Category Archives: edushare

School Structure

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One thing that took some getting used to when I first arrived in France was the structure of the school day. This is something that is very different to Scotland. There are aspects of the school day that I believe are very good, however, there are also ways in which is believe the Scottish system works better. The school day structure just shows how various parts of the day are deemed more important in other countries.

The school day begins at 8:30 am. In the beginning of placement, I found this strange as primary school in Scotland do not usually start until 9:00 am (Chevalier-Karfis, 2016). This is not considered an early start and the children are always at school on time, ready to start the day. This is another difference. Over my six weeks of placement, not once has a child in my class ever been late to school. They are all punctual and begins lessons on time. The children have a morning break starting at 10:15 am until 10:30 am. However, I have noticed that often, the teachers do not stick to this time frame. When the bell goes for break the children do not rush out of their seats to go outside. If the teacher is still teaching, she will continue the lesson until they are finished. This means that sometimes the children are going out 5 sometimes 10 minutes late. However, the teacher allows them to stay in the playground longer if this has happened. This has happened a lot during my time at school. Therefore, it can be confusing when teaching lessons as sometimes pupils won’t be in the class when they are supposed to be.

Lunchtime is the biggest difference between France and Scotland. I couldn’t believe it when I was informed at the beginning of placement that lunch is two hours long. This is something I was definitely not used to. In Scotland children don’t even receive a full hour for lunch, it is usually fifty minutes. However, in France lunchtime is seen as their big meal of the day. Therefore, most of the children in my school go home at lunchtime to have a meal with their family. From sitting in the staffroom, I was able to see the kinds of things that French people typically eat at this time of day. A lot of the teacher sit and have a pasta dish or a vegetable dish with bread on the side. I felt very strange the first lunchtime sitting there with my sandwich. Having a nap at lunchtime is also something French people like to do; therefore, two hours is the perfect amount of time to enjoy a meal and have time to sleep before getting back to work. I can see how this might work and it gives both children and teachers a good break in the middle of the day and can come back into class feeling refreshed. However, I personally have found lunchtimes my least favourite part of the day. Commencing at 11:30 am and finishing at 13:30 pm is a long time to sit around. Although it gives me time to get work done, I would rather get back into the swing of the school day. I believe that it would make more sense to cut lunch by and hour and finish school an hour early. Nevertheless, this is not the French culture and I respect that lunch is their important family time.

The children have an afternoon break as well as a morning break. Another aspect of the school day that differs from Scotland. Having two breaks as well as lunch means that the children spend just over an hour in the classroom working before they have a break. This is something that seems to work in France as the children have the chance to release their energy. Because the French education system focuses a lot on French and maths the children do not participate in a lot of expressive arts subjects. I believe that this is part of the reason why they are afforded so many breaks. The children focus so much when they are in the classroom, they sit quietly and get on with their work, so I believe it is only fair that they have the chance to go outside and play.

The school day finishes at 15:40 pm, this is the time I used to finish high school in Scotland. Most primary schools would typically finish around 15:10 pm. Overall, the French school day is longer than a typical primary school day in Scotland, however, they have more breaks and a longer lunch, meaning that they don’t spend any longer working. Personally, I like the way in which schools are structured in Scotland, this is because it is what I am used to and do not enjoy the two-hour lunches when I am in school. However, I believe that this structure works well in France.

Behaviour Management

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Behaviour management is something that is very different from Scotland. I have noticed during my time in France that teachers are very strict and do not stand for any kind of misbehaviour. In Scotland, teachers are very much in support of positive reinforcement and having a very child cantered approach. I was very surprised about how teachers approach behaviour management and the strategies they use when a child misbehaves.

The thing that surprised me the most was the physical approach that teachers take when disciplining a child. Teachers in France push, shove and grab the children as they please. This is something that would never be allowed in Scotland. I was shocked when I first seen a teacher grab and child and drag them across the classroom. This approach is like the way in which teacher used to behave in the olden days when the belt and cane were still in use. Physical punishment has not been around for years in Scotland. It has been said that this kind of punishment should be kept to a minimum as teachers are advised to us other methods of disciplining (GIECPOC, 2018).

