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Is Our Education System for Elementary School Students a Disaster?Is our education system to blame for the failure of our children? What needs to change before it’s too late? Are overwhelmed teachers, lack of support, and overcrowded classrooms just the beginning? 
A New School Routine in Saxony-AnhaltIn August, the new school year begins in Saxony-Anhalt. For many first graders, this marks a new adventure and a completely different daily routine. From the “protected” kindergartens and daycare providers or from home, into a school day that demands a lot from them. – Sitting still, listening, only speaking when asked, and then ideally knowing everything and responding clearly and correctly formulated. – Individual past learning experiences are completely ignored here. All children must keep up equally well. They are not allowed to question why they have to do any particular exercise, and if they struggle, they have to practice at home with little hope of success. Differences Between Kindergarten and SchoolThis is completely different from what a child aged six or seven has experienced so far. In kindergartens, children are supported individually; they can and are allowed to choose their own focal points, don’t always have to do everything in a group, and if little Anna enjoys painting rather than playing with building blocks, that’s perfectly fine in kindergarten. At school, Anna also has to build. Individual learning pace is out of the question. Challenges at School EntryThe learning template must fit all children, even though that’s impossible. Because already at the school entry examination, conducted by the health department, significant differences can be observed. The number of children whose “issues” are uncovered here can hardly be caught up in the 8-13 months until enrollment. Whether speech therapists, occupational therapists, or early intervention can still do much is a gamble. Usually, the answer is no. Different Learning NeedsFurthermore, it is now known, not least thanks to pioneers of new school learning methods like Vera Birkenbühl, that boys and girls learn completely differently. Girls like to sit still, and are good at handwriting and drawing. Boys, on the other hand, need to move, best learn letters and numbers by physically walking them out, and work with their hands. However, this is feasible in very few elementary schools. School gardens, workshops, and large sports fields are often missing. Instead, there are many school benches, drawing lessons, and A5-sized notebooks. – Most boys struggle with writing exercises, and homework at home often presents parents with challenges that end only in frustration. School Development Discussions and ChallengesBut then what? By November at the latest, schools invite parents to school development discussions. They review the past weeks and months, give outlooks on the mid-year report cards, and often everyone involved is at a loss. – Before you know it, the first school year is over. Now good advice is expensive. What do you do with children who find learning and adapting to the school environment difficult? – There is this great concept of the SEP – school entry phase, which is mandatory in Saxony-Anhalt. This allows children to complete the first two school years over three years. This is basically not dramatic; many children do it. The School Entry Phase (SEP) and Its ChallengesBut wouldn’t it be better for some children if they didn’t have to struggle through the SEP before arriving at a learning method that suits them better? However, only special needs schools can provide this. With manageable class sizes, individual learning plans for the children, and help or explanations when tasks are not manageable. Interruptions by standing up or learning breaks are also easily possible here. A regular school with classes of 25+ students cannot offer this. Challenges of Regular SchoolsElementary school teachers do an incredible job. Classes with at least 25 students in rooms barely large enough for desks, chairs, a blackboard, and a material cabinet. They are supposed to teach eager children reading, arithmetic, and writing, plus general knowledge, drawing, sports, music, ethics or religion, and social learning. The children spend most of their time in the classroom. They only go outside during breaks, and their hands are mostly busy with pens and scissors. – The children are tired when they get home, but not because they are physically exhausted, rather because their need for movement is stifled. Ideal School ConditionsWhat would be ideal? – First, a later start time. 8 a.m. would be sufficient. Starting with a shared breakfast, followed by a movement session (not necessarily sports, it could just be a ball game), and it doesn’t have to be 45 minutes — fifteen minutes is enough. Then a settling-in period in the classroom of about ten minutes, followed by a focused cognitive session, like learning a new letter or number. This is practiced for 20 minutes, then a movement session linked to the learning material. For example: desks and chairs are pushed aside, and papers with different letters or numbers are spread on the floor. The children play a game where they have to find and catch the learned symbol. Next comes a creative hour — music, ethics/religion, or drawing — and then a hearty lunch. Thirty minutes later, another cognitive session deepens the morning’s learning. Learning Subjects in PhasesWe need to move away from the idea that EVERYTHING has to be learned at once. Who learns three foreign languages at the same time? Or learns Chinese, a programming language, and