1.1. Hamburg (GER)

1.2. Kaunas (LIT)

1.3. Reykjavik (ISL)

1.4. Rovaniemi (FIN)

1.5. Rzeszow (POL)

2.1. summary

2.2. joint activity reports

2.3. evaluation

3.1. feedback

3.2. peer evaluation

3.3. diary

3.4. photo evaluation

3.5. diverse

4.1. SEFES meetings 1-6

4.2. individual visits

22.6.2005 | 11:33

Lithuania 

Meeting with headmaster

I had a meeting with our headmaster and deputies. I informed them about our project work, what was done and what we have to do till the next project meeting. We talked about the possibility to involve more teachers to project activity. We (our school SEFES team) decided to present the project for the groups of teachers, tell them about lessons visits, share the experience of our lessons visits. We will explain what use we can have from this and will encourage teachers to visit each other’s lessons. Our first talk with teachers will be on the 2nd of June.

We also discussed the possibility to do the photo-evaluation at school. We decided to start it in September because now there is the exam period at school.

Rima

14.5.2005 | 14:38

Lithuania 

Comparison of 2 students' groups

My lessons are mostly for the secretaries which are usually studious. There are two groups of secretaries. One group is of younger girls (age 17-18) and the other group is elder (age 19-25). I’ll try to compare these two groups of girls.
I’ve been teaching the younger group for the second year already and can compare their work and behaviour in the first year and the second. Last year these girls were more studious than this year. I can’t understand the reason. They are very often late or even pass the lessons and of course because of that their knowledge is worse. It’s very pity because last year I was glad of their knowledge.
The other, elder students’ group, is more studious. Girls in this group are attentive, always fulfil tasks carefully. My relationship with students is good in both groups. I teach them the same things, tasks are very similar but I have to use different teaching methods in these groups. In elder students group I can relax during their practice work but in younger group I always have to keep a close watch on them. I have to check if teaching is interesting for them, constantly look for more interesting tasks. Computer work for secretaries is not always interesting, there are long tasks for several lessons, students have to learn to type quickly, to do long practical works. It is more interesting for them to use chats or internet than do the tasks. That isn’t so bad but sometimes they overuse it too much.

Rima

8.3.2004 | 14:52

Lithuania 

Group research method

If I want to improve the teaching process, to raise the students’ interest during practical teaching and stimulate their creativity and critical thinking I have to combine various teaching methods.
Today I used a method of group research. First of all I explained the essence of the method, then we discussed how to learn and what activities to do.
I asked the students to make pairs according to their friendliness. All the pairs got different tasks with short description. The theme was the same but tasks were different. Each pair had to plan their activities and do the task by experiment. If the way they had chosen was not the right one, they were trying another way. They could ask me only if they thought it was necessary and only concrete questions. I was observing their work and answering the questions. After they finished their work they had to introduce the task to the whole class so that other students could have the full view of the theme. I was only coordinating the presentations.
At the beginning the students were a little nervous because this was the first time they used that method. I think that the tasks were quite complicated but the students were determined to do them. I was surprised to see the persistence of my students: they were researching some aspect of the task, experimenting. If they were not lucky to find the right way, they were trying again… They were not asking me. They even refused to take my help. This made me feel delighted.
At the end of the lesson the students were in high spirits because they were sure they would end the task successfully. I was also glad to see that the novation in the lesson was a success.
Students’ presentations contained the detailed explanation of the chosen ways for solving the problem. The pairs were using different techniques so they shared their experience with others. Other students were asking questions.
At the end of the lesson I asked the students to evaluate their own work (we discussed the mistakes during the presentations). It was interesting to observe how students assess their own tasks and suggest the marks. Some of them were very self-critical.
I think than the students liked being teachers – they willingly presented and explained their tasks to other groups. During their presentations I noticed one more thing which caused some problems. It was difficult for the students to express themselves fluently. Sometimes it was difficult to understand them. I have noticed that this is the problem of many students – they can’t tell their thoughts smoothly. The reason is quite simple - children read very little nowadays, they watch TV or use the computer, they retell very rarely because they do lots of written tasks.
In my lessons we were learning to present the course of actions clearly and correctly. It appeared that even to form a clear question is quite difficult. I will try to make more situations for students’ discussions in the future. They will have more possibilities to express their thoughts and improve their ability to talk fluently.
The rounding up discussions were quite smooth. The students were listening attentively to others and I was glad to see that our students can be quite civilized in general discussions.

Rima

1.3.2004 | 13:14

Lithuania 

Independent work

I gave a new task with the description how it should be done but not everything was mentioned there – I left some space for students to think. I hope this should help them to concentrate on the fulfillment of the task. I told that I was going to be just a consultant. They were still asking a lot. But if there was a description of the answer given, I was telling them to read it once more. Little by little the students began to clear out the task for themselves. I helped some weaker students, others were quite successful working independently. They even began to compete with each other.
When they finished the task which required more of their effort the students felt more satisfied with their job. Of course, I was happy too. It was quite a success.

Rima

27.2.2004 | 11:46

Lithuania 

First problem

I gave my students some new material, explained the main things and the task. If they listened carefully they would be able easy to do the task.
Later I noticed that they were asking for my help every time they didn‘t understand what to do. They didn‘t even try to solve the problem for themselves. My wish to help them seems to have a negative side. The students are too lazy to think! It‘s much easier to call the teacher and ask what to do than think a little and solve the problem. I saw that one part of the task was unclear for several students, so I explained that part once more. After some time they asked for the same things again. They seem not to be listening! I know that pupils‘ attention is attracted by the computer which contains lots of very interesting things... It‘s so exciting to look for something interesting in the internet, especially when the teacher doesn‘t watch you. I must do something to make the pupils hear and think...

Rima

15.2.2004 | 18:41

Lithuania 

Situation

I mostly teach the students who are going to be secretaries. One of the most important things for the secretary is to work on computer and know all the modern technologies very well. So they have 600 hours per 1,5 year. Students of secretary speciality have 6-12 hours a week information technologies, i.e. two days, 6 hours each for practical learning. That is why my job differs a little from other subjects: I can choose more complicated and longer tasks. On the other hand, I have to do my best choosing more interesting tasks, trying to make the students interested and not to be bored. I always have to think how to motivate the students, use different teaching and learning methods and not make them tired.
There are three main characters in my classroom: pupils, me (the teacher) and the computer. Because of practical training it is quite normal that my pupils „communicate“ more with the computer than with me. But my role is also very important because it depends only on me if the students will be interested in the subject and be willing to learn more, if the tasks will be not too difficult for them and they won‘t be tired.

Rima

13.2.2004 | 17:56

Lithuania 

My contemplation

This is not the first time I am doing a research of my activities. I believe that the analysis of teacher’s activities is inseparable part of teaching process. To be a teacher is to observe the students, analyze the classroom communication, scrutinize the ways of teaching and learning and create the effective environment for teaching and learning. This is both personal and professional challenge, the way to seeking the purport and finding the satisfaction in teaching.
I hope that watching and writing a diary will help me to find new solutions, check the efficiency of new teaching methods. Diary helps to think over the experience as well as notice and find out the mistakes. We are always in a hurry, have lots of work to do, so let’s stop for a minute and look closer to ourselves and our pupils…

Rima