Daily Blog – Leading Teachers International Study Visits

Daily Blog – Leading Teachers International Study Visits Eger, Hungary
Day 2 Tuesday
• Maths lessons can be turned into fun with well-planned learning games
• A variety of short activities keep all learners engaged in the lesson – behaviour is good when no students can get bored!
• Lessons include physical movement, cooperative team challenges and many different types of activities
• Teachers make sure that all learners use precise and correct words when answering questions in the classroom

Team 1 - Nursery School, Kerecsend
In the nursery school at Kerecsend most of the children are Roma and 96 % attend nursery. They start at the age of 3 and stay until they are 7. The school opens at 6 am and closes at 5 pm. The EU advises groups of 15 but this school has groups of 25/30 who are taught by two teachers and one helper. The teacher trains for 4 years and although a separate qualification is awarded to the teachers they are paid the same as the helpers. There is also available a speech and language therapist. Children are taught in small groups and in one on one sessions but there are some 25 minute lessons with one teacher and 6-8 children.
The population of this rural village is around 2,300. They cook their own lunches at the nursery and 80 % of the children who are from deprived backgrounds receive free school meals. Lots of children have asthma and they are hoping to convert a PE room to a salt room.
‘Surestart’ in Hungary started in 2005. Parents are involved before they give birth and there are plans to expand the school to accommodate more children. Maths games are played daily while maths lessons are once a week and continue to be game like in concept. This develops logical thinking and creativity. In maths lessons there is no writing, it is all counting by hands or objects, colouring and verbal work. There is also a development programme to support SEN children.
There are usually 4 groups all of which are directed to development in maths. There are mixed age groups between 4 and 7 years old and 3 and 4 years old. Development runs until 12.00 noon, then there is lunch and the children go to sleep until 1.00 pm. Parents can collect them anytime after that. There is testing at 6 years old and progress is closely tracked when there are social problems and the county authorities are contacted for help. The children get a 6 week break in the summer.
Team 2 - Primary School, Kerecsend
Quote from Deputy Headteacher
“When they are bored they can be noisy” We saw three maths lessons and there was no space for boredom. Lessons were cleverly constructed to include physical movement, focusing and uniting the group as a starter, (chanting with movements to secure learning with “muscle memory”)
Lessons moved quickly from one collaborative activity to another. A theme of learning was developed through activities which felt very different from each other. Puzzles and challenges were interspersed with physical movement. Nothing was repeated for very long and children responded with enthusiasm. Approval and rewards were given frequently as short-term tasks were completed. Tokens of success (coloured counters) were collected for the group, thus building strong team cooperation.
Children were encouraged to help and correct each other when stuck. Near the end of the lesson groups moved around the room sequentially to look at work completed by each other group and mark it. Teams were established at the start of the lesson. Members of each team were given the letters A, B, C and D. They remained together for the whole lesson, but each letter had different jobs to complete.
All the teachers we have seen so far have been warm, friendly, respectful and challenging to all children. An air of calmness is created by smiling, quietly spoken confidence. We have not seen teachers shouting or scowling to control behaviour – much is done with praise. Pupils had to listen carefully to teach each other. Real emphasis was placed on correct words being used to describe each stage of their thinking. An effective range of differentiated resources was prepared allowing smooth transition between contrasting activities. No time was wasted handing out or waiting for the teacher to give the next instruction.
Team 3 - Primary School, Besenyotelek
One of the most remarkable details we learnt at Besenyotelek was that in this tightly knitted rural community the older generation was justly proud of their education provision, so much so that retirees and pensioners (some of whom were ex students and grandparents of current students) regularly come back and work with the children in their learning activities as a way of giving back to the community. They help out with knitting, sewing and not only the women but the men also come in and play chess, cards, sing and play act performances for which they are famous in the village and throughout the surrounding areas.
Another source of pride was the enthusiasm for and participation in countrywide educational competitions by the pupils, the main goal being to identify talented students who can develop their skills and abilities. They take part in academic competitions such as Mathematics, Chemistry, Biology and History. But further than those they are also heavily involved in First Aid and Fire Brigade competitions.
To say that they were well prepared for our visit is an understatement. Evidently they pulled out all the stops. Our team of six were welcomed at the school entrance by the Deputy Head and led to the Library where the tables were lavishly laid out with not just tea and coffee and biscuits but also a wide range of drinks and nuts and pretzels along with individual nametags, a gift set of a school pen and notebook, a colour photograph of the school, a 2009 Calendar card, a handcrafted butterfly and 3 inch hand-made potted plant. Later on in the morning, during break we were presented with a 250 page hard cover bound book on the founder of the school Dr Besenyotelek and the history of his lifetime’s work in this village that is named after him. Each book was specially inscribed as a present to each of us by name and personally signed by the Deputy Mayor.
After very formal introductions and speeches when we met the Deputy Head, the Headteacher and the Deputy Mayor (a former teacher) we were given a comprehensive history of the school and a proud welcome to study education in a Hungarian village. Besenyotelek is a 30 year old school with a great future ahead. Personal development classes are emphasised and free time activities are very important. There are 11 different types of free-time activities and parents willingly participate in them. They would also like to develop sport in the future.
We attended 3 lessons, 2 in maths and 1 in the Hungarian language. Much of what we saw in the maths was similar to Team 2’s visit. However it was noticeable that in the language lesson much of the teaching techniques in maths were used such as group work, a competitive, challenging atmosphere, creative initiative encouraged and praised and there was much fun and enjoyment from some of the compositions produced by individuals and teams. Some of the tasks were to create stories beginning with the same letter or specifically given ingredients. The groups worked on sugar paper and then put them on the boards and explained what they did and why.
During a specially prepared lunch the teachers expressed a keen desire to visit England and we gave our gifts and invitations to all. By the time we were ready to leave the stiff formalities had thawed out into warm friendly hugs and kisses goodbye, some even coming on board the bus to make sure they did not miss saying goodbye to every person who visited. Smiles, applauses everywhere and perhaps not a dry eye or two.
After the school visits we had a peaceful time looking at the wild birds on the Tisza Lake which was just what we needed to get us ready to reflect on the action-packed morning . This is a very well-planned study programme – our hosts are excellent!