I push students to reach their fullest potential. I am not a good teacher unless I get them to work hard and push them to be their best.

In the United states we do not teach to the middle (the universally achievable average) as Finland does. Instead of teaching to the middle like Finland, our standards aim for the very top level of possible performance. We put expectations that are so high that only a select few are capable of reaching. The result is we have a group of truly elite scholars and a group of those left in the dark. Education mirrors society and while we are very good at getting a big group of students ahead in life, we also leave behind those who can’t cope with our demands and expectations.

I had huge hopes to remedy this sad truth. But I failed miserably. I tried to incorporate the Finnish mentality I had observed in Finland to my classroom. However I, being American through and through, soon felt like I was failing my students. I had this overwhelming feeling that I was a bad teacher for not pushing and challenging them to think more critically, do more problem solving and cover more content and problems. I really felt like I was not doing my job and that they were not learning enough. And so, like a fraud, before I knew it I had abandoned my mantra and dove headfirst back into the “More is More” mentality.

I simply don’t know how to make the Finnish mentality work in the midst of our American system of high stake testing and competition. And so I remained silent. I stopped writing.

I have lost the Finnish “Less” in the middle of all of the American “More”.

I am not sure how to find the “less” here in the midst of the swamped, hectic demands of our society. And in some ways I enjoy my teeming American “More” abuzz with excitement, engagements and achievements. And at the same time, there are days I yearn for Finnish simplicity and quiet calm.

And so I am stuck here in the middle struggling between two conflicting philosophies. I understand both sides of the road and I am confused on how to best navigate. I believe in everything I stated before, Finnish success really is based on the “Less is More” mentality.

I simply don’t know how to function as a Finn here in my American classroom or in my American life. It feels like a fight against a strong current. Right now I don’t have the answers, I really do feel quite stuck. In the mean time I will try to find a way to incorporate a little more “less” in this world of so much “more.” Until then, I am here writing my thoughts and trying my best. Thank you for listening.

I’m a Teacher- What I learned from my Fulbright Experience.

July 10, 2015 / Kelly Day / 2 Comments

When I left for my Fulbright experience at the University of Helsinki I fully expected the experience would change the very course of my life. I had begun to stagnate and feel restless in my teaching position. I had always loved my job as a teacher but after an unusually difficult year, I began to wonder if it was time for me to move on and pursue other opportunities.

When I received word that I was selected to receive the great honor of being a Fulbright Distinguished Teacher, I saw this experience as an opportunity to take a breath, step back from teaching for a time, recollect and reevaluate my life. I felt like I was approaching a symbolic fork in road of my life. I was certain I would return from this experience a changed person with a renewed sense of purpose and direction. When I left for Finland I prayed I would gain a clear picture of what I should do next and how I was to move forward.

In many ways I saw this experience as a stepping-stone in my path towards a formal research career. I thought perhaps earning a PHD in education would appease this restless desire growing inside myself to do and accomplish more in my life. I felt like I had more to give and it seemed like the logical next step. I could see myself, armed with the power of the Fulbright crest gleaming on my resume, ready to enter into the world of formal academia and research. I had great dreams and plans to go get my doctorate at an impressive university, like Stanford, Harvard or Yale. I had decided I would spend my days being important, highly admired and respected. I was ready to start an impressive research project that would prove my intelligence and importance to the world and springboard me into a life of lectures, conferences and publications.

However my time spent in Finland taught me that, while I could be successful in the world of formal academia, it was not where my heart resided. I learned quickly that my heart was not in formal research. My heart is and will always reside in the classroom. My most favorite days in Finland were the days I spent playing with the 3^rd graders at recess or teaching my group of 7^th grade Finnish students the intricacies of geometry. I am so thankful for the opportunity I got to co-teach a 7^th grade geometry course at an English speaking school in Helsinki. I looked forward to this weekly class and it became one of the highlights of my experience. Not only did it give me a very valuable glance at the teacher’s perspective of Finland’s education system, it also demonstrated my need to be in front of a classroom.

When I was observing other Finnish classrooms I often felt a surge to stand up and teach. It was hard sometimes to not step in and interject some of my thoughts on a certain topic. I also kept thinking about the amazing ways I would improve my own teaching when I return to my school this fall. This experience, taught me that my passion resides in front of a classroom.

I am a teacher. I am a practitioner. I do not belong in an office reading studies, collecting data and analyzing survey results. I belong in the classroom. I come alive there. When I attended formal doctoral lectures, or attended PHD seminars and conferences I learned valuable information but I also felt restless and confused. I met some very intelligent individuals with impressive theories and theological arguments. I learned a lot of facts but nothing that seemed applicable or helpful to an actual living-breathing classroom.

I often sat there pondering the applications of these theories, projects and papers. I wanted to see them put into action instead of being merely discussed and debated. I realized there is a huge difference between educational researchers and practicing teachers. Many educational researchers had spent years studying education, but had never actually taught a classroom of students. And while they have many theories (some good, some bad) about how teaching should be done, they have never experienced the joy of actually watching their students learn and grow throughout the course of a year.

Researches don’t know what it is like to be entrusted with 180 beautifully unique and talented individuals whom I write on my heart each year. They don’t know what is like to have these students consume my thoughts and actions. Yes, as a teacher I stress and constantly think and worry about my students. I pour my heart and soul into them and serve them with everything I have. It is stressful, it is time consuming and it is hard. But I love it. At the end of the day the research may not have the stress, the anxiety and the pain of a practicing teacher. However, researchers are also missing out on the joy of knowing they are helping young individuals become who they are destined to become.

I am so thankful for the many experiences I had during my time in Finland that reminded me of that joy and the passion I have for my chosen profession. I am a teacher, not a researcher. That is what I have learned and knowing that I am doing what I am supposed to be doing with my life is an invaluable gift. I cannot wait to start applying what I have learned about education in Finland to my classroom.

I also learned that I am a writer. I have something to say and people who are willing to listen. While In Finland I started writing about my experiences in my blog. This blog usually has a small readership that extends only to my mother and a few dedicated friends. However suddenly, because of this Fulbright experience, people became interested in what I had to say and I was able to share my thoughts and experiences in Finland with several thousand people.

Because of this incredible exposure, I was able to meet with and share educational ideas with people from all around the world. My article was published in an Australian Education journal, was listed among the top 100 educational blogs in the U.S. and was also mentioned in Finland’s most prestigious and wildly circulated newspaper. My article about Finnish education has now been translated into Portuguese and Korean and is being distributed as part of teacher training system at a Korean university. I have had so many doors and opportunities opened and presented to me because of this Fulbright experience.

This has taught me that I do not have to be in the world of formal academia to have a voice. I can express myself and change the world by being myself, doing what I love and sharing my experiences and ideas with others. I can teach and make a huge impact on both my students and the education world by sticking to my talents. I am a teacher and a writer and this experience in Finland has taught me how to balance both of those skills.

I hope to take what I have learned in Finland and become an even better teacher to my students. I also intend to continue to write about education and hopefully promote educational change and reform in my school, state and perhaps one day my country. I believe, however, the best way to do this is to remain in the trenches so to speak. I do not feel like a higher degree is in the cards for me at the moment. Instead I realize I can make the greatest impact in front of the classroom and in the hearts of my students.

The three REAL reasons for Finland’s high PISA scores.

June 8, 2015December 21, 2016 / Kelly Day / 32 Comments

I bet all of you are tired of my rose-colored posts on the seemingly perfect Finnish Education system. I just imagine you saying at home “Ok, we get it. Finland has a utopic education system, with a never-ending supply of recesses, free lunch, snack times and breaks. Students have less homework, fewer classes and less stress. We have read your article on how “Less is More”, and we understand that Finland has created an idealistic learning environment. But this really doesn’t explain their high scores on international assessments like PISA.”