Children are punished for the slightest instance of misbehaviour. I discussed with my teacher how well behaved the children were in the various classes and she was very surprised to hear that this was my view. Compared to Scotland, the children are work nearly in silence without being told to, accept punishment when the step out of line and have the utmost respect for their teachers. A child could be made to stand outside the classroom or stand facing the corner of the classroom for as little as talking in class or fidgeting. Teachers do not give warnings before implementing a disciplinary action. This may be a reason as to why children are so well behaved.

There are definitely teachers in the school that are stricter than others. I have never seen my teacher physically interact with a child, however, most of the other teachers in the school do. I thought that when this happened the children would react. However, this is obviously the norm and therefore when a child is pushed or grabbed they accept the punishment and do not argue with the teacher (Hyslop, 2010). If a teacher in Scotland was to put their hands on a child, there would be an outcry. Parents would be involved, and the teacher would probably face losing their job. This is why this was such a big change for me going into the French system.

I have built great relationships with the children in the various CP classes over the past six weeks. As they are the youngest children in the school they have become very attached and like to run up to me in the playground and hug me. This is something I am not used to having never taught in the early years before. One of the teacher told me that if they were annoying me I was to push them away. I was very shocked that a teacher would suggest doing something like that for such an innocent action. I would never have dreamed about using physical discipline on a child no matter where I was.

There is no rewards system in the classroom which is something I find very strange. The children have nothing to strive for. During my professional practice in Scotland one behaviour management strategy used was dojo points, children would earn points for good behaviour and lose them for bad behaviour. Other methods of behaviour management used in Scotland include golden time and traffic lights. These are all things we are taught to encourage within the classroom. However, in France nothing like this is used. If the children misbehave, they are punished it is as simple as that. Having had the chance to get to know the children in my classes I believe that some people would benefit from a rewards system as they would have a goal to achieve. This is an aspect of the Scottish curriculum that I believe works very well and should be implemented in France.

Overall, behaviour management isn’t a great focus in French schools. There is no whole school approach to behaviour, it just depends on the individual teacher. If children misbehave they are punished, there is usually no warning or second chance. Sometimes teachers can become physical with the children when they misbehave, this is something that I do not agree with. This shows how different Scotland and France are in relation to this particular area of education.

Identification of further learning

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Over the past two months I have learned a lot thanks to the learning from life experience. However, one of the main things I have learned from working in a French primary school is the importance of teaching and learning a foreign language from a young age. Being submerged in the French culture has allowed me to further develop my linguistic skills and I am so thankful for this. Without the learning from life experience I would never have had the opportunity to become so involved in teaching English as a foreign language. It is something I would recommend to anyone going into their second year at the university of Dundee. I believe that everyone should take advantage of this amazing opportunity that the university provides us with.

Being the first year to go to Orléans has allowed me to do something that no other students have done before. I am excited to go back to university and talk to the new second years about my experience and encourage anyone to consider Orléans for their learning from life placement. I couldn’t have had a better experience, getting to know new people and also making new friends on my course has all added to my overall experience.

I have learned so much about myself throughout this experience. Going abroad for the learning from life placement allows you to challenge yourself and do things that are possibly out of your comfort zone. Teaching English as a foreign language is something that I had no previous experience of. However, I now have a much greater understanding of how to implement this successfully. Children in France learn English from the beginning of school. This is something I have spoken about within my blogs over the past two months. My love of languages has grown, and I am determined to take advantage of my level of French when I become a qualified teacher. Children in Scotland should have the same opportunities to learn a foreign language. Because I have had this experience which has allowed me to improve my French speaking skills, I believe that I will be sure to implement language where possible in my future career.

I have also learnt a lot about the different teaching strategies used throughout the various stages of the primary school. Before this placement I had never taught children at early years level, this was a new experience for me. I am grateful to have had this opportunity because it was a great way to prepare me for my placement in third year. Making lessons simple, interactive and creative as all important aspects of teaching younger children. I used flashcards, story books and songs to engage the children and teach them new topics in English such as colours and fruits. I received a lot of praise from the early years teachers regarding my lessons as the children enjoyed each lesson so much. It was very rewarding seeing children progress whilst being so enthusiastic about learning a foreign language.

