I did also wonder before I came about my new school. I was promised a place with access to extensive resources but what would that actually mean in practice? On that score, I have been more than surprised as there is a huge stationery inventory (backed up by a ‘green initiative’ to avoid waste), a well-stocked library (full of previously untouched books), and enough computers and other digital equipment to make an EdTech junkie overdose.
But no more! There are no grades here. There is feedback, there are reports, and there are teacher-student/teacher-parent conferences, but there are no percentages, no letters, and no numbers that distract from the progress the student has made and the comments the teacher has to make about their learning.
Even when homework is set in the secondary school, it is limited. Each teacher has an allotted day and length of time for homework. We are encouraged to set it a few days in advance to give students some time to organise their work. We are also discouraged from giving exercises, worksheets, or written tasks. In place of those things, we should encourage the students to do some research, and find a way to connect what they are learning in class to their own lives away from school. Much more concise and much more relevant.
Here I also don’t have to contend with one thing that always bugged me in Turkey – having break time very 40 minutes. I often felt that this was counterproductive as the kids were often distracted by the impending opportunity to run around and would often be tired or bursting with energy when called back to class a mere ten minutes later. This was then repeated 8 times a day… In this school, lessons are 60 minutes and there is no break until the end of lesson 2. That break is 20 minutes giving the kids time to unwind and relax and come back to class refreshed instead of being dragged back halfway through a game of football. 2 more lessons then lunch, and 2 more then home time. It all seems to run much more smoothly.