You are right. It is confusing and counter intuitive. If I am being brutally honest with you, the math in a typical secondary level Finnish classroom is not particularly rigorous or advanced. While the instruction is sound and I have few critiques on the actual teaching, the topics covered in most classes were not extremely difficult. The actual calculations and content covered in a 9^th or 10^th grade level class, even the honors classes, were all topics I could easily assign to my high achieving 7^th graders (Finnish 6^th graders).

So, what enables Finnish 15 year old students to rank at the top of the PISA scores while the U.S. scores remains incredibly average or even below?

How do Finnish students, who spend their evenings skateboarding, playing video games or hanging out with friends, perform almost as high as those from Singapore or Korea where kids go to a “second school” after public school until 10:00 pm and follow that up with 4 or more hours of homework? It doesn’t add up.

Finland’s education system sounds great and wonderful and full of sunshine and rainbows, but how does it work? How are they getting such great scores in math?

1. It is all about the law of Averages. Finland is a country where everyone does “Well”.

Finland, a country that prides itself on equitable education, does a great job at getting and keeping everyone on the same playing field. Mirroring the philosophy of their society and governmental structures, education in Finland is more concerned with the collective good and making sure that every student does well instead of focusing on competition, tracking and ranking.

The result is that every student learns what they need to learn and does quite well at the basics, but not much more. There are very few high achievers. In fact on the recent PISA assessment Finland, while ranking far above the international average, Finland only had around 15% reach a top performing category, while the Asian Nations who beat Finland had between 30 to 50% of their students reach that top category. Yet, at the same time Finland had very few students on the low spectrum.

In Finland no one is pushed to become great, but no one gets left behind either. When everyone in society is doing at least “okay”, this creates a collectively high average that beats the average of a country like the U.S. or China that have gigantic educational achievement gaps that mirrors their societal and economic structures.

It isn’t a secret that the U.S. society is obsessed with competition. This mentality has created an education system that continually pushes students to learn and achieve at high levels. Which isn’t necessarily bad. Our system, that is based on competition and ranking, is very good at creating a huge group of students who excel and thrive in very advanced mathematical courses.

However, we have become so focused and intent on pushing our kids to learn more and more, that we create a hole in actual student understanding and their natural progression of learning. It is starting to become common practice to put 5^th and 6^th graders into Algebra, which I think is crazy, unnecessary and detrimental! U.S. kids are very good at following steps and getting the correct answer, but they have no idea what those answers mean or how they can be applied to real life situations.

And while all U.S. students are exposed to much more mathematics than the average Finnish student, this doesn’t mean they actually understand or retain all of that math information. And many can’t keep up with the impossible standards. Thus, we have the flip side to the American coin. We have a massive amount of students, especially in less affluent States and communities who are failing math completely.

In the spitting image of our American economy, we have a large successful group at the top but an even larger group at the bottom who pull our collective score below international averages. Finnish academic performance also reflects its economy. Everyone does well or at least okay and so the collective scores are high.

It is no accident that academic achievement mirrors the country’s economic structures. We will never fix our broken education system in the U.S. until we fix our broken economic system. Students will continue to fail academically as long as they live in fear, hunger and poverty- no matter what educational reforms or policies we enact. To the most extent these roadblocks do not exist in Finland. All students are fairly equal in terms of provisions and care at home. Most Finnish students come to school feeling safe, fed, loved, wanted and ready to learn.

However, I wonder if this “everyone is doing okay, so lets not worry about it” mentality is going to be a problem for Finland in the future. I have visited several math classrooms all around Helsinki and I often think that there are a handful of students that could be pushed to learn more and perform at higher levels. Perhaps a little more competition and challenge would be healthy for Finland’s youth. Like everything in life, there is usually a happy medium.

2. It isn’t about Calculations, Formulas or Factoring!

Math classrooms in Finland do not focus on calculations, solving algebraic equations, or what I would call formal mathematics. In fact I visited a 9^th grade honors classroom where students were learning how to calculate the volume of a triangular prism for the first time. They were also struggling with what I would consider basic algebra concepts that would be simple to my 7^th graders.

However, It didn’t take me long to recognize that Finnish math education isn’t overly concerned with calculations or formulas. The kids in Finland don’t do rows and rows of algebraic problems. They don’t sit around factoring complex equations for months on end. They are taught more practical skills and ways of thinking about and learning mathematics.

And if you take a look at the PISA questions you can quickly see why Finnish students are succeeding and U.S. students are failing. The questions do not look like the questions on an American math exam. There are no equations to solve or problems to calculate.

I recently took the PISA exam out of curiosity and to my surprise it looked more like a logic exam than a math exam. There were no what I would call “pure” math questions. They were all logical real life questions. I could do most of the problems in my head. All I had to do is sit and think the question through rationally and use my previous experiences and knowledge of the world to help me work out the problem. I didn’t reach for a pen and paper once to calculate or solve.

This is the KEY my friends. The PISA exam does not measure a students ability to solve a mathematical equation or calculate the answer to a directly given math problem. It doesn’t require factoring skills or differentials. The mathematics used in this international assessment of “What students should know” is actually fairly simple and straightforward every day math.

The math itself is not complicated or difficult. The students must read the problem, assess the situation, and figure out the answer. And the Finnish students who have been treated more like adults than children have more real life experiences from which to pull to problem solve. They have been given independence at a young age and have therefore figured out how to deal with real-life issues and problems on their own.

They have also had an education system that has not spoon-fed them all of the answers. They have learned how to read through a problem, think it through logically and actually attempt to find an answer before they give up.

The U.S. needs to focus less on actual drill and skill in mathematics and work more on problem solving and logic. Our students, who are very good at solving equations and doing calculations, have no idea WHEN to use one equation/ calculation over the other. Yes, they can apply their good calculation skills 30 times in a row, but being able to read a problem and identify which calculation should be used in a given situation is a different story altogether.

Also we need our students to actually read the math questions and not give up when they see a paragraph. They need more mathematical literacy skills and less “formal calculation” skills if they are going to compete globally.

3. Physics, Physics and More Physics

In any given week in Finland I will meet or talk to more people who have a degree in physics than I have met in my ENTIRE life in the United States. I swear- everywhere I go in Finland I find someone who studied physics or is currently getting their PHD in the impressive and very allusive field. It is crazy to me- Physics is not something that is very common in the U.S.

I am a math teacher. I have a degree in mathematics and I have never taken a physics course. Ever. The physics teacher in my high school was crazy so I avoided her class. I therefore was too intimidated to take a college level physics course and opted to take a chemistry course for my science requirement instead.

The concept of Physics is terrifying to most Americans. We don’t know it, we don’t understand it and we assume it is a field for only the highly gifted and talented. While it is common for U.S. students to take ONE physics course in high school, it isn’t a requirement. They also are not exposed to very much physics before the age of 16.

However all children in Finland take physics as part of their regular curriculum. As early as 4^th or 5^th grade Finnish students learn the basics of physics. They have a physics class every year in middle school and high school. Most of the math teachers are also qualified to teach physics.

It is a common subject and one that does not breed disdain and fear. In fact many of the students I have questioned or interviewed stated they actually prefer their physics classes to their math classes. Why? They prefer physics because it is actually APPLIED mathematics. The students can see how math is being used, applied and how it is relevant to the actual physical world in which they live.

When you look at the questions being asked on the PISA test the questions are more geared toward an understanding of physics than actual mathematics. This is the huge difference.