Moving forward, everything I have learned throughout this experience will help me when I become a teacher. I have the knowledge and skill of teaching a foreign language to children at all stages of the primary school. Having improved my French whilst being here, I believe that I can use this to teach both English and French in Scotland. I understand the importance of speaking and repetition when it comes to teaching a foreign language. I believe that learning from life has allowed me to gain skills that I can use throughout my career. I would not have gained such skills if I hadn’t chosen to do my second-year placement in Orléans.

Week 3: Thursday

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On this day the children were back at Charlemagne for sports week. I was very excited about today as the sun was shining and it was the perfect day to be on the water. When we arrived, the teacher informed me that we were also going to be rowing. This scared me a bit as I has never rowed before in my life, however, I was also very excited to be trying something new in France. The children were also excited to see myself and their teacher on the water.

I thought to myself as I was getting onto the small rowing boat that surely rowing would be an easy sport and wouldn’t take long to master. Oh, how I was wrong. I was very confused at the beginning and there was definitely no chance of me ever becoming a successful rower. However, as time went on I got into it and it was a lot of fun. Luckily the teacher was a rower herself and therefore was able to help me along the way. Realising in the middle of the lake that we didn’t have life jackets on was a worry. Although I am a good swimmer I did not fancy falling into that water at any point, even if it was a sunny day. As we rowed we stopped every so often to take photos of the children on the boats. The teacher was taking photos so that they could be sold at the end of the week to make money for their school trip at the end of term.

I have noticed that the school does a lot of fundraising when it comes to trips. Last week they had a bake sale, parents made various cakes and sold them at the end of the day. Hosting various fundraising events throughout the year is a successful way of funding school trips, meaning that the children don’t have to pay for it out of their own pocket. It is also great to see how involved the parents get. They help out at the various events. This is a similarity I have noticed between France and Scotland. In Scottish primary schools we have the PTA (Parent Teacher Association), this allows the parents of the children to get involved with the school and help out at the various events run throughout the course of the year. I think it is important for parents to get involved with school.

In the afternoon on Thursday, myself and the other Scottish students in Orléans had a meeting with our host Nina. This was a half-term meeting to see how we were getting on in our schools thus far. I couldn’t believe that it was already time for a half-term meeting. It seems like yesterday that it was my first day in the school, only having just arrived in France. It is scary how quickly the time is going. I am nearly at the end of my third week and it is hard to believe that there is only three weeks left after this. I expected the time to fly, but not as fast as it has. I am looking forward to the coming weeks and further developing my teaching skills. Teaching English as a foreign is very challenging but it is also rewarding seeing a child learn a new language. Knowing that I only have three more weeks of placement is surreal. Over my final few weeks I must be sure to embrace every opportunity and take on new challenges.

Week 3: Wednesday

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The class that I am in most often is CM2, that is my base classroom within the school. I had been observing this class for the first two weeks of my placement and the teacher is considered to be my host within the school. I have gotten to know the children in this class very well and I am beginning to form good relationships with them. Having spent Monday and Tuesday in various other classes within the school I was looking forward to going with the CM2 class to Charlemagne for their sports week. The children have been taking part in various outdoor activities throughout the week, with their main sport being rowing. It was very interesting to see the children thrive outside of the classroom and enjoy their sports week.

As it was half day Wednesday the children were only participating in the morning. Unfortunately for them the weather was not on their side and it was a very rainy, miserable day. Despite this, the children had a great time and the weather didn’t seem to bother them one bit. Each day they progress learning a new skill. On this day, all members of the class were given two ores. On previous days on one child would row whilst the other sat and watched. They would take turnabout. Myself and the teacher walked around the lake taking photos.

One thing I have noticed about French primary schools is that the utilise their surroundings. They do not hesitate to take the children to outdoor recreational facilities and local gym’s or centres. I think this is a very good thing as it allows the children to escape from the four walls of the classroom. Because the curriculum is so structured I believe that having the opportunity to leave the school to take part in activities is very important. It allows the children to enjoy and express themselves as there is not a lot of opportunity for this in the classroom. It is clear to see how enthusiastic the children are when taking part in outdoor activities.

Overall, Wednesday was a great chance for me to see the children enjoy themselves and take part in an activity that they wouldn’t usually do. Being in different surroundings, away from the school was very interesting and I enjoyed the change of scenery. I am looking forward to being with the CM2 class again tomorrow and seeing how they progress within this sport.

