Haagan Peruskoulu

Going into today, I was both overjoyed and deeply anxious. I did not know what to expect or how to enter the building. I rode three buses to reach Haagan elementary by 8:15 AM. Upon arrival, I was unaware of school procedures in regards to entry. Therefore, I was courteous and waited till I saw a staff member. Haagan looked similar to an American school, but its teaching ideology and methods are greatly different.

I met with the principal (rector) and teachers of the school. I was welcomed right away and told that I could walk freely without permission since I was an anticipated guest. The smiles and joyous environment removed my worries and expanded my excitement!

For a few hours, I conversed with the rector and teachers about their backgrounds, Finnish education, and the specifics of Haagan peruskoulou.

We first discussed their origins. The principal had been a teacher with over 40 years of experience and loves his job as a principal. He most enjoys watching the children grow in their love of learning and build solid connections with their teachers. His love for his job is evident through his words, positive attitude, and bonds with the children and teachers. The teachers I had met were from very diverse backgrounds. One teacher in particular expressed his dedication to the Finnish education system. He was born and raised in Australia, and had come to Finland with high hopes and determination. The Finnish language, though spoken by around 5 million people, is one of the hardest languages to learn. In order to speak the language, approximately 10,000 words are required. It is very difficult because each word has 10-15 different endings. In addition, the pronunciation takes years to master. Even though the teacher had been taking Finnish classes for about 5 years, he still had difficulty with word endings and pronunciation. Nevertheless, he is thankful for the opportunity to be a teacher in a Finnish school. He enjoys the relaxed environment and how children are not forced to learn. He advocates for the "quality over quantity" ideology. Unlike Australia, Finland focuses on one great, effective lesson over many decent lessons. The teacher, as well as the principal, see the benefits of individualism, self-discovery, and experience-oriented teaching. They understand multiple intelligence's and reaching every child. Children do need to learn responsibility, but they also need to learn to be children.

They believe the conventional way of teaching, used in the United States, is greatly outdated. Researchers have discovered that allowing children to develop, reinvent themselves, and learn in a non-stressful environment will demonstrate the best learning results. According to these educators, this way of instruction along with equal quality of teaching for all socioeconomic backgrounds and free healthcare will create a healthy, innovative, adaptive, and happy generation of thinkers. Information is important, but providing children with the tools and self-efficacy to learn, thrive, and make discoveries is vital.

When discussing autonomy, the principal describes how the educational experts within the government make basic rules, such as the national curriculum and objectives, but schools have the ability to decide how to reach these goals. The government trusts teachers, and teachers trust the government. In Finnish society, teachers are highly respected. Finnish universities have highly selective teaching programs. The principal explains the selectivity using an example. He says that 3000 students apply for the program each year, but only 95 are actually accepted. Universities search for a "great fire" for working with children. If people do not have this passion, they should not be teaching.

In regards to special education, Haagan's principal enlightens me on its construction. Similar to America, there are special classroom teachers. Approximately 60% of special needs students are in a special classroom, and 40% are integrated with students without special needs. He states that integration is good, but schools need more resources to accommodate each and every child.

The Finnish society does not advocate for standardized tests, especially during elementary school. There are no national tests and children are evaluated through written documentation. Teachers assess the child's growth academically and developmentally. The lack of standardized tests removes the fear of consequences and the unnecessary pressure from parents. Parents in Finland still view grades as important, but the pressure is lessened through the teacher's written evaluations and minimal tests.

In regards to schedules and school management, the principal works with the deputy of the municipality to develop a schedule and budget for the school. Unlike the United States, Finland dedicates 30% of its country's budget to education. However, each school hopes for more money to advance the school and programs further.

In Haagan Peruskoulu, children are taught at least three languages. In third grade, they begin learning their first foreign language. Each children can choose either English, Swedish, German, or Russian. Two-thirds of the children choose English. In fourth grade, children can choose to add a second language if they so wish. In seventh grade, Spanish becomes an elective. In eighth and ninth grades, children are enrolled in a society class, where they learn about Finnish society and other cultures' societies.

Haagan is a comprehensive school, which means that it is a school for grades 1-9 and children who are involved in numerous kinesthetic activities. School days are shorter, yet the quality of each lesson is valued. While sitting on an English course for ninth graders, I noticed how each child was encouraged to be themselves and create a project that reflects their interests. I watched student presentations, where students could pick any environmental topic and present the information in any way they choose. Some students did a PowerPoint, while others did a debate. The students seemed comfortable and spoke English exceptionally well. It was a joy to watch them be themselves and be happy to present for an American foreigner!

Walking through the halls of Haagan, it was clear to see that the children were excited for summer and allowed to be children. Children were doing cartwheels in the halls, listening to music on the bean bags, writing in their workbooks, bouncing up and down talking to their favorite teachers, and making their own discoveries.

It was a great experience to spend the day with such lovely people and happy children. Children are placed at the center of education, and each child's development and growth is valued above all things.