While American 15-year-old students can calculate circles around Finnish students, they are clueless when it comes to physics and mathematical application. Our students don’t know how to properly apply the math they know so well. Where Finnish students, who have had years of physics classes, understand the questions being asked and know how to apply their knowledge of math in a real and logical way.

My article on “Less is More” is now officially published! Check out the below link to the AEU Journal. (Pg 15)

May 28, 2015May 28, 2015 / Kelly Day / 3 Comments

Learning by Doing! 11 Life Lessons learned in a Finnish Classroom.

May 6, 2015May 12, 2015 / Kelly Day / 20 Comments

We don’t make anything anymore. Don’t get me wrong- I know there are several talented crafty people in this world who have dedicated their lives to creating beautiful and functional works of art. However, in today’s world of instant gratification and consumerism, it is unusual to find someone who creates most of their own possessions.

When was the last time you wore a homemade outfit? When did you last build shelves, a stool or a doorbell on your own? Why would you waste your time and energy building something that you could easily buy at the store for less than it would cost to buy the tools and materials to make?

The art of creation is slowly dying. No one sews, or builds, or does their own wiring anymore. If something is broken, instead of fixing it, we simply buy a new version of the deceased article. Woodworking, sewing and knitting are becoming obsolete archaic skills that do not have a place in our world…. let alone our classrooms.

We don’t have enough time to teach the basics of math and English. Why would we waste time on knitting? Yet, these so called archaic skills are at the FOUNDATION of Finnish Education.

One of the aspects of Finnish education that has made the most sense to me as a math teacher has been the early focus on something called Craft Education. From as early as 1st grade, students spend a few hours a week learning how to do useful handy skills such as sewing, woodworking, knitting, cooking, cleaning, sawing, drilling, hammering, and much much more!

Finland does not see these basic skills as outdated or obsolete. Instead they recognize the immeasurable value in teaching a child to create something from scratch. I spent a few days observing craft education classes and I left feeling like I had found the missing link to education!

My education in this area started in a 4^th grade class where students were sewing mittens on a SEWING MACHINE! The class started with the students sitting at their desks. They had already retrieved their projects and were waiting eagerly to get to work.

The teacher introduced me to the class and then she simply said, “Ok, you may start working.” The students immediately sprang into action. They didn’t ask her a million questions of what was next, or what they should do. And even though they were all at different parts of the construction process, they all knew what they personally needed to get done and they got to work.

After the 4^th grade textile class I went downstairs to watch the corresponding 4th grade woodworking class. Here the students were making doorbells. They had made the wood frame from scratch, nailed it together and were now in the wiring process.

I watched as a 4th grade boy used a soldering iron to weld together two small wires in his doorbell. The teacher was not even in the same room! The teacher had taught the processes previously and simply trusted the student to follow the instructions.

I then visited a cooking class, a knitting class, a cleaning class, and another woodworking class. The more I saw of craft education the more convinced I was of the fact that this is Finland’s hidden gem when it comes to education.

What can we learn from Finland’s Craft Education?

1. Strategic Planning:

Behind any created object there is usually a game plan or design. It is imprudent and almost impossible to start making anything from scratch without a strategic and logical plan of action. The development and understanding of a strategic design is the foundation of craft education and a very valuable part of the education process.

Craft education helps mold and develop the child as a strategic and logical thinker. It provides the student real life applications though projects that allow them to create a blueprint to find a solution to their problems. These are not skills that can be gained from memorizing facts from a book. And you can’t regurgitate this information on a test.

Instead it trains students’ brains to naturally conquer tasks in a systematic linear progression. This is what we want our students to be able to do at the end of their academic career. Yet it can only be gained from the practical application of doing something, building something and creating something. Finland understands this.

2. Problem Solving

We can all agree that creating a strategic plan is essential to fixing or building anything in life. However, we also know that things don’t always go perfectly according to the plan.

There are inevitably going to be problems and obstacles along the way. This happens on a daily basis in a craft education classroom. And when something goes wrong with a student’s project it is up to the student to figure out how to fix it- not the teacher.

The students in this type of classroom are constantly forced to adjust and then readjust their plan along the way. This was most apparent during my visit to a 7th grade woodworking class where they were piecing together the wooden boxes they had spent the last several months creating.

The students were learning the skill of joinery, a method that uses no nails just a precise series of interlocking joints. This technique requires precision and careful attention to detail. The students worked diligently because they knew each side must be measured and cut perfectly.

However, when they put the boxes together some noticed the joints were not fitting as well as they would like. Therefore they needed to figure out which parts to chisel off in order to create a perfect fit. They saw a problem and they had to figure out how to fix it. This is how problem solving should be taught.

3. How to Properly Use and Respect Equipment

Something that I found really intriguing was how skilled the students were at using the tools and machines necessary to perform their needed task. Sometimes these were very dangerous or complex pieces of equipment. I saw students using equipment ranging from soldering irons, jigsaws, drills, hand saws, hammers, expensive sewing machines, ovens, industrial sanders and much more.

Yet the students used these tools independently with skill and respect. This is due to training the kids at an early age how to follow set guidelines and procedures when it comes to using a tool. (Again this is a very valuable skill set for any employer.)

I told a group of third grade students using a sewing machine how impressed I was with them and that I had no idea how to use one let alone how to thread a bobbin. They thought that was hilarious. I am an adult after all! I should know how to thread a bobbin! Any child can do it. Thankfully a 3rd grade boy took me over to his sewing machine and showed me how it was done so that I wouldn’t embarrass myself next time.

In the wood working class a few students asked the teacher if they could use the industrial sander to finish their box. The instructor said yes and showed the students how to use this very intimidating tool. He demonstrated with a piece of wood that it would take less than two seconds to sand off the top part of their fingers and how to avoid that accident. Then he left them to do the task on their own. I was amazed.

It should also be noted that this is also due to Finland’s underlying trust in students. My American mind was in a state of panic most of the time I was in a woodworking class. I kept thinking- You can’t trust a 7^th grader to run that dangerous machine without an adult supervising his every move! However, the teacher trusts the students to follow the safety procedures and guidelines. It is expected that the student will follow the rules and therefore the teacher allows the student to actually do the work.

Not only do students know how to use the equipment they are also trained in how to take care of and clean the equipment. At the end of the day the students are expected to clean and pack up all of their tools. This is another valuable lesson.

4. Independence

Craft education teaches students how to think and work independently. They have the freedom to make and learn from their mistakes. There is no micro managing in Finnish Education. The students know what they are supposed to do and are then given the freedom to do it. This is a skill that carries over into all other academic fields. I have noticed that Finnish students are very good at independent work and I think that craft education is the reason.

Not only does working on independent projects teach a student how to work on a task until it is finished, the skills themselves teach students how to be independent and do things for themselves.

At the beginning of a 5^th grade class I noticed one girl got to class a little early to use the sewing machine. She had ripped her coat pocket on the way to school and needed to patch it up. She didn’t ask the teacher. She didn’t complain. She went to the machine, threaded the bobbin and fixed it herself.

5. Motor Skills and Focused Energy

Knitting and crocheting are also skills taught to all students at a young age. Again this sounds like a skill reserved for little old ladies not young nimble children. However, all of the recent neuroscience claims that there is a direct correlation between fine motor skills, hand eye coordination and the development of the brain. It also teaches students to concentrate and focus. I have heard about teachers in Finland giving a knitting project to a boy who has problems with sitting still and listening in class. This gives him something to do with his hands, teaches him to focus and also allows him to listen to the lesson. This is a great skill to have! Plus, you end up with several beautiful scarves and socks.