how to use new graphic software simultaneously? Nobody tries to memorize how to operate three different complicated devices at once. Yet our children are expected to LEARN MATH, WRITING, AND READING simultaneously. – Why not semester-based learning? Math with numbers and basic arithmetic (addition and subtraction) in the first semester, reading and writing in the second. This confuses children less and doesn’t overwhelm them. Many would reach the class goal more easily. Examples from ScandinaviaIn Scandinavian countries, they go so far as to fill the entire first school year with math. Children learn numbers from 0-9 and then 10-100. Addition is first introduced within the number range up to 10, then 20, and subtraction within the same range. The alphabet is taught in the second school year—not with a phonetic table, but in spoken language, in four blocks: uppercase and lowercase cursive and uppercase and lowercase print. With the premise that everything the child writes down is done in cursive. Problems with Educational Reforms in GermanyIn Germany, these regulations change almost every year. One year, the directive is “writing in print,” and the next year, they insist on starting cursive immediately. It seems school officials have forgotten that print is printed and cursive is usually a handwriting style. The same applies to math. Many aids are marketed to parents to help children understand math playfully — whether it’s the cube house method or wooden numbers of different sizes called Logibrix. These aids are basically good, but why aren’t they used in schools? They were developed with educators and have been tested for years in tutoring and many households. Few teachers know these aids that could help many children. Special Needs Schools and Their ResourcesSpecial needs schools are set up differently. They have not only Lük boxes and counting sticks but also Logibrix, cubes, plastic fruit, and balls in the math room. Everything that helps children grasp quantities and connect abstract symbols with mass. Their schedules balance primary and secondary subjects well to cater especially to the needs of children in the early years. Switching to Special Needs SchoolsHowever, there is no school entry phase (SEP) in special needs schools. A switch to special needs schools is only possible after three years in regular school, even if it was already recognized in the first years that a special needs school would best suit the child. Requests to the school authority are rejected citing SEP utilization, and many children spend three years in regular school, where learning is completely ruined due to little to no success. The Vision of Christian WalbrachAccording to Christian Walbrach, Disability Commissioner for Saxony-Anhalt, switching to special needs schools should become even harder, and regular schools should better and more individually support students. He believes “structures need to be addressed.” This also means examining whether it’s necessary “to maintain every type of special needs school in its current form.” Before attending a special needs school focusing on learning, children should “experience the maximum support in general schools.” But in reality, this is impossible. With class sizes of 25 or more children, no teacher can manage to create an individual learning plan for every child, no matter how dedicated. Unfortunately, special needs students get left behind in everyday school life. Parental Support and Socioeconomic FactorsAccording to Walbrach, learning difficulties often have socioeconomic causes because, for example, parents do not sufficiently support their children. But this is a convenient excuse. It is also very difficult for parents without pedagogical training to adequately help their children, use techniques they haven’t learned themselves, or that they cannot apply due to their own learning experiences or migration background. Special Needs Students in Saxony-AnhaltIn Saxony-Anhalt, nearly 17% of children enrolled in elementary schools have special needs. That’s almost one in six children. And the trend is rising. The requirement to integrate students with special needs into regular schools is a political and moral duty. But how can it succeed if many schools lack the necessary infrastructure, and teachers have no time for individual support? Overcrowded Classrooms and Limited ResourcesNot only the teaching staff but also the rooms and technical equipment are often insufficient. Digital media are often not used effectively due to a lack of devices and training. Smaller group sizes and more support personnel are necessary but rare. Conclusion: An Education System in CrisisOur education system for elementary students is indeed facing a crisis. Overcrowded classrooms, rigid curricula, lack of individual learning opportunities, and inadequate support systems lead to frustration and failure for many children. The system, as it stands, struggles to meet diverse learning needs and socioeconomic challenges. What Needs to Change?- Smaller class sizes to allow individual attention - Flexible, phased learning focusing on fewer subjects at a time - Incorporation of movement and creative activities into daily routines - Better resources and training for teachers - Enhanced support for children with special needs early on - Stronger cooperation with parents, including training and resources for home support Only by addressing these issues comprehensively can we hope to provide a truly supportive and effective education system that fosters success for all children. Author: AI-Translation - Nadja (Mutter) | 22.07.2024 |
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