Teaching and Learning a Foreign Language

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Going into the learning from life placement I had no previous experience of teaching a foreign language in the primary school. Teaching English as a foreign language was something that I found very daunting as I did not know how children in other countries learned the language. All I knew was how I was taught French as a foreign language at the end of primary school and throughout high school.

English is a language that most children learn in France. The begin learning English in CP which is the equivalent to primary one in Scotland.  Learning a foreign language from an early age allows the children to become more competent in the language as the younger you begin a language the easier it is. This is why I believe the 1 +2 language approach is Scotland should be well implemented. Children in Scotland should be afforded the opportunity to learn a foreign language form the start of primary school. This would allow them to have a greater understanding of the language and have an advantage going to high school.

Speaking is the main focus when learning a foreign language in France. This is something I learned when teaching English in a French primary school. The teacher informed me that I was not to write words on the board or ask the children to write in their jotters when beginning a new English topic. Speaking and repetition of vocabulary is the best way for children to learn a new language. From my experience of learning French in both primary school and high school we do a lot of reading and writing. Speaking and listening is not the main focus (Maxom, 2010). However, from being in France and having the opportunity to teach English as a foreign language I believe that I will take what I have learned and utilise this knowledge as a teacher. I think that Scotland needs to adopt this approach as speaking and listening are the most important aspects of learning a language. When a baby is born it learns how to speak through listening to others and repeating. Teaching a second language should be no different.

I came to France having no previous experience of teaching English as a foreign language, therefore, I had to learn quickly the various methods used in the various years. This was daunting at the beginning, however, after a few lessons I believe my confidence grew and I was able to make lessons engaging as well as see results week on week with my various class. Teaching English was so rewarding as I could see how much the children enjoyed learning and how happy they were when they mastered new vocabulary. The enthusiasm in relation to learning English was unbelievable. I never realised prior to coming here how much the children enjoyed learning another language. This also emphasises the need to adopt this method in Scotland. I believe that children in the early years would love the opportunity to start learning a foreign language. Learning simple things such as colours and animals and building up vocabulary over a child’s primary school journey will allow them to go to high school with a greater understanding of the language.

This experience has given me a greater passion for languages and I only wish I was given the opportunity to learn French from a young age. By the time I started learning French I was nearly twelve years old and learning consisted of a lot of reading and writing. I believe that when I become a teacher I will encourage the learning of languages within the school. I would prioritise language as a curricular area as I believe just now it is something that is often forgotten about. Some teachers do need feel confident enough to teach, therefore, don’t bother to include it. Becoming more confident in French I believe that I would be able to use this to my advantage offering to teaching the language throughout the school years when I qualify.

Half-day Wednesdays

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In France children only attend school four and a half days a week. In some areas of Scotland schools have a half day on a Friday, however, in most places children attend school for five full days a week. However, this is only something that has been implemented over recent years. Children in France used to have a day off on Wednesdays, only attending school four days a week. It was the disruptive behaviour after holidays that made the French government change the structure of the school week. he ministry of education confirmed on Tuesday that a third of French primary schools, or 31.8 percent to be exact, teaching 28.7 percent of the country’s young children, will return to the four-day week based on a decision made by their local authorities (Taylor, 2017) .

Despite the school week changing to four and a half days only in recent years, President Emmanuel Macron is changing the week back to four days commencing after the summer holidays. This is taking the French education system back to the way in which it used to be. France’s new president Emmanuel Macron announced his intentions to change the primary school timetable early on in his presidency, saying that he would give authorities the option of returning to the four-day week in place of the four and a half-day week put in place by the previous government.

https://www.thelocal.fr/20140903/french-schools-defy-wednesday-opening

The day off will only apply to primary schools. Middle and high school pupils will still have to attend school for half a day on a Wednesday. The children in my CM2 class, being the oldest in the school and about to move on to middle school were disappointed at this news.

I don’t know how I feel about having an entire day off, but I do believe that having a half day on a Wednesday is a very good thing. In Scottish schools that have a half day, this day is commonly on a Friday, the last day of the week. However, having lived in France and experienced many half day Wednesdays. I believe that Wednesday is the perfect day of the week to have a half day. It is the middle of the week therefore, it gives both pupils and teachers the chance to finish school at 11:30 am and have the opportunity to recharge before finishing the week. I have found that it works very well, and I always feel more energised going into Thursday and Friday having finished early on the Wednesday. I believe that if Scottish schools wanted to implement the half-day this day should be considered as I believe it makes more logical sense than a Friday.