7. Gender Equality:

What I love most about craft education is that it takes away gender stereotypes. Both boys and girls learn how to knit and sew and cook. Both boys and girls learn how to woodwork and hammer and use power tools. They are seen as equally important skills and not just for one gender or the other.

I asked some boys if they liked their textile class. They said they liked the lamps shades they were designing and seemed to be genuinely proud of what they had created and how they had made it their own.

I talked to some girls about if they liked woodworking class. They loved it. They said they really liked using the power tools. I asked them which one was their favorite. The girl answered the drill. She then went over to the cabinet got out two drills and she and her friend did a contest to see who could drill through a piece of wood the fastest. My head was still reeling at the fact that these 3rd graders were using power tools! I mean this is so cool!

8. Math Skills

Ok, I had to throw this one in there as a math teacher. Students use a lot of math when they are measuring, designing and planning their projects. I saw a group of older students designing a greenhouse for the school. They were using trigonometry to figure out the angles of the greenhouses design and placement in the lawn.

They also use math when they are cooking. I can’t tell you how often I am amazed at the number of 7^th graders in my U.S. classroom who have no idea how to use a ruler or a measuring cup. They simply have not been asked to use these objects regularly and they just can’t do it.

U.S. students never get to use math in real life applications. We don’t have time for it. The result is that students don’t see the practical use for mathematics and therefore disdain it as a subject. Sometimes I feel like we are too busy teaching students math to let them use the math.

Craft education allows them to see first hand how mathematics is used and applied in the real world. It shows students instead of just telling them that math is important and applicable to their lives.

9. Patience and Perseverance

The projects the students are working on in these classes cannot be finished in one or two lessons. They are often the result of months of hard work. It often takes an entire term to do just one project. This teaches students patience and perseverance. We live in a society obsessed with instant gratification. Making something, especially something worthwhile, is often a slow and tedious process. Delayed gratification and the ability to stick with a project until the very end is an important life lesson to teach students.

10. Life Skills and Responsibility

Home economics classes start quite young in Finland. This class is for all students and it teaches them to cook, clean, and plan healthy meals. It also teaches them how to shop, budget money and do personal finances. These are all life skills necessary for the real world. (These are also great ways to teach mathematics!)

When I was observing a cooking class, one group of students finished before the others and the teacher asked them to pick up some materials from the store for the next lesson. She then gave a group of four 8^th graders a shopping list, her credit card and sent them on their way. They left the school campus, walked a few blocks to the store, got the materials and returned 20 minutes later.

Again, there is this all encompassing feeling of trust that does not exist in the U.S. We would NEVER allow students to leave school grounds in the middle of the school day unsupervised- let alone take a prepaid card and go shopping without parental consent! It just wouldn’t happen. We are too worried about lawsuits and accidents. I am realizing just how paranoid we are in the states.

11. Confidence and Pride

The biggest takeaway from my experiences in a craft classroom was the very apparent pride displayed on the child’s face as they showed me their project. They had made something. They accomplished something and they take great pride in that.

They also have the confidence to know that they can build or fix something in the future. There is no need to ask someone else to fix something that is broken. This self confidence and pride is a gift that will stay with them their whole lives. I have talked to some adults who remember their projects from when they were children. A 30+ year old man bragged about awesome soccer knee pads he made in middle school and how his children use them to this day.

When you make something you take ownership of that item in a very unique and powerful way. Finland understands the power of creating, fixing and building. It gives students the life skills and confidence they need in order to be successful in life.

It gives them the developmental tools to become life long thinkers, independent workers, strategic planners and logical problem solvers. Instead of removing these programs from our U.S. classrooms we need to be incorporating them at a younger age. Kids need to see the practical applications of their education.

Instead of just talking about the importance of problem solving or adding a few story problems to the end of our lessons, we need to actually give our students something worthwhile to create, to build and to call their own. We need to let them USE their education.

Learning for Learning’s Sake

April 19, 2015April 19, 2015 / Kelly Day / 9 Comments

Students in Finland are incredibly independent and self motivated. When they are asked to perform a task they don’t wait for someone to tell them specifically what to do and how to do it. They don’t feign incompetency so that someone eventually does the task for them. And when something is put in front of Finnish teenagers they get started on it right away with almost a sense of relief instead of complaint. It is as if most of them were simply waiting for the teacher to stop talking so they could start the work.

As far as I can tell, a typical Finnish student would much rather be working than listening. I am not the only American teacher who has noticed this marked difference between Finnish middle school/ high school students and those found in the U.S. We have all been initially extremely bothered by the amount of Finnish teenagers on their phones during classroom instruction. Instead of listening to the class lecture, a good majority of the Finnish students are watching videos, playing games, texting or on facebook. Most teachers don’t seem to mind and they definitely do not confront the students or redirect them during lecture. ( To be fair, some teachers have a stricter cell phone policy than others, but on a whole in-class cell phone usage is a LOT higher in Finland than the U.S.) As an American teacher seeing kids on their phones in class feels like bugs crawling all over my skin. It takes everything in me to not ask the students to put away the video game and listen to the teacher.

I have asked a few teachers about this and they simply state that it is up to the student to decide if they want to listen to the lesson. It is not the teacher’s job to force them to pay attention. The teacher then said that these students (14 to 18 years-old) are seen more like adults than children. They explained that it would be inappropriate to force an adult to get off of their phone or take a phone away from them during a professional lecture or meeting. They give that same respect to these teenagers. The phone is their personal property. The students have the choice to listen or not listen and the consequences will be found in their overall marks.

That trust in the student to make their own choices is astounding and so foreign to me. We have all heard the phrase; “You can lead a horse to water, but you can’t make them drink.” However teachers in the US are trained to believe it is our duty to force everyone to “drink the water”. It is seen as a personal failure if we can’t get our students to decide to learn. I feel like the amount of students not listening to me in my class is a reflection of me as a teacher not a reflection on the students as learners. In Finland it is the opposite, the decision to learn or not to learn is made by the student, not the teacher. hmmmm.

All the same, it still really bothers me when they are playing video games/ watching movies during class lecture. HOWEVER, those same kids who were distracting me the whole lesson with their phones put the phones away VOLUNTARILY when they are actually given something to do! As soon as a tangible assignment is placed before them they start working and paying attention. All of the phones get pushed aside and the learning begins.

They also know that these assignments are more than likely not going to be collected or graded. No one asks how many points the assignment is going to be worth. No one asks if it is going to be for a grade or how many of the questions they have to do to “pass”. They are doing these assignments because they were asked to do them. If they finish with the suggested math problems they may even look in the back of the book for more practice problems.

This is the exact opposite of an American classroom where kids pay attention (or at least pretend to listen) during the lesson, but then do not do the work after it has been assigned. For some of them it is like pulling teeth to get them started on the work, others rush through and try to get it done as fast as possible without any real thought or effort. During the work time is when they are tempted to be on their phones or talking to their friends. ( Maybe this is also because we don’t give them any breaks during the day.) They also inevitably ask me if the assignment is going to be for a grade and how many points the assignment is worth. They need to know to what extent the assignment will affect their grade, so they can choose if it is worth doing or not.

Grades are not that big of a deal in Finland. I have tried to talk to some students and teachers about grades and how their grades are earned and it doesn’t seem to concern either the students or the teachers too much. In Finland the competition for grades isn’t really there. None of the students really know who makes “good grades” and who makes “bad grades”. I mean they can tell you who is smart/ works hard, but the grades are not the “end all be all” of a student’s existence.

I know growing up I found most of my identity in those A’s I earned. I worked like a maniac to make sure that I earned a perfect grade point average and I felt like a failure if I lost even a few points on an assignment. It didn’t matter how much I actually learned on that test that was an A- instead of an A+……all I could see were those points I missed and I instantly tried to calculate how much it was going to affect my overall grade and how much I needed to do to earn more points to compensate.

