One or the Other

As seen in the approach by the Finnish schools, relaxation is a foundational piece to a successful education. While at school, students in Finland are given a relaxing opportunity to learn. This contrasts nicely to the educational systems found in Chinese schools and those of India. I found this interesting also to connect to Connecticut’s low-stakes testing scenarios which proved to have success. I suppose it is important to note that while other states in the U.S. refer to their testing as “high-stakes,” I believe these tests are a far cry from the pressure and high-stakes found in the Asian schools mentioned.

While both the Finnish and the Asian approaches were very different, they yielded similar results of academic success, not to mention the fact that they crush efforts of the U.S. However, it seems a no-brainer as to which I would prefer. Also, as far as my students are concerned, the idea of a more relaxed approach would probably go over well in my community. Conversely to what I have learned about Chinese and Indian students, Native American students need a way to relieve the pressures to perform.

Relaxation in Finland’s schools involved less time in class, and increased breaks within the school day. Teachers give time for their students to reboot—and apparently, this helps the students to give more attention to learning. This approach seems to fit well within a society that seemingly learns for learning sake. I am not entirely sure if the U.S. has this approach or perception of education in common with Finland. Do we learn for the sake of learning? Is there value for education in our society? In the other countries we studied, it sure seemed education was a vehicle for escape from poverty. Is that more how we view education…economic stability or gains? Are we in the middle somewhere?

I want to know which model to copy in my classroom…over bearing Chinese pressure cooker, or laid-back cocky Finnish super teacher. I can probably play either role.