Having discussed the differences between France and Scotland regarding the half day I have found that it makes a lot of sense to have a half day. My teacher expressed that finishing school early allows teachers to have the chance to spend time marking and planning. As school begins at 8:30 and finishes at 3:40 on full days, teachers don’t have a lot of spare time to plan and mark. This is something I had never thought about before, but I can imagine it must be a great help having that extra half day. This made me think back to placement in first year. I was in school all day, every day, going in early and leaving late. By the time I arrived home in the evenings I did not have a lot of time to plan lessons and well as complete various sections of my folder before it was time to go to sleep. This meant that the experience was very stressful, and I did not stop doing work for four weeks straight. My learning from life experience has not been like this as I have had Wednesdays to get extra work done.

Parents will be happy about the law changing b back to the way it used to be. At the time that Wednesdays were set to become a school day, some parents were outraged as this was not the way that things were in France. Before the change in law under the government of Francois Hollande children were off school mid-week. This is the way the school week traditionally worked in France. Parents complained when the new president at the time wanted to change this, it was said that people couldn’t go about their usual Tuesday routine as they now had to consider school on Wednesdays (Chu, 2013). I found this bizarre as I thought a day off during the week would cause more hardship than anything for parents that have to work.

This is an aspect of the French Education system that I believe really works. Evidence shows that it is beneficial for both children and teachers.

Placement Reflection

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Learning from Life has been a truly amazing experience. I have loved every aspect of my placement and would not change a thing. I am so happy that I decided to come to France and did something I have never done before. Working in a French primary school allowed me to see how the Education System differs to Scotland as well as gain skills in relation to teaching English as a foreign language.

From a personal perspective this has been one of the best experiences of my life. I was apprehensive going into the placement as I had no idea what to expect. However, from the first day arriving in France I knew I had made the right decision. Being submerged in a new culture and environment was daunting but also very exciting. I wanted to make sure that I took advantage of every opportunity afforded to me during my time in France.

This placement not only allowed me to live in the beautiful city of Orléans but also travel on the weekends to Paris, a city I have fallen in love with. This experience has also brought me closer with people on the education course that I had never spent much time with before. This made the experience even better as I was able to share it with friends. Having the opportunity to travel around the country and try local delicacies has all added to the learning from life placement.

My role throughout the course of the placement has been to teach English as a foreign language. This is something I have never done before so was nervous in the beginning. However, I soon got to know the children and became more confident the more I taught. Having a native English speaker in the school was very exciting for the children. I was able to talk about what it is like going to school in Scotland, discussing the similarities and differences. I taught in CP (primary 1) and CM2 (primary 6/7). This was very fun as I had the chance the work with the youngest and the oldest children in the school. I was able to develop my teaching skills as well as gain experience of working in the early years.

My next university placement with be working with early years, therefore, I am so grateful to have had the chance to work with this age group whilst in France. I now believe I have a good understanding of how to teach young children. I have found that lessons work best in the early years when they are interactive and involve an aspect of creativity. I have built great relationships with the children over the past six weeks and it was very sad to say goodbye.

I believe I have achieved a lot throughout this process. I have challenged myself and taken advantage of every opportunity afforded to me. I have been able to develop my French linguistic skills as well as gain knowledge and understanding regarding teaching English as a foreign language. I have grown as a person and believe that learning from life has allowed me to do things I might never get the chance to do again. Living in France for two months and teaching in a French primary school has been one of the best things I have ever done. I will take with me everything I have learned and the connections I have made. I will be able to use the tools and skills gained here throughout the course of my teaching career.

Having the chance to see how the French education system works has given me many ideas for future teaching and learning. There are aspects of the French education system, with particular reference to learning a new language that I want to adopt when I qualify as a teaching professional. My passion for languages has grown throughout this experience and I want the children I teach in the future to have the best opportunities for learning a foreign language.

Overall, the learning from life experience has been the perfect end to my second year at university. I am proud that I challenged myself and did something that I will never have the chance to do again. I formed a great relationship with the teacher as well as the pupils and created French resources to take back with me to Scotland. I have arranged to stay in contact, so I always have a connection to France.