This is our problem. We have trained our students in the U.S. to see an assignment in terms of monetary value, where grade point average is the currency. Even the best students don’t do the work because it is going to help them learn, they do the work because it is going to give them points (money). In a truly American style we have systematically removed all intrinsic value of learning and exchanged it for a capitalistic incentive.

Those with A’s have worked hard, earned the points, put in the hours and hours of work and by all measurable means are “successful”. Those who don’t care or buy into the grading currency system didn’t do the work because it isn’t important to them to save up “A”s in the bank. And no amount of coaxing them to do the work will help. They simply don’t care what is in their academic “bank account.” They don’t see how that “bank account” is going to help them in the real world and they don’t want to waste their time doing what is perceived as arbitrary work.

The book Freakonomics describes the social implications of exchanging a moral incentive with a fiscal one. The book says that when society gives a monetary value to something that was once perceived as a moral obligation, society looses that moral obligation forever. The book talks about how a daycare, who was fed up with tardy parents, started charging a late fee. However, the fee made parents more likely not less likely to be late. Before the fee, parents felt guilty for being late and really did make an effort to be on time. However, the fee took away the moral obligation in the minds of the parents. The fiscal incentive was not as strong as the moral one and once the guilt was removed parents were willing to pay more to have their children stay longer. The daycare took away the fee and tried to go back to as it was before, but what they discovered is that once that moral incentive was taken away, it was gone for good.

In our grading focused, exam-centric, data driven education system we have removed that moral incentive to learn from our classrooms. In an effort to “trick/ force” our students to learn we assign points and grades and homework. Hundreds of points can be assigned to one project if we really want them to do the assignment. What we gain are stressed out students with too much homework, teachers with tons of grading and students who simply give up. We give our students all of these inauthentic incentives to do the homework but we never show them WHY they need to LEARN the material.

I wonder what would happen if we took a page out of Finland’s book and we assigned less. What would it look like if we took the pressure away from the students. Maybe instead of just trying to get the work done and fill in the correct blanks so that they can get the “points/ gold star” they would think about the content. Maybe instead of assigning so much work that they must stay up past midnight every night just to get it all done, we can give them a few assignments in class in which they can authentically attempt to understand. Maybe if we gave them the freedom and choice to learn or not learn , they would actually take school more seriously. Maybe if we slowed down and did less, we would give the students the option to really learn the material and the content just for the basic joy of learning. Maybe then our students would learn for learning’s sake!

11 Ways Finland’s Education System Shows Us that “Less is More”.

April 15, 2015May 12, 2015 / Kelly Day / 398 Comments

When I left my 7th grade math classroom for my Fulbright research assignment in Finland I thought I would come back from this experience with more inspiring, engaging, innovative lessons. I expected to have great new ideas on how to teach my mathematics curriculum and I would revamp my lessons so that I could include more curriculum, more math and get students to think more, talk more and do more math.

This drive to do more and More and MORE is a state of existence for most teachers in the US….it is engrained in us from day one. There is a constant pressure to push our students to the next level to have them do bigger and better things. The lessons have to be more exciting, more engaging and cover more content. This phenomena is driven by data, or parents, or administrators or simply by our work-centric society where we gauge our success as a human being by how busy we are and how burnt out we feel at the end of the day. We measure our worth with completed lists and we criminalize down time. We teach this “work till you drop” mentality to our students who either simply give up somewhere along the way or become as burnt out as we find ourselves.

When I arrived in Finland I did not find big flashy innovative thought provoking math lessons. I did not find students who were better at mathematics or knew more math content. In fact the Jr. High and High school math classrooms have been rather typical of what I have experienced in Indiana. And most of the struggles (like students not remembering their basic math facts) were the same. The instruction and classroom structure of a math classroom in Finland follows the basic formula that has been performed by math teachers for centuries: The teachers go over homework, they present a lesson (some of the kids listen and some don’t), and then they assign homework. While some lectures have been wonderful and I have gotten to observe some fantastic teachers, I would say that on the whole I have seen more engaging and interactive secondary math instruction from teachers in the United States. It is rare to see a math lesson that is measurably better than those found in my district and I have seen several that were actually far worse.

So, what is the difference? If the instruction in secondary mathematics is the same or sometimes worse than those found in the US, why are Finnish students succeeding and ours are failing? The difference is not the instruction. Good teaching is good teaching and it can be found in both Finland and in the US. (The same can be said for bad teaching.) The difference is less tangible and more fundamental. Finland truly believes “Less is More.” This national mantra is deeply engrained into the Finnish mindset and is the guiding principal to Finland’s educational philosophy.

Less IS more.

They believe it. They live by it. Their houses are not larger than what they need in which to comfortably live. They do not buy or over consume. They live simply and humbly. They don’t feel the need to have 300 types of cereal to choose from when 10 will do. The women wear less make-up. The men don’t have giant trucks (or any vehicles at all, really). Instead of buying hundreds of cheap articles of clothing the Finns buy a few expensive items of high quality that will last for decades rather than months. They truly believe and live by the mentality of less is more.

Conversely in the US we truly believe “more is more” and we constantly desire and pursue more in all areas of our lives. We are obsessed with all things new, shiny and exciting and are constantly wanting to upgrade our lives. Out with the old in with the new! This mentality of “more is more” creeps into all areas of our lives and it confuses and stifles our education system.

We can’t even stick to ONE philosophy of education long enough to see if it actually works. We are constantly trying new methods, ideas and initiatives. We keep adding more and more to our plates without removing any of the past ideas. Currently we believe “more” is the answer to all of our education problems— everything can be solved with MORE classes, longer days, MORE homework, MORE assignments, MORE pressure, MORE content, MORE meetings, MORE after school tutoring, and of course MORE testing! All this is doing is creating MORE burnt out teachers, MORE stressed out students and MORE frustration.

Finland on the other hand believes less is more. This is exemplified in several ways for both teachers and students.

Less = More

1. Less Formal Schooling = More Options

Students in Finland start formal schooling at the age of seven. Yes, seven! Finland allows their children to be children, to learn through playing and exploring rather than sitting still locked up in a classroom. But don’t they get behind? No! The kids start school when they are actually developmentally ready to learn and focus. This first year is followed by only nine years of compulsory school. Everything after ninth grade is optional and at the age of 16 the students can choose from the following three tracks:

• Upper Secondary School: This three year program prepares students for the Matriculation Test that determines their acceptance into University. Students usually pick which upper secondary school they would like to attend based on the school’s specialties and apply to get into that institution. I think of this as a mixture of High School and College. (In recent years a little less than 40% choose this option.)

•Vocational Education: This is a three year program that trains students for various careers as well as gives them the option to take the Matriculation test to then apply for University should they so choose. However, the students in this track are usually content with their skill and either enter the workforce or they go on to a Poly-technical College to get further training. (A little less than 60% choose this track.)

(But wait! Shouldn’t everyone take calculus, economics, and advanced chemistry?! Shouldn’t everyone get a University degree?! No, not everyone has to go to University! Hmmm….. interesting….. What if we provided options for those who want to become successful (and very profitable) welders or electricians? What if we didn’t force students who know that their talents reside outside of the world of formal academics to take three years of high school classes that they found boring and useless? What if we allowed them to train in and explore vocations they found fascinating and in which they were gifted? What if we made these students feel valued and like they had a place in the education realm?)

• Enter the workforce. (Less than 5% choose this path)

2. Less Time in School = More Rest

Students typically start school between 9:00 and 9:45. Actually, Helsinki is thinking of creating a law stating that schools cannot begin before 9:00 am because research has consistently proved that adolescents need quality sleep in the morning. The school day usually ends by 2:00 or 2:45. Some days they start earlier and some days they start later. Finnish students’ schedules are always different and changing; however they typically have three to four 75 minute classes a day with several breaks in between. This overall system allows both students and teachers to be well rested and ready to teach/learn.

3. Fewer Instruction Hours = More Planning Time

Teachers have shorter days as well. According to the OECD (Organization for Economic Cooperation and Development) an average Finnish teacher teaches 600 hours annually or about 4 or less lessons daily. An average U.S. teacher almost doubles that teaching time with an average of over 1,080 hours of in-class instruction annually. This equals an average of six or more lessons daily. Also, teachers and students in Finland are not expected to be at school when they do not have a class. For example, if they don’t have any afternoon classes on Thursdays, they (both teachers and students) can simply leave. Or if their first class on a Wednesday starts at 11:00, they don’t have to be at school until that time. This system allows the Finnish teacher more time to plan and think about each lesson. It allows them to create great, thought provoking lessons.

4. Fewer Teachers = More Consistency and Care

Elementary students in Finland often have the SAME teacher for up to SIX YEARS of their education. That is right! The same teacher cares for, nurtures and tends to the education of the same group of students for six years in a row. And you had better believe that during those six years with the same 15-20 students, those teachers have figured out the individual instructional needs and learning styles of each and every student. These teachers know where each of their students have been and where they are going. They track the kids’ progress and have a personal invested interest in seeing the kids succeed and reach their goals. There is no “passing the buck” onto the next teacher because they ARE the next teacher. If there is a discipline or behavior problem, the teacher had better nip it in the bud right away or else deal with it the next six years. ( Some schools in Finland only loop their elementary children for three years at a time instead of six, however the benefits are still the same. )

This system is not only helpful to a child because it gives them the consistency, care and individualized attention they need, it also helps the teachers understand the curriculum in a holistic and linear way. The teacher knows what they need to teach to get them to the next step, while also giving the teachers freedom to work at the pace of their students. Teachers don’t feel the pressure to speed up or slow down so that they are “ready” for the teacher next year. Again, they are the teacher next year and they control the curriculum! They know where the kids are and what they have learned and will plan according to the students’ needs! I really believe this is a HUGE part of Finland’s success story and it does not receive enough attention.

5. Fewer Accepted Applicants= More Confidence in Teachers

So……children have the same teacher for three to six years. What if your kid gets a “bad teacher”? Finland works very hard to make sure there are no “bad teachers.” Primary education is THE most competitive degree to get in Finland. The elementary education departments in Finland only accept 10% of all applicants and turns down thousands of students annually. A person not only has to be the best and the brightest to become a primary teacher, they also have to have passed a series of interviews and personality screenings to get in. So, it isn’t enough to be the smartest in your class, you also have to have the natural ability and drive to teach.

Finland understands that the ability to teach isn’t something that can be gained from studying. It is usually a gift and passion. Some have it, some don’t. The few universities with teaching programs in Finland make sure they only accept applicants that have that gift. On top of excellent grades, and a natural disposition to be a teacher, all teachers must get a Master’s degree and write a Master’s Thesis. This generates a lot of confidence and trust in Finland’s teachers. Parents trust the teachers to be highly qualified, trained, and gifted individuals. They do not try to interfere or usurp their authority and decisions. I asked a math teacher how many emails they typically get from parents. They shrugged and answered “About five or six”. I said, “Oh, I get about that much a day too.” They then answered…”No! I meant five or six a semester!” Again, what would it be like to live in a society based on trust and respect?

6. Fewer Classes= More Breaks

As I stated before, students only have three to four (or rarely, five) classes a day. They also have several breaks/recesses/ snack times during the day and these usually happen outside come rain or shine. These 15 to 20 minute gives them time to digest what they are learning, use their muscles, stretch their legs, get some fresh air and let out the “wiggles.” There are several neurological advantages for these breaks. Study after study supports the need for children to be physically active in order to learn. Stagnation of the body leads to stagnation of the brain and unfocused, “hyper” children.

The teachers also have these breaks. The first day I was in a school in Finland a teacher apologized for the state of the “Teacher Room.” She then commented on the fact that all teacher rooms must look like this. I laughed and politely agreed, but in my head I was thinking; “What is a teacher room?” A teacher’s room is what used to be called the teacher’s lounge in the U.S…back before they went extinct. In Finland these rooms are always full of teachers who are either working, preparing, grabbing a cup of coffee, or simply resting, socializing, and mentally preparing for their next class.

Secondary level teachers usually have 10 to 20 minute breaks in between classes and often have a few skip (prep) periods as well. These rooms are different depending on the school, but from what I can tell the basic formula is a few tables, a few couches, a coffee pot, a kitchen, a selection of free fruit and snacks, and teachers to talk and collaborate with. A few of them even have massage chairs! Ha!

So, why don’t these rooms of collaboration, support and solace exist in the U.S.? We do not have TIME! Every day we teach six to seven classes in a row with no breaks. The three to five minute passing periods we do get are often used to answer emails from parents, erase the board, get ready for the next class, make copies, answer student questions, pick up the mess left behind by the students, and (heaven forbid) go to the bathroom! If we have a spare moment we are then expected to monitor the hallway because we can’t trust students to get to class without supervision. The luxury of actually sitting down for 10 minutes and enjoying a cup of coffee with some colleagues is an absolute dream, and having a day with only three classes—that is a fantasy!

7. Less Testing = More Learning

Imagine all of the exciting things you could do with your students if there wasn’t a giant state test looming over your head every year. Imagine the freedom you could have if your pay wasn’t connected to your student’s test scores. Imagine how much more fun and engaging your lessons would be!

Although it still exists, there is overall less pressure on the teacher in Finland to get through the curriculum. The teacher is simply trusted to do a good job and therefore they have more control over their classroom and its content. The teacher is able to take more risks and try new things and create exciting, engaging curriculum that allows students to become skilled individuals ready for the real world. They have time to teach skills that allow students to develop into individuals who know how to start a project and work systematically to accomplish a goal. They have time to teach craft education where students get to learn how to do real life skills like sewing, cooking, cleaning, woodworking and more! And while they are learning these amazing skills they are also learning math and problem solving and how to follow directions!

8. Fewer Topics = More Depth

I have observed several fifth through ninth grade math classes in Finland. I have looked at the curriculum covered over these five years of education and I realized that I attempt to teach the content of five years of Finnish math education in one year. Each math topic presented in every grade level I have observed here is include in my seventh grade curriculum.

Again, the American mentality of “more is more” simply does not work. If I am to get through everything I am expected to do in one year I have to introduce a new topic/lesson every other day and I always feel “behind”. Behind what, I am not sure, but the pressure is there pushing me and my students along. In Finland, teachers take their time. They look deeper into the topic and don’t panic if they are a little behind or don’t cover every topic in the existence of mathematics in a single year.

Also, students only have math a few times a week. In fact, after Easter Break, all of my seventh graders only have math ONCE a week! My heart still panics a little when I hear this! I can’t believe that is enough math time! How will they be ready for the tests?! Oh— wait. There are no tests. There is no need to rush through. The students get to actually understand the material before they are forced on to a new topic. One teacher showed me a course book and said that it had too many topics for one five week grading period. I looked at the entire book and had to stifle a chuckle because it essentially covered what would be found in ONE chapter from my textbook. Why do we push our kids in the U.S. to learn so much so quickly? No wonder they are stressed out! No wonder they give up!

9. Less Homework = More Participation

According to the OECD, Finnish students have the least amount of homework in the world. They average under half an hour of homework a night. Finnish students typically do not have outside tutors or lessons either. This is especially shocking when you realize Finnish students are outscoring the high performing Asian nations whose students receive hours of additional/outside instruction. From what I can observe, students in Finland get the work done in class, and teachers feel that what the students are able to do in school is enough. Again, there is not pressure to have them do more than what is necessary for them to learn a skill. Often the assignments are open-ended and not really graded. Yet, the students work on it in class diligently. It is very interesting to see what happens to the students when they are given something to do. The students who were not listening to the lesson at all put away their phones and start working on the task set before them. Even if it is just a suggested assignment, they give it their full attention up to the end of class. It is almost like there is an unspoken agreement: “I won’t give you homework if you work on this while you are in my classroom.” This system has really made me think about the amount of homework I assign on a daily basis.

10. Fewer Students = More Individual Attention

This is obvious. If you have fewer students you will be able to give them the care and attention they need to learn. A Finnish teacher will have about 3 to 4 classes of 20 students a day- so they will see between 60 to 80 students a day. I see 180 students every single day. I have 30 to 35 students in a class, six classes in a row, 5 days a week.

11. Less Structure = More Trust

Trust is key to this whole system not structure. Instead of being suspicious of one another and creating tons of structure, rules, hoops and tests to see if the system is working, they simply trust the system. Society trusts the schools to hire good Teachers. The schools trust the teachers to be highly trained individuals and therefore give them freedom to create the type of classroom environment that is best for their individual students. The Parent’s trust the teachers to make decisions that will help their children learn and thrive. The Teachers trust the students to do the work and learn for the sake of learning. The Students trust the teachers to give them the tools they need to be successful. Society trusts the system and gives education the respect it deserves. It works and it isn’t complicated. Finland has it figured out.

Less IS More.

Finland: A Society of Trust.

April 12, 2015April 12, 2015 / Kelly Day / 43 Comments

Imagine a world where you simply expect everyone to follow the rules and do the right thing. This is a world where mothers leave sleeping infants in their strollers outside of little shops while they run in for a quick purchase. This is a society where all school doors are left unlocked and public transportation basically operates on an honor system. It is simply assumed that you have already paid to ride the bus or tram. Here you can see children as young as 7 or 8 years old calmly riding the public bus/tram to get themselves to and from school or walking/ skipping down the street alone. Parents simply expect their kids to make the right decisions and also trust society to be looking out for their child while they are in public alone. Here you can leave your things at your seat in a cafe while you run to the restroom and it is perfectly normal to leave your toddler for an hour at a public park that has an designated “overseer” who watches the kids play. Here you can accidentally leave your wallet on the bus and someone will find a way to return it to you the next day, which happened to my friend. To the people in this world the worse case scenario does not even cross their mind. Why would they expect someone to take their child? Why would they expect someone to abuse/ misuse the system?

I find this faith in society absolutely refreshing. However, sometimes this Finnish dedication to following the rules can be almost comical. For example, there was once a group of about 20 people standing on both sides of a one lane road. The cars were clearly stopped at a red light and the walkway was free and clear, yet the walk signal said stop. Everyone, 40 people in all, just stood there two full minutes staring at each other one car width apart waiting for the walk light to turn green. I could see the internal conflict playing out in the Finnish people’s minds and faces….should we break the rules and just go or should we wait? Even though it was painfully obvious we could go, we all collectively waited for the green light. I asked someone about this phenomena where the Finns ALWAYS wait for the green light. They explained it to me that they are setting a good example for the children who can’t judge the situation as accurately as an adult. If you always wait for green not matter the cost, you know you and the children are going to cross safely. This reasoning has helped me wait more patiently in such a situation as described above. I do it to set a good example for the children, to keep them safe. And with that mindset waiting an extra minute or two does not seem like a sacrifice.

The trust found in society is especially apparent to me when I observe Finnish schools. The amount of trust given to students has been the biggest shock to me during my time in Finland. First of all it still floors me when I can just walk right into a school, any school, and it is unlocked. I often find kids roaming the halls or grounds freely. If they don’t have a class or if they finished their work early they are allowed to leave. The set up of a school day, even beginning in 4th grade is more of what we find in college. The students have different classes every day. Some mornings their first class begin at 9:45 and then they finish at 2:00. Some days in the week they start earlier and they can leave at noon or 1:00. I don’t know how they keep track of what classes they have when because they are constantly changing. Yet they do!

Sometimes in middle school and high school the kids have skip periods in the middle of the day. They are free to leave the school and go get lunch, or go home or simply chill in public places around the school and get some work done, got outside and get fresh air…or nap! This is why it is not uncommon to see kids just hanging out in the hallway. As an American public school teacher, this makes me panic a little. In my head I keep thinking, where are you supposed to be? Who is in charge of you right now? I am realizing that this “in Charge of” mentality only exists in the US because our litigious society has to know who to blame should something go wrong, because heaven forbid we blame the student!

This trust extends to the classroom instruction as well. Teachers trust students to do the work the students need to do to learn the content. The very first math class I observed, I was shocked when it was time for the teacher to assign the homework. She said, ” You might want to try the following problems to make sure you understand before the test. You can start with a few problems in this section that seem interesting to you, if those are too easy you might want to try this harder section. If you finish with all of those, there are more examples in the back of the book you can look at.” The most amazing thing was that ALL of the 8th graders started working. They were all working on different problems and NONE of them asked “How many do we have to do?” or, my personal favorite, “Is this for a grade?” They were trusted to do the work they decided for themselves was necessary….. and they did it! They weren’t doing it because they had to to get a good grade, they were doing it because they wanted to learn. That is the biggest difference I have noticed. The students work on the work that is given to them out of an intrinsic desire to learn the material and do the task presented to them.

This underlying current of trust and faith in society is apparent in every aspect of Finnish life. It will occur often as a theme when I describe more about the Finnish Education and Finnish teachers. It is important to understand this about the Finns if we are going to understand their education system.

A Finnish Easter with Bonfires, Mämmi, Mignon Eggs, and More!

April 5, 2015 / Kelly Day / 3 Comments

I was told before and after moving to Finland that the overall population of Helsinki was not as religious as the population of Indiana. So I wasn’t sure what I should expect of a Finnish Easter. I knew that from the beginning of March there were beautiful Easter displays in shop windows. Fazer, the major chocolate company of Finland and a major national obsession, had the most beautiful Easter display in their windows. It was full of chocolate (obviously) and colorful eggs and chickens and rabbits and bows and color and flowers. It filled me with hope of spring! Even when it was cold and snowy, I would look at the window of a flower shop and just pretend like it was a nice 50 degree day with sunshine and cheer!

Here at the Fazer shop (and really everywhere in Finland) they were selling what I thought were regular eggs. However, they were actually Fazer Mignon eggs! These beautiful Easter eggs are a strong Finnish Easter tradition. They are made by hand in the Finnish Fazer factory by cutting a small hole in the bottom of a real egg and then sucking out all of the egg and replacing it with chocolate/hazelnut/almond nougat inside the real eggshell. So, when you crack open what looks like a hard boiled egg you actually find a solid chocolate egg that tastes very much like solidified Nutella. I am bringing several of these home for my cousin’s children and I am going to tell them that this what all of the chickens lay in Finland…..Chocolate eggs!

So, while there is definitely a commercial side to Easter very similar to the U.S. with Easter Bunnies and chocolate and decorated eggs, it all seemed to me to be made of higher quality content. There was not a lot of flimsy cheap/ plastic looking Easter merchandise. It all seemed to be done with a little more artistry and reverence. Almost like they took the holiday a little more seriously. I found it refreshing. Then I found out that the entire city shuts down Friday through Monday for Easter and I was even more impressed. Very very few businesses and restaurants are open on Easter Weekend. These business are not just closed on Easter Sunday but also Good Friday (which they call Long Friday) and the Monday after Easter as well. Which is wonderful! Some other ex-pats have had a hard time with this somewhat inconvenient halt to the city and I suppose it was a little inconvenient. However, I loved the respect the holiday was given. And I planned for the holiday and bought some groceries ahead of time and it has been fine. I think the U.S. should reevaluate our priorities. Do we really need to shop/ go out to eat on holidays? Can we have just a few days a year where we stay in and be with family and do nothing? Perhaps we could all do with a little more “inconvenience” in our lives.

On Good Friday there is a tradition of having an Easter play of Jesus’ last night leading up to his crucifixion. Every year there is a different twist to the story and this year it was done in modern times. The disciples were all normal guys with common jobs from road construction worker, to police officer, to bus driver. I thought this was very fitting. Judas was a smooth looking businessman who betrayed Jesus for a briefcase of money. I showed up to the performance about 45 minutes early and I am so thankful for that. Even in the dark and the cold rain there were hundreds of people who showed up for the performance. However, if there is one thing I have learned about Finnish people it is that they do not let bad weather stop them from doing what they had planned on doing….if they did, they would never get anything done! As they say; “There is no such thing as bad weather, just bad clothing.” This I have found to be really true.

So, Thankfully I got there early and I got to stand in the front where I could see everything. This was particularly helpful because the entire thing was in Finnish. The production started at 9:30 at night in a park downtown. It was dark, rainy and ominous, which actually made me reflect on the darkness of the actual evening 2000 years ago. The performance began with a song and a dancing angel. The only word in the song I recognized was hosanna, and still it was moving and the dancing angel was captivating in a somber reflective way that brought me to tears. Then they told the story of the last supper, Judas’s betrayal, Peters betrayal and all of the events that happened in the garden of Gethsemane leading up to Jesus’ arrest. Somehow standing in the dark park in the middle of the night made it all seem so much more real. It was as if I really was in the garden of Gethsemane.

After Jesus’s arrest he was led by modern looking soldiers down the path right in front of me to the Courthouse. Then the large audience followed him on that path. We were guided along the way through the dark city by angels and drummers. Again, it was strange to be walking in the middle of the night with a giant crowd in the middle of usually busy streets. Everything was usually open and vibrant and glowing with light, but tonight it was somber and silent. The traffic had been redirected and the whole city seemed to be put on hold in order to focus on the meaning of Easter. Finally the long procession stopped in front the courthouse. Here they did the reenactment of Jesus’ trial with first the Sanhedrin and then with Pontius Pilot. Again, this was done with a modern twist and so it felt like a modern day game show where the crowd got to vote for the either Jesus or Barabbas to be released. Pontius Pilot tried to free Jesus but the crowd voted for the Barabbas who was dressed in an orange prison suit and who looked liked a mass murderer. After the trial, Jesus was given a cross and He, followed by the crowd of hundreds of people, was lead by police to the Helsinki Cathedral on Senate Square. Here he was symbolically crucified next to two inmates. The play ended with him saying “It is Finished”. The lights went out and we were left to go home in the dark and the rain and in silence.

Although the cross is where “It was finished”, I left feeling so thankful that it did not end there! I am glad I knew, unlike those who where at the original Crucifixion 2000 years ago, that the story did not end with the cross but with an empty tomb! Yet on my long, cold walk home I couldn’t help but wonder at how dejected alone and confused Jesus’ followers must have felt that evening. However, we know the rest of the story! We know that Jesus defeated death! And because of that empty tomb we are all saved! What a glorious day! What a victory!

Saturday I attended a special Easter Bonfire at an open air museum on an island by Helsinki. This is where I found out about some interesting Eastern traditions that are very different than the US. For one thing, all of the children were dressed up as cute little witches with brooms and pointed hats and everything. It was like a weird combination of Easter Meets Halloween. I suppose this started as an Easter tradition on Palm Sunday, where the kids go from house to house waving palm branches and reciting poems and songs in exchange for chocolate eggs. This happens more in the country. This Bon-fire in Helsinki is a way for the kids to do that without going from house to house. They lit the bonfires at 6:30 and then the children got in a line in front of the microphone and took turns singing songs. It was really cute. I disappointed, however, to learn that only one or two of the dozens of songs sung had any religious connections. Another part of the fire is supposedly to scare away evil spirits and the bad winter weather. I suppose this did not happen as it started to snow and sleet on my walk home from the fire.

Sunday morning I woke up and had some Mämmi for breakfast. This is a traditional Finnish Easter dessert. It is made out of rye, water, molasses and salt. It takes several days to make as the rye bread has to soak for several days to get the uhem…beautiful texture. It is usually only had for Easter. It looks like brown goo, but tastes like soggy raisin bran cereal. It is served with cream and sugar. It isn’t bad. I enjoyed it, but I don’t think I need to eat it everyday or anything. I think once a year at Easter would be good enough. 🙂

Then I set out for church. I decided to try an large international church that was on the other end of Helsinki. So I took a tram and a metro and I finally arrived, but the doors were locked. Apparently the times listed on the website were wrong and I had missed the services. Thankfully, as I was standing there a very kind family came up to me and suggested a small church to me. They said the people were fantastic, but then warned me that it was not very traditional because it has guitars and drums and is non-denominational. The preacher went to school at Hillsong in Australia. And told me it was all the way over near Kampi. AND with every word they said my heart swelled! It was EXACTLY what I was praying for! It sounded just like the churches I had grown up with and it was RIGHT next to where I was living! God is just so good! So I found this new church and I instantly felt like I was home. It felt so right. I had attended a few other churches in the area, but they were Lutheran and felt really formal….plus they were in Finnish. I was lost. This service was run exactly the way I was use to in Indiana and they had headsets with English translation. I recognized all of the songs being sung and many of them were in English! Everyone was so welcoming and kind. I even won a prize during the sermon. After the service, everyone went upstairs for more Mämmi, and I got to meet a lot of the members. It was great. I have found my Finnish church home! I can’t wait to come back next Sunday! It has turned out to be a wonderful Easter!

Filling My Map

The life of a constant explorer

Finland

Breaking Through the Math Ceiling: Exploring Female Achievement in Mathematics

I can’t find the “Less” in the Middle of so much “More”.

I’m a Teacher- What I learned from my Fulbright Experience.

The three REAL reasons for Finland’s high PISA scores.

1. It is all about the law of Averages. Finland is a country where everyone does “Well”.

2. It isn’t about Calculations, Formulas or Factoring!

3. Physics, Physics and More Physics

My article on “Less is More” is now officially published! Check out the below link to the AEU Journal. (Pg 15)

Learning by Doing! 11 Life Lessons learned in a Finnish Classroom.

What can we learn from Finland’s Craft Education?

Learning for Learning’s Sake

11 Ways Finland’s Education System Shows Us that “Less is More”.

Finland: A Society of Trust.

A Finnish Easter with Bonfires, Mämmi, Mignon Eggs, and More!

Share this:

Like this:

Share this:

Like this:

Share this:

Like this:

1. It is all about the law of Averages. Finland is a country where everyone does “Well”.

2. It isn’t about Calculations, Formulas or Factoring!

3. Physics, Physics and More Physics

Share this:

Like this:

Share this:

Like this:

What can we learn from Finland’s Craft Education?

Share this:

Like this:

Share this:

Like this:

Share this:

Like this:

Share this:

Like this:

Share this:

Like this: