Vision Book of the Programme More Effective Schools Suriname: 'I Believe in You!' by VVOB vzw

or a long time, there had been a desire to do something about collecting ideas about pupiloriented and child-friendly education in Suriname. The different players in the world of education, the Ministry of Education and Community Development (MINOV), various NGOs, UNICEF, VVOB, the Dutch Embassy and the IDB have all stressed the importance of a clear orientation of education consistently taking the pupil and the learning process as the main starting points. The search for concretization of the plans for innovations in education has led to the educational project ‘I believe in you!’ In July 2007, MINOV, VVOB and UNICEF started a unique collaborative project. ‘The dream’ soon crystallized: to start a process by means of a broad dialogue in society; to give all those involved the opportunity to exchange experiences and ideas about quality education. This book is its result and it aims at making a positive contribution towards achieving pupil-oriented and child-friendly education in Suriname. The DVD that accompanies it shows in great detail in the documentary I believe in you! how, bit by bit, the book came into being. The book is varied. It is colourful thanks to the contribution of talented young artists. It is inspiring because of fifteen interviews with well-known Surinamese men and women. It invites discussion because of the motivating stories told by people from all over the country about their positive learning experiences and what they wish for education. It is instructive by offering enriching knowledge and information about innovations in education. The various chapters describe the entire world of education by means of a flower as the symbol of growth and innovation. The heart of the flower, the pupil and his learning power, is the starting point. From the centre we move outward to the teacher and the class, the school, the parents and the community, the forces at play influencing the educational sector and ideas about innovation. The book gives information about what is meant by pupil-oriented and child-friendly education and why it is so important for the development of our human capital. Education is something that concerns everybody and that is why it is vital to work together to continue to shape high-quality education in Suriname. The book is meant to be an incentive for individual teachers, head teachers, schools, teachers’ training colleges, advanced teachers’ training colleges, for the structured professionalization of teachers, for policy-making officials and MINOV departments. It is hoped that the ideas contained in this book will contribute towards combining the numerous positive initiatives taken in education in Suriname. This framework may point the way in the future. The publication constitutes the final result of this project, but the process of growth and innovation will no doubt continue. It will expand and deepen. That is our dream. I believe in you! is dreaming and daring, thinking, acting and especially persevering. It is not only about beautiful words but also about vigorous action. If this intention continues to be the basis for joint action and everyone shoulders his full responsibility, pupils may develop optimally. Whether we are pupils, teachers, head teachers, parents or ministers, the genesis of this book has shown that EVERYTHING is possible with the help of positive commitment.

I believe in you! Pupil-oriented and child-friendly education dreaming and daring, thinking, acting

Ministry of Education and Community Development

This book is the result of a project carried out jointly by MINOV, VVOB and UNICEF in the period 2007-2009. This product has been made possible financially by DGOS Belgium and UNICEF Suriname. Ministry of Education and Community Development (MINOV) Kafiluddistraat 117-123 Paramaribo, Suriname The Flemish Organization for Development Cooperation and Technical Assistance (VVOB) PROGRamme for Effective Schools in Suriname (PROGRESS) Handelsstraat 17 Commewijnestraat 41 B-1000 Brussels, Belgium Paramaribo, Suriname The Childrenâ&#x20AC;&#x2122;s Fund of the United Nations (UNICEF) Heerenstraat 17 Paramaribo, Suriname Coordination and final editing

Henry Ori, Liesbeth Roolvink, Loek Schoenmakers

Contributors

This book came into being thanks to the strong commitment of a great many Surinamese people See Acknowledgements, which mentions all contributors.

Graphic design and layout

Graphoset

Printer

Drukkerij Sintjoris, Ghent, Belgium

English translation

Nel Bakker

Text advisers (Dutch edition) Text adviser (English edition)

Jan Bongers, Effendi N. Ketwaru, Els Moor, Ismene Krishnadath, Rappa, Marylin Simons (writers) Sebastian Meaney

Film (DVD)

Norman Deekman (Sranan Video), Henna Draaibaar (The Backlot, In-depth Learning) Loes Trustfull (MINOV Educational Radio Division, interviews and documentary)

Photography

Lucien H. Chin A Foeng

Illustrations

Steve Ammersingh, Pierre Bong A Jan, Daniel Djojoatmo, Sri Irodikromo, Kurt Nahar, Monique Nouh-Chaia (Readytex adviser), Marcel Pinas, Sunil Puljhun, George Struikelblok, Jhunry Udenhout, Michael Wong Loi Sing

ISBN

9789078083580

Original Dutch title First printed by

Ik geloof in jou! Leerlinggericht en kindvriendelijk onderwijs: dromen en durven, denken, doen Quick O Print, Paramaribo, Suriname 2009

ÂŠ

2010 MINOV/VVOB/UNICEF All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or otherwise, without the prior permission of MINOV. In case permission is granted for the use of the whole or part of the publication for commercial use, the source should be properly acknowledged

CHAPTER

Foreword Introduction

5 7

I BELIEVE IN YOU! What matters is learning power Learning … there is another way Follow learning or follow pupils? Learning … what is it about?

11 18 22 25 26

IN THE CLASSROOM: THAT IS WHERE IT HAPPENS The teacher and his learning power Sensitivity to pupils The powerful learning environment Organize the classroom The right approach Balance of head, heart and hands

31 38 40 42 45 47 50

A SCHOOL LEARNS TOO The head teacher makes the difference Equal opportunities for everybody Continuous improvement is something you work at together Quality, everybody’s responsibility

55 64 66 70 72

TOGETHER WE ARE STRONG Your home makes you learn Parents being active in the school Involve the neighbourhood

77 84 86 88

THE FORCES AT PLAY: GROWING IS OFFERING OPPORTUNITIES The forces at play: shaping education

91 98

INNOVATION IS DREAMING AND DARING, THINKING, ACTING AND…PERSEVERING Dreaming and daring Thinking Acting Persevering: you are important Epilogue Acknowledgements Bibliography

105 110 112 113 115 117 118 122

Mission The Surinamese educational system contributes to preparing for and strengthening of the optimal functioning of all citizens in society. By doing so it makes a contribution towards: • Personal development (social and emotional development, among other things) while paying attention to elementary basic life skills; • The future execution of one’s profession and one’s own economic independence; • Optimal social responsibility, active involvement and participation in society; in order to bring about a realistic, credible and positive future for each Surinamese citizen.

Philosophy The Surinamese educational system is aimed at: • Improving the quality of learning by always focusing attention on the learning process and the pupil. This can best be done with a pupil-oriented and child-friendly approach. The starting point is to keep stimulating the learning of each child, young person or adolescent, on the basis of their own unique talents and possibilities; • Forming creative, self-confident and critical citizens, who can think and act independently. They are adequately prepared for an active and positive, critical participation in social life and are able to acquire social independence; • Achieving an optimal harmonious development of its pupils and students by improving basic skills, learning achievements and strengthening social competencies. Attention is paid equally to the various professional and educational areas in the curriculum; • Taking into account the differences among pupils and students, with special attention to children and young people with specific learning and development needs; • Developing character focusing on important values like honesty, sincerity, justice, loyalty, helpfulness, patience, friendliness, openness, respect; • Building respect for and awareness of one’s own and other cultures (diversity); • Lifelong learning; • Imparting knowledge of the country’s objective history, political science, civics and love of one’s country; • Training teachers on the basis of a positive, pedagogical optimism; • Building a sense of responsibility and commitment to the community, which helps the development of Suriname; • Fitting in with modern national and international requirements, arrangements and trends. (Based on Suriname Educational Plan. MINOV 2004c)

Foreword I believe in you, pupils and teachers. Without you, education would not be possible. I am pleased to be able to introduce this book after a period of intensive experiments and consultations. Education is something that concerns all of us. Young and old, in school and out of it. Our pupils and teachers alike are calling for reform. How can we make education more challenging and more geared to the pupil? In the last few years several initiatives have been taken by the Ministry of Education and Community Development (MINOV) to arrive at new, stimulating methods in school. Rightly, new demands are made of education and the quality of learning. After all, our pupils need a firm basis for functioning in our present and future society. Of late, the media have paid a lot of attention to ‘New Learning’. Unfortunately, it is not always understood what is meant by ‘New Learning’. Is it freer? May the pupil do whatever he likes? Do they not learn any more? Is the pupil the only focal point? Achieving this ‘New Learning’ and, consequently, more child-friendly education is a considerable challenge. It offers opportunities for more enjoyable, more challenging and especially more pupil-oriented education. ‘New Learning’ asks some vital questions. WHAT is learning? HOW can we best pass on learning and knowledge to pupils, so that all pupils draw on their development potential? How can we provide more deep-level learning? How can we make pupils themselves more active? And what does this mean for the teacher? What competencies are required? I would like to call this ‘New Learning’ ‘Innovative Learning’. The pupil and learning are always the starting point in ‘Innovative Learning’. As far as our educational system is concerned, I argue in favour of carefully choosing those elements that fit in with our Surinamese culture. Our present educational system also has good things. Let us keep them and add new things. In that way we innovate learning. The latest developments and recent evidence-based educational research offer many ideas that may be added to our present education. In this way, we can make education not only more enjoyable but also more active and effective for all children. I look at ‘Innovative Learning’ for Surinamese education from three perspectives: First of all, it offers us numerous valuable ideas that help us to focus attention to a greater extent on the pupil and learning. Secondly, I would like to see these new views applied to our educational system. This may be done by adapting methods for pupils, manuals and training of teachers, background information, the didactic methods taught in the teachers’ training colleges, MINOV policies etc. Thirdly, I see the effects that this new approach may have on learning. By following these effects carefully and adjusting matters wherever necessary, we may coordinate

our education even better to make optimal learning possible. These three approaches may enable us to guarantee optimal effects. I can recommend this book warmly to the educational sector. It has been created with the help of a large group of people from all over the country, people who are concerned with education. In addition, the content is also based on valuable pilots, literature and evidence-based research. This book is also a special product because of the combination of art with the views of inspiring Surinamese men and women and the statements from the various districts. I would like to thank the numerous people who were involved in this project, including the initiators from VVOB, UNICEF and MINOV. The joint efforts have resulted in this wonderful book and the accompanying DVD, with the many inspiring messages for me as Minister of Education, the Government, society, those involved in education, parents and citizens. I express the wish that those involved in teaching put this book to good use. Let this book be a guideline and source of inspiration for the many educational reforms that are about to start now and will start in the future, for extra training of teachers and for the staff of MINOV, who will have to further develop educational policies now and in the future. Finally, I hope that this book will act as a positive incentive for individual teachers to further professionalize their teaching for the benefit of our children. I believe in you!

Edwin T. Wolf Minister of Education and Community Development

Forces at play

ity un

eig hb

rho Powerful Parents learning environment

Team

Pupil Learning power

+ communit

Teacher

ourhood + ighb co Ne m

ent and su pp rnm e or ov Head teacher N

ÂŠ L.Schoenmakers

Innovation and change

Seedbed The flower has been chosen as a symbol to serve as a guideline through the content of this book. It stands for growth and development. We keep translating the power to grow and develop into the childâ&#x20AC;&#x2122;s learning power. From his birth, each human being has a certain amount of development potential (talent) at his disposal. It varies from person to person and that is what makes us people unique. It is therefore important to organize education in such a way that it makes enjoyable and meaningful learning possible for all pupils. The breakdown on page 9 illustrates what each chapter focuses on. You will find a detailed explanation of the flower symbol on page 124.

Introduction Is educational reform desirable, something to aim for? Just imagine a society that does not change or does not innovate, with education that has too little scope to develop. What would it look like? Development implies movement, adjustment and change. Reports on education in Suriname all point in the same direction: the quality of our education could be better. But dare we dream about different, better education? Life is all change. People discover new possibilities, they continually invent things, they search for creative ways to solve problems. The need for reform of our education is therefore not a question but a fact. There had been a desire for a long time to work at collecting ideas about pupil-oriented and childfriendly education. The different players in the field, the Ministry of Education and Community Development, the various NGOs, UNICEF and IDB pointed out the need for a clear orientation of education focusing on the learning process and the child. They supported the search for concretizing e d u c a t i o n a l innovation. All this led to the educational project ‘I believe in you!’ Educational innovation starts with the pupils and the teacher. After all, they determine the learning process. Each person has the power, growing power, to develop his¹ potential. It may be compared to a seed, which tended lovingly may grow from a vulnerable little plant into a strong flower, plant or tree. Educators, so teachers too, play a very important role in this. Through their influence, the child may wither or flower. So educators may really mean something for the development of children and, consequently, for the future of Suriname and the world.

In this context, MINOV, VVOB and UNICEF started a unique project in 2007. The ‘dream’ soon crystallized. It entailed starting a process by means of a dialogue in society: to give all those involved room to exchange experiences and ideas about education. The initiators based themselves on the following starting points: • What What motivates and generates enthusiasm in education; • The The basic documents and ideas from the educational policy of MINOV; • The The numerous positive experiences of various programmes like Kindvriendelijke Scholen Scholen, Change for Children, LEARN, KALBOBIS, Basic Life Skills and BEIP; • The positive views of a number of inspiring Surinamese men and women; • The views of many stakeholders from all over the country; • Relevant literature and evidence-based research. This book is the result of this extensive process. It is hoped that it will make a positive contribution to achieving pupil-oriented education in Suriname. It is colourful with the contribution of talented, young artists. It is inspiring through fifteen interviews with well-known Surinamese men and women. It invites discussion because of the motivating statements of people from all over the country about their positive learning experiences in school and out of it. It is instructive because it presents knowledge and background information about innovations in education.

The ‘teacher’, ‘head teacher’ and ‘school manager’ are both male and female. Yet we use ‘he’ and ‘his’ in this text to refer to these persons. This is not an ideological choice, on the contrary. We only do it not to impair the readability of the text.

In fact, the various chapters of the book represent the entire educational sector: from the heart of the flower, the pupil’s learning power, we move outward. This framework can point the way for future educational innovations. Once we know where we want to take our pupil-oriented and child-friendly education, we can make better choices. All stakeholders may strengthen one another. Obviously, this will benefit the pupils in the end. Each chapter has a fixed structure. The introduction is followed by a story, a description of the desired situation as if it has already been reached. Next, a selection is presented of the numerous inspiring statements from all over the country. Every chapter is concluded with a selection of relevant background information for more in-depth knowledge. This book is the result of an intensive process of more than one-and-a-half years and an impressive group of people have participated in it. It is something we are proud of, for the process of arriving at this result is, we think, as least as important as the final result. The DVD that accompanies the book gives a detailed impression of its lengthy genesis in the documentary I believe in you! Some questions may arise. Will this book change education? Will pupils and teachers like education better? The editors do not pretend to be complete and realize that reality is full of challenges. The book is meant to provide a stimulus to schools, individual teachers, teachers’ training colleges and advanced teachers’ training institutes, to the structured professionalization of teachers, to people and departments concerned with policymaking. We hope that the ideas in this book will help to combine the numerous initiatives in education in Suriname. The book marks the end of this project but it is hoped also the beginning of new, opening buds on the flower. The process of growth and innovation will continue, and expand and deepen. That is our dream.

We can be the change we want to see ... (Mahatma Gandhi)

Jhunry Udenhout

I believe in you! is really about thinking, feeling and wanting. It is not only beautiful words, but also firm action. If all of us continue to work on the basis of this intention and take our full responsibility, the flowers will blossom beautifully. Whether we are pupils, teachers, head teachers, parents or ministers, the history of this book has shown that EVERYTHING, no ANYTHING is possible given a positive commitment.

1 2 3 4 5 6

I BELIEVE IN YOU! We start from the belief in the pupil and learning. Each child naturally has the power to develop. We call it learning power. It is situated in the heart of the flower.

IN THE CLASSROOM: THAT IS WHERE IT HAPPENS The pupil goes to school every day. That is where the child learns. In the classroom, learning is stimulated by the teacher, fellow pupils and the environment. Together they form a triangle.

A SCHOOL LEARNS TOO The classroom is situated in a school. The head teacher leads the school team in such a way that the pupil’s learning in the classroom is stimulated. The school itself also learns, from the good things that are done, but certainly also from the things that do not go quite as they should. Learning means being allowed to make mistakes and to learn from them so that things go better afterwards.

TOGETHER WE ARE STRONG Good education is made in school by the pupils and the teachers. If the school closely cooperates with the parents and the community, things will go even better. Together we are strong and we can provide quality education.

FORCES AT PLAY: GROWING IS OFFERING OPPORTUNITIES Pupils have a right to sound education. This means that each child should get optimal opportunities to develop. For that reason, a stimulating, nurturing environment is important. There is a set of forces that influences the school. The government plays an important part in it. Its policy is best if it offers scope and opportunities to grow for everybody and is in line with national and international developments and agreements.

INNOVATION IS: DREAMING AND DARING, THINKING, ACTING AND … PERSEVERING Growing is offering room for innovation. Growing is the opening of new buds. Growing is dreaming and daring, thinking, acting and especially persevering. It is important to believe in one’s own ability; it is a driving force behind success.

124

Pierre Bong A Jan

I believe in you!

Do you know what you are? You are a diamond. You are unique. In all those years, I have never met a child like you. Your legs, arms and clever fingers. Your eyes, nose, mouth and hair. The way in which you move. The way in which you look and laugh. You have the power to do anything. Yes, you are a diamond. I believe in you! There is nothing more beautiful in life than hearing someone say that to you. Hearing something like that makes you grow. It makes you blossom. Each human being has that power to grow. It is wonderful to have the feeling to be someone and to be able to grow into a beautiful flower. Education should be fully aware of it. As the introduction explains, the flower defines this natural power to grow as power to develop or learning power. As a precious seed, it is situated in the heart of the flower. By tending it carefully and focusing positive attention on it, we may make the seed grow into a strong plant or tree in a stimulating environment. Each human being naturally has this power to grow or learning power: curiosity, the wish to grow up, wanting to do things on his own, wanting to know and discover. Each child has burgeoning talents and hidden dreams. Education should constantly focus at all levels on this learning power. All thinking and acting on the part of the pupil, the teacher, the parent, the person giving support and even the Minister of Education serve the purpose of making this learning power – learning – blossom fully. It also means that all these players each have their own responsibility.

It is the pupil himself who is primarily responsible for his own learning through his inner motivation. In the classroom, this pupil is supported by his fellow pupils and teacher to optimize his own learning in accordance with his own abilities. At home, too, the pupil is supported by his educators. The school principal supports the school team to make high-opportunity learning possible for pupils. The authorities, in turn, support schools to achieve quality education. Pupil-oriented education takes the pupil and his learning power into consideration and always takes learning as the starting point in the firm belief that I believe in you!

The chapter is organized in the following way: 1. We start with the story about the desired, ideal situation. 2. We then present statements made by people from all over the country. 3. We conclude with background information: • What matters is learning power • Learning … there is another way • Follow learning or follow pupils? • Learning … what is it about?

The dream

Learning is fun

Steve Ammersingh

‘Mummy, when are we going?’ says Indira. ‘I can’t wait any more’. ‘Please be patient, my dear. It is nowhere near time yet. Go and play for a while,’ says mummy. At last it is time to go. The school bus pulls up and Indira happily runs towards it. Today is an important day. Indira will give a presentation in class. She has chosen a subject she fancies: stories about the sly Anansi and the wise Birbal. It is a subject she knows a lot about. She has prepared the presentation together with mummy. Indira is looking forward to it. ‘You can do it,’ Mummy has repeatedly said. It still echoes around her head. On the bus, Indira sees her friend Sandro. ‘Hi, Indira!’ calls Sandro. ‘Will you come and join me?’ They talk nineteen to the dozen. Sandro tells her that he has been to Colakreek for a friend’s birthday party. He splashed about in the water and they played football. He does not like learning very

much. He finds it difficult but, fortunately, he gets a lot of help from the teacher and from Indira. What he likes best is playing with other children outside in the street. When they arrive at school, it is a quarter to eight. The sun is already shining brightly. It is going to be a hot day. As usual, the schoolyard buzzes with activity. Some children are playing dyompo futu and they are having a lot of fun. Girls are gathered underneath the almond tree chatting and laughing. Some children are chasing one another and others are playing with a ball. The schoolyard really looks quite nice. It is kept clean by children in turns and there is a separate area with playground equipment for the little ones. Ting-ting. The school bell sounds. School is starting. All the children go to their classrooms. They do not have to line up any more, as they used to until recently. When the teacher arrives, they quietly enter the classroom without fighting. The classroom seems bustling. But when you look closely, you will see that everybody is busy doing something. The children know exactly what they are allowed. They may do as they please the first fifteen minutes. Some children take a book and sit reading quietly. Others play a letter game together. The computer corner is very popular.

But you can only go there if you have put your name down on the signing-up list. Today it is Michel’s, Jenny’s and Steven’s turn to go to the computer corner. In this way everybody gets a turn. The classroom looks like a real workshop where you can learn. The children are challenged to learn. Indira feels at home in the classroom. Miss Naomi always thinks of something exciting or enjoyable to do. At home, she talks a lot about school. About the arithmetic lesson that she sometimes finds difficult. Or about her favourite subjects: the creative classes which offer drawing, handicraft and dancing. Meanwhile, Miss Naomi has entered the classroom. Indira cannot wait and runs up to her in high spirits. ‘Hello, Miss Naomi,’ she says. ’You have remembered, haven’t you?’ Miss Naomi gives her a questioning look. Indira notices something mischievous. She has known Miss Naomi for some months and she knows that she often makes jokes. ‘Eh,’ says Miss Naomi, ‘what was it again?’ For a while, Indira feels alarmed. She can’t have forgotten, can she? She knows that today is the great day, doesn’t she? The day of her presentation. Miss Naomi’s eyes twinkle. She loves her pupils. It gives her a lot of satisfaction to mean something to them every day. ‘Of course, my dear.’ And at the same time she takes a book from her bag. The cover shows four laughing spiders, father Anansi with his children, with all their legs moving. Indira heaves a sigh of relief. Nothing can go wrong now. ’You can do it.’ She hears her mother’s voice at the back of her mind. I can do it, she thinks to herself. Pleased and satisfied, she walks back to her table clutching the book under her arm. She is going to have a look at it straight away.

Warm applause At half past eleven the time has come. It is now very hot in the classroom. Some children are resting their head on their arms on the table. They are tired after the exacting arithmetic lesson. ‘Stand in a circle quickly, please,’ calls Miss Naomi. Anansi kon

dansi. They sing the song and dance to it. ‘You’re spiders’, calls out Miss Naomi, ‘keep moving your arms and legs’. After a couple of minutes, all weariness has disappeared and they are all ready for Indira’s presentation. ‘Today I’m going to tell you about Anansi the spider,’ opens Indira. ‘I’m sure you’ve heard about him. But there are other smart creatures. Do you know Birbal from India, who keeps fooling the king’s advisers?’ All children are curious to hear what follows. Miss Naomi gives Indira a nod of approval. Indira begins to tell her story, and she shows pictures of Anansi and Birbal. When she has finished, the class spontaneously bursts into applause. Indira feels proud. She gets a warm feeling inside. She is curious to hear what Miss Naomi has got to say about it. ‘Children,’ says Miss Naomi, ‘who can tell us what you liked about Indira’s presentation?’ Hands are raised right away. Everybody has seen something they liked. Naturally, Sandro is among them. ‘I liked the drawings very much. They made it easy for me to understand your story.’ A number of children quickly tell Indira what they liked: how Anansi rode on Tigri’s back and that Birbal even fooled the king. ‘I would now like to hear what Indira could do better next time?’ Oh, the children think, that ‘s something we aren’t used to. ‘It was clear and interesting,’ Miss Naomi says quickly, ‘… but what can help Indira to do it even better next time?’ The children now see what she means. They are going to help Indira to do it even better. It is Jenny’s turn to speak. ‘The stories were nice, but you read them too fast. If you could read them a little more slowly next time, we can enjoy them even better.’ The class agrees. Finally, Miss Naomi makes some comments. She does so competently. The class listens intently. ‘You have prepared your presentation very well, Indira. You showed us some beautiful pictures and you knew how to capture the children’s attention. I have also learnt something from you, that Anansi the spider is not the only joker, but that Birbal is another one. I agree with the

class. If you tell the story a little more slowly next time, it will all be even better. Congratulations! You have done very well!’ Indira feels all warm inside, on the one hand because all at once there is a load off her shoulders, on the other hand because of what the children and Miss Naomi have said. Next time I’m going to speak more slowly, she thinks with confidence.

The unpleasantness The other day something happened at school. Indira was teased by some girls in her class. At first, she did not mind. ‘Teasing is just part of life,’ mummy had said. But it got worse and worse. Two girls in her class said nasty things about her. Indira could just feel it when she was close to them. She usually saw these two under the mango tree in the schoolyard and they scowled at her from afar. Their eyes burnt into her back. Later she could not stand it anymore. She hesitated to tell it at home. She did not want to be a baby. Mummy had noticed that for some time Indira had been less happy when she came home from school. Strange, she thought. I don’t know Indira like this. Her schoolwork also suffered. It was clear: Indira could not concentrate on her work. One evening, when mummy put her to bed, Indira finally plucked up the courage to tell her. She burst out crying. ‘Mummy, I’ve been scared at school lately. I’m being teased and it just doesn’t stop.’ She blurted out the whole story. Mummy put her arms around Indira. She was glad that Indira told her herself what was the matter. Together they could find a solution. Oh, how good she felt in mummy’s arms. Indira felt safe and secure. The next day they would go to Miss Naomi together to talk about it. The next morning Indira and her mother entered the schoolyard. Miss Naomi was already waiting and called them into the school. ‘Just tell me Indira, what is the matter?’ Indira began to talk haltingly. She soon noticed that Miss Naomi was really listening to her. It gave her the courage to go on talking. How nice to have a teacher like this, she thought. Together they looked for a solution. They were going to have a talk with the other two girls later. They learnt how they could solve the quarrel satisfactorily, later, when everybody would be doing their work.

Together we can do better Sandro is doing his language exercises. Oh dear, it is not easy. Language is not his strongest subject. Sandro has been sitting in his chair since eight o’clock. And it is now nine. Hey, I want to move, his body tells him. He cannot sit still any more. Sandro looks around him. He cannot think properly. Fortunately, the teacher knows that. She calls Sandro and asks him whether he would like to clean the blackboard. In that way he can move and once again work well later on. Sandro is happy. He likes doing things for Miss Naomi. When he has finished, together with her he looks at his language exercises. Miss Naomi explains a few things and he can set to work again. Since he needs more time to do his work, he does not have to do all the assignments. As a result he feels less stressed. Sure of himself he thinks, now I can do it too.

No more waiting Miss Naomi has thought of something clever. She has the children work for themselves for an hour every day. The children know exactly how it works. For an hour, they carry out the special assignments that Miss Naomi has thought up for them, arithmetic and language assignments or reading. They sometimes work at a presentation or project. Indira and Sandro often tell each other that they enjoy this part of the day. They may decide themselves in what order they do the assignments. And when they have finished one, they check the work themselves and they can then choose another nice assignment. Miss Naomi has thought up a lot of different assignments. They may not disturb Miss Naomi during this hour, for she spends it helping other children. ‘Steven can you help me for a moment?’ Sandro asks softly. They study the language book together. Steven helps Sandro with his work. Now he can get on with his work and need not wait for Miss Naomi. In the meantime, Miss Naomi helps some children that have not quite understood the geography lesson. Saskia may also go up to Miss Naomi. She gets an extra reading test. When she has finished, Miss Naomi compliments her warmly. ‘Great Saskia, your reading has improved a lot!’

Home again When Indira comes home in the afternoon, her mother is waiting for her, for she, too, is anxious to know how it went. Indira’s broad grin tells her a lot. ‘Well?’ she asks, still curious. ‘The children and Miss Naomi thought it was very good,’ says Indira excitedly, ‘and I also know how I can do it even better next time.’ ‘I believe in you,’ mummy says feeling proud.

Interview with Lilian Ferrier

Life itself offers many opportunities for development in daily life of people having developed by quite different means than through school. It’s not the responsibility of one person or institute, but it’s a joint responsibility to bring up children and let them be and become who in fact they already are, but it is a shared task. We are all responsible for creating a positive environment for ‘our’ children. In education, it’s important to take the place where children live into consideration. The demands made on children in the interior or in rural areas are quite different from those made on children in poor or rich neighbourhoods in the city. It’s easier for a child if the school takes the home situation into account, both when it comes to giving explanations and examples that the child can identify with and to the language.

Lilian Ferrier, clinical and developmental psychologist

People love saying in this country, ‘I must be something in society’. That is nonsense. As soon as you have been born, you are something or somebody, for you have rights, a name and a nationality. You are somebody from the moment you are born. So, do you have to become something? No, for you are already something. Since you already are who you are, it is important that educators develop precisely what you are. Children can discover who they are and what they are capable of if the educator gives them room to do so and creates a situation offering sufficient challenges and opportunities. By observing children closely, educators and teachers find out what the child needs to keep developing. When the child discovers something interesting, the adult can stimulate this by being enthusiastic, responding to it and offering something to stimulate the development even more. From the moment they are born, babies develop very quickly. They start looking at other people quite early and also at intricate things. Bringing up children gets a lot easier if, as educators, parents or teachers, you’re really interested in the child, if you make an effort to make the well of learning that lies hidden in every child flow. Learning doesn’t exclusively take place in school. Life itself offers a lot of opportunities for development. There is plenty of evidence

You’re somebody from the moment you’re born The pupils in this country have widely different backgrounds as far as language is concerned. The children that speak Dutch at home have an advantage. They could use it to help other children by learning together. The point is that we must and can solve all these things together. If the teacher can be more like an equal, like someone who gives support and incentives to the children, rather than like someone in authority, he can deal effectively with certain arrears. See DVD to get a better view of the interview

No doubt, education and upbringing may benefit greatly from improvements in this respect.

Statements from all over the country Here is a collection of statements made on experiences in education at workshops all over the country. They are wonderful, heartfelt statements from people who are giving their all to education.

There were some pupils who had trampled on flowers. During the raising of the flag ceremony, two pupils took the initiative to appeal to pupils to treat the environment in a different way. I felt very proud. It gave me a warm feeling that they had the courage to take the initiative. (Soertinem Lioe-Anjie, Paramaribo)

Feeling at home in the classroom gives confidence in learning. (Singoastro, Nickerie)

I became aware of what I wanted to be because of my teacher’s patience and open-mindedness. I saw her as my mother and she was always open with me. (Renate Schalkwijk, Brokopondo)

I suffered from fear of failure. The creative arts teacher showed her appreciation and gave me the feeling that I was capable of doing something. That’s how I got more and more selfconfidence. (Astrid Victoriashoop, Marowijne) As a student, I was good at Dutch and bad at English. I helped other pupils with Dutch and they then helped me with English. It created a strong sense of solidarity. (Eduard Claver, Commewijne)

Self-motivation and selfconfidence stimulate pupils to perform better. (Carmelita Ferreira, Nickerie)

As a child I was shy. The teacher asked, ‘who would like to write a w on the blackboard.’ I put up my hand hesitantly and was asked to do it. The teacher applauded me when she saw the small w on the blackboard. From then on I thought her the sweetest teacher. Afterwards, during my training I wrote a story entitled The small ‘w’. (Annemarie Alvares-Linger, Paramaribo)

I have learnt that you can actually do everything yourself. A woman has a free will to work at her own development. (Saskia Bonte, Brokopondo)

The pupils should get all the attention. They should be listened to more. Give them room to come up with ideas. The teacher should be open, creative and helpful. (Rieke, Saramacca)

My aunt taught me to ride a bike on a Solex moped without a motor. I felt safe because it could not break down. Being able to ride a bike made me feel on top of the world. I have learnt not to give up if you want to achieve something. (A.C. Linger, Para)

As a pupil, I felt strong and happy when I learnt to read and write myself in the first year. (Jo-Ann SoeroredjoDjojodikromo, Paramaribo)

Learning is exciting and challenging by setting targets you want to achieve. (Frank van Cooten, Brokopondo) Good education is a two-way thing involving teacher and pupil. Otherwise it won’t work! (Merjam Dompig, Wanica)

By taking good care of weak pupils, repeating classes won’t be necessary any more. (Melitha Overman, Para)

I taught a boy to read in the breaks in my first year at primary school. It gave me a feeling of pride. (Augusta Kasiman, Commewijne) Self-motivation of the pupil. The teachers should be inspired to do their very best to get the most out of the pupils. (Albert Grant, Wanica)

I had a teacher who paid pupils compliments. You worked even harder to stay on top. (Nelleke Soudain-Rensch, Marowijne)

It’s the teachers of the primary school and the secondary school that gave me lessons for life and wise advice. (Bruce Sariredjo, Paramaribo)

If pupils have fun and are motivated, they can really learn. (S. Luckson, Coronie) When I was in the second year, I got a ten out of ten for arithmetic. The teacher gave me a stamp representing a frog in my exercise book. I thought it was great. From then on I constantly wanted to get that frog and I did my best to get high marks. (C. Eduards, Sipaliwini)

My best learning experience was, when I cut down my first tree on my own to make a dug-out canoe. (A. Naana, Sipaliwini)

My own perseverance when I was a child was important. (Corrie, Coronie)

I had to weld two plates not more than 2 mm apart. I didn’t know how to do it, but someone helped me out in the right way. From that day I have done it correctly. (Freddy Emanuels, Sipaliwini)

The achievements of other pupils were a source of inspiration. If she can do it, I can do it too! I experienced the interest in learning on the part of friends and parents as pleasant. (Maritha Jefferey, Nickerie)

Give the pupils the freedom to study what they want to be. (Albert Alleyne, Commewijne)

I have learnt a lot from my grandparents’ stories about the plantations. Working your way up from nothing to something. You can reach your goal by working hard and remaining positive. The secret of success is perseverance. (Usha Adhin, Paramaribo)

Focus on the children. You see, I think they are very important. I love them. (Geeta, Saramacca)

The teacher’s lending an ear gave me the feeling that she saw me. (Denise, Coronie)

Take care of the children. Cherish the environment, and we are well on our way. (Gerda Beckles-Kajuffa, Commewijne)

A teacher in secondary school brought sweets, biscuits or guava every Friday. She thought that, in spite of everything, all pupils had done their best. In this way she stimulated us to memorize vocabulary. (Evangeline Blackman-Dulder, Paramaribo)

Explanation The following information will go more deeply into the backgrounds of pupil-oriented and child-friendly education. We constantly focus attention on the child’s power to learn, power to develop. In this publication, we call this the child’s learning power, the power to learn which each human being naturally has. We begin with the aspect of What matters is … learning power. It is essential in pupil-oriented education to keep focusing attention on stimulating the ability to learn that each child has. In fact, we turn the traditional approach around. The subject matter is not followed, but the development of each pupil in respect of his own learning. Of course, the subject matter continues to be important, but it is even more important to follow the development of the child’s learning. Next, the section Learning … there is another way will pay attention to the importance of active, motivating approaches in the classroom. Again, things are turned around. The pupil no longer constantly follows and waits for the teacher, but the teacher follows the child’s development more and more instead, and activates learning. By following the child and his learning questions more closely, the education offered becomes more meaningful to the pupil, and consequently more motivating. Pupil-oriented and child-friendly education starting from the pupils’ developments requires an approach which systematically follows the development of each child. The section Follow learning or follow pupils? presents views about it. We conclude the chapter with Learning … what is it about? This section outlines ideas that learning involves more these days than just gathering knowledge. Acquiring new skills, like using sources of information (the Internet, books), being able to work together, being able to work on one’s own and working on a positive attitude towards one’s own learning are becoming more and more important.

What matters is learning power What? What is pupil-oriented education? Put simply, pupil-oriented education constantly focuses attention on the pupils and the learning process. The subject material continues to be important, but what is new is that the pupil’s learning process – which includes the learning power – is always the starting point in all thinking and doing. During the activities in the classroom, the focus continues to be on HOW the pupil learns best (= processoriented) and WHAT the pupil has learnt in the end (= resultoriented). So, pupil-oriented education takes both the process and the achievements into consideration. This learning process distinguishes four major aspects that interact constantly. Pupil

Subject material

Learning process

Teacher

Learning environment (powerful)

and possibilities. The textbook is still too often the starting point. The pieces of the puzzle are: How can we transform education into education that takes the pupils and the learning process into consideration to a greater extent (pupil-oriented education)? And by doing so, how can we get the pupils to believe in their own ability and to grow optimally? How can we put the learning power of each pupil to maximum use? And will the results improve with a pupil-oriented approach?

What do we wish for?

What is the puzzle? Do we only follow the textbook, page by page, or do we follow the pupil himself, day by day? Do we only look at the result in an exercise book or do we also take a good look at what is going on around us? Do we only see shortcomings in pupils or do we also see the opportunities? Present-day education is still too result-oriented and not enough pupil-oriented. Focusing purely on the result in teaching often leads to a lot of stress, both for the pupil and for the teacher. The subject material has to be finished and the pupil is judged on his result. The subject material – the book – is still too often the starting point. Attention is mainly focused on the average pupil, who has to learn the same and achieve the same as the other pupils. Quite early on, a negative self-image may develop and the pupil may become the victim of fear of failure. The pupil soon gets the feeling that he cannot do certain things and that it is his own fault. Many pupils drop out or repeat classes several times because education is not geared to the pupil or because the learning development of the pupils is not followed adequately and given positive support. Pupils also become alienated from education because they cannot fit in or make sense of the content. Too often, the pupil’s shortcomings are looked at instead of the great potential of talents

We want to transform present-day education into education that is more pupil-oriented and more child-friendly. Education that looks at and follows the pupil. All pupils have a right to challenging education, in which they feel at ease and are challenged. Education that motivates to learn, education that pupils can make more meaningful themselves, education in which pupils count and are considered, education that fully uses the learning power of each pupil. Within pupil-oriented education, there is a proper balance between the learning process and the results. Recent research in Suriname (MINOV-LEARN 2008) has demonstrated that pupils’ results improve when they enjoy learning and are confident and motivated. The pupil-oriented approach pays a lot of attention to the following aspects: the input (the pupil’s starting level), the approach (of the teacher in the classroom), the learning process (of the pupil), the reflection on the learning process (how have you learnt?) and the ultimate output (the achievements or results). In his approach, the teacher pays attention to the pupil’s wellbeing (enjoyment and safety) and his commitment (motivation). To increase enjoyment in learning and motivation, the teachers observe their own teaching and keep adjusting the content and methods. A lengthy instruction is interrupted by, for example, interaction with the pupils or a shared assignment. Music is used in the arithmetic class to learn multiplication tables. Compulsory assignments alternate with optional assignments. Different styles of learning are used in the class. Teacher-controlled learning alternates with pupil-controlled learning (learning on their own). In this way the pupil’s learning power is used and stimulated optimally. The pupil’s strong points are developed more, the weak points are supported firmly. Pupils get the feeling of ‘I can do it!’ This can be realized in particular starting from the pedagogic optimism of believing in the growing power of children on the part of parents and teachers. If pupils enjoy learning and are motivated and if their qualities are called on, the results will be optimal in the end, or in other words will be in keeping with the pupils’ abilities and age (MINOVLEARN 2008).

How? It is essential for teachers to look at the pupils and the learning process in a different way. In what way does the pupil learn best? Is this pupil motivated? Does the pupil enjoy learning? What is he good at? Where is extra or different instruction needed? The teacher develops, as it were, natural antennas that work constantly the whole school day and sound out whether the pupils’ enjoyment and motivation are and remain as optimal as possible. If necessary, the teacher adjusts his pedagogic and didactic action to fully recapture the attention. The teacher has observation and testing instruments that enable him to follow this process. This may be done with an objective pupil monitoring system. This looks at the results (cognitive skills, like arithmetic and language) but also at the process (like motivation, socio-emotional aspects, learning skills). Positive coaching by teachers and parents is a prerequisite for further growth. Instead of just looking at the work in exercise books, the teacher now looks round the class more and observes pupils’ developments. A balanced curriculum offering a variety of cognitive, socioemotional, physical and creative elements supports the teacher in the educational programme. Knowledge of and use of different learning styles (for example, visual, aural, kinetic) in the classroom helps the teacher to make the most of the learning power of each pupil. Working at the learning power gives pupils more opportunities. Chapter 2 ‘In the classroom, that is where it happens’ goes into greater detail.

Tips and information

•

MINOV mentions pupil-oriented approaches and child-friendly learning environments in its policy document (MINOV 2004-2008). The Surinamese educational system contributes to the positive development of characteristics suitable for Suriname, among other things: • • • • • •

•

• • • •

•

emotional security, self-confidence, initiative, enterprise and self-respect awareness of diversity possession of varied skills a critical and independent mind respect for human life harmony with the environment

From 2003 to 2007, child-friendly or pupil-oriented approaches were introduced into the LEARN-Suriname project, but also into other pilots (e.g. Kindvriendelijke Scholen, Kalbobis, Change for Children, Basic Life Skills). For more information contact VVOB or UNICEF. Positive appreciation, interest in the pupil and the learning process are very important. Research has shown that both teachers and parents have positive effects on the children’s learning (Marzano 2007, pp. 89-92). If the teacher changes his own perspective on learning and pupils, the teacher’s behaviour will also change in due course. There are many approaches in education: experienceoriented education, development-oriented education, Feuerstein, natural learning etc. The website www.ontwerpatelier.nl explains the styles of learning: the dreamers, the thinkers, the doers and the deciders and how to deal with them in class. The multiple intelligence concept of Howard Gardner and later Thomas Armstrong (www.thomas-armstrong. com) leaves room in the curriculum for the pupils’ eight talents. See also the website of RPCZ, which has translated a lot of material into Dutch (www.rpcz.nl). In this way each pupil can be smart. Interesting websites are www.leren.nl, www. hersenenenleren.nl, www.natuurlijkleren.net, www. ontwerpatelier.nl.

Interview with Allan Li Fo Sjoe

Working at educational reforms The philosophy of educational reform used to be that you had to start at the basis and, consequently, could offer the young child better scope for development with a new approach. The question that was important in all this was, ‘How shall I, as a grown-up citizen, acquire my place in society later on with what I’ve learnt?’ The old system was based on passive participation in the educational process, in which you were more like a consumer. A teacher offered ready-made material and presented it in a sort of monologue. You only had to memorize things. The new system tries to fit in with the pupils’ environment and experiences and tries to start a process which actively involves the pupils. We then wanted to move towards a different type of society, a society with citizens that are more alert, more inventive and more initiative-oriented, with citizens that deal with problems

Allan Li Fo Sjoe, acting chairman of the Board of Governors of the Anton de Kom University

in society in a grown-up way and help to develop their own neighbourhood. We started from the idea that, if we wanted to bring up and educate harmonious citizens, we

Child-friendly education means working with situations in education that children are familiar with should not only pay attention to the intellectual aspects but also to the social, creative and physical development. Nowadays, you can’t just sell knowledge to people, because the world is changing as a result of that very knowledge. People should therefore acquire other skills and new ideas, if they wish to survive in this new world. The question then arises: should you cram pupils these days with all sorts of knowledge from the past, especially factual knowledge. It has always been like that in Suriname. But we should now reduce it to a minimum. Otherwise, pupils only learn how to memorize. They do need other skills which will enable them to analyse new situations themselves and to think of adequate solutions. We’re talking here about skills to solve problems individually or in a team. The task of education is to create learning situations that encourage these types of skills. See DVD to get a better view of the interview

Learning…there is another way What? Learning? That is what the teacher does in the classroom, doesn’t he? Or … does he? Should it be done in another way? The last few years, much research has been done on the ‘secret’ of learning. More and more knowledge of and insight into what learning actually is have become available. A major source of inspiration is the concept of social constructivism (Vygotsky). Vygotsky was an educational innovator who showed that the development and learning of children are largely determined by the cultural environment and that interaction and social contact are essential for the successful development of children. Social constructivism examines how learning can be done differently and better. Imparting knowledge is still of great importance but, in addition, we also look at the way in which this knowledge is imparted to the pupils. The central idea of social constructivism is that each person keeps constructing knowledge all his life. Learning is not an individual and solitary activity, pupils learn a lot from one another. If they work together intensively, both the individual cognitive skills (thinking together and reflecting) and the social cognitive skills (discussion) are stimulated. So, knowledge is present in each pupil and is constantly built up, broken down, adjusted, expanded and built up again. It is a process that continues forever. The pupils actively acquire their own knowledge and skills and are stimulated to do so by the teachers. The pupil and the learning process are always the starting point of the teacher’s actions. Social constructivism regards learning as an active, constructive, goal-oriented, self-regulating, cumulative and collaborative activity in authentic situations. The teacher may apply this new or different perspective on learning and pupils in the classroom. Learning takes place in the pupil, together with other pupils. Learning … there is another way.

What is the puzzle? Is it about copying the teacher or about learning? Is the teacher really concerned with real learning? Is the pupil himself concerned with learning? Does the pupil have to wait or may the pupil participate actively? The ideas about learning have changed drastically in the last few decades. The world is changing so rapidly at the moment that we hardly know what it will be like tomorrow. A huge quantity of information is available not only through the teacher, but also and especially from other sources like television and the Internet. All this has an effect on the pupils and the learning of today and of tomorrow. The pupils enter the school increasingly with different baggage and different needs. In the field of computers (ICT), young pupils are miles ahead of their teachers. The present

school system is still mainly based on old models which focus on the transfer of knowledge by the teacher. The old model is not always a matter of learning but rather of copying and learning things by heart unquestioningly. Thinking critically by oneself is not stimulated enough. A head teacher put it as follows, ‘Our pupils no longer care for education in its present form’. The pieces of the puzzle are: How can we go about learning in a different way? How can education better respond to the changing needs? How do we deal with the new sources of information? And what skills or competencies do pupils need to cope with the world’s challenges, which are getting more and more complex?

What do we wish for? Better and different learning. This still includes acquiring basic knowledge and skills but it should be done in an active way. Together we know more and we can learn a lot from one another. The education we want considers to a greater extent the baggage and needs brought along by the pupils. The ideas of, among other things, social constructivism constantly focus attention on the pupil and the learning process. The following starting points are important: Social constructivism

Learning is an active process

Learning is a social process

Learning is experimenting

Learning builds on existing knowledge

Learning is done best in authentic situations

Learning is the learner’s concern

1. Learning is an active process¹ Learning is an active process in the sense that it keeps demanding a thinking activity (cognition) on the part of the learner. The pupil is constantly engaged in taking in information, internalizing this information, looking for connections, practising subject matter. Depending on the style of learning, each learner will deal with this in his own way. What is important is that the learner himself builds up or constructs his own knowledge actively. This may be done by, for example, putting the pupil to work actively to gather knowledge by means of research, consulting sources of information or working together with other pupils. ¹ From Bouwen aan leren – J. Lebeer 2003

Example: We are discussing the threats to our tropical rain forest in class. Who can do something in preparation of a session during which we will try to get an answer to the question what these threats exactly are, what can de done to counteract them and who should do that? Some pupils know their way on the Internet. Perhaps with the help of some relative, they may look up the threats and some pictures to go with them. What organizations are actively associated with the rain forest? Some pupils, accompanied by the teacher, go there and ask the staff questions and other pupils cut out everything that has been published about the topic. Another group of pupils creates an attractive display with the help of the material on the day of the session. The pupils’ own research yields a lot of information. 2. Learning builds on existing knowledge Learning builds on existing knowledge. The pupil constructs new knowledge on the basis of what he already knows and can do. Prior knowledge is an important starting point. These days, the pupils bring a lot of prior knowledge into the classroom, gathered from the age of four. The teacher can make use of it by, for example, asking two simple questions at the beginning of a topic or project, ‘What do we know? What do we want to know?’ Example: Pupils interview their grandparents about the past, perhaps about life on the plantations. They bring this information along to the classroom. 3. Learning is done best in authentic situations Learning is done in authentic situations. By ‘authentic’ we mean recognizable situations. Learning does not only take place in the head but also in a continued interaction of the social and cultural contexts. Learning is effective if it is done in the actual, real world that the pupil knows. The subject material offered – in books too – is clearly related to this reality. This applies to, for example, the situations, illustrations and examples that are used. It goes without saying that the Surinamese context serves as a point of departure. Example: The Surinamese Museum always has interesting exhibitions on topics related to the past, e.g. slavery, the white overseer, Indian immigration etc. They organize guided tours for different age groups and there are always hand-outs with assignments available. Again, this is a different way of learning. 4. Learning is a social process Learning is also a social process. Learning is stimulated by mutual collaboration and interaction within the group. The pupil is confronted with different ideas, views, knowledge, opinions and solutions presented by his fellow pupils. Knowledge is expanded, adjusted, transformed, partly broken down and reconstructed.

By means of all these different ways of looking, the pupil will view what he has learnt in a more fundamental, in-depth way. Teaching methods like collaborative learning help. Research has shown that collaborative learning deepens knowledge and skills. Example: If the pupils have had a test, the pupils who have done well may form groups with the weaker pupils and work at a better understanding of the subject matter. The good pupils can even set another test for the other pupils to get more practice. 5. Learning is the learner’s concern Learning is the learner’s concern, so the pupil’s. This means that the learner should experience an interest or something useful in terms of what he has learnt. Meaningful learning is stimulated if a pupil has his own goal in mind, especially if the pupil himself may help to determine his goals. Even so, it is important that the teacher should put forward a number of goals and motivate them. A functional link should be established between on the one hand the educational goals and on the other hand the learner’s personal learning goals. In certain areas, the pupil chooses his own subjects, individually or together with others. He then plans his own route and reflects on what he has learnt. Example: Some pupils may be closer to a subject than others. If you are Saramaka, you are likely to be very much interested in stories about the Maroons. You may make a contribution to the lesson, but similarly there are others who have different preferences, for example, in the field of plants and trees. 6. Learning is experimenting Experimenting is used here in the sense of trying and finding out. It is precisely by having learning also take place outside the established contexts that room is given to the acquisition of new

knowledge and skills. The process of trial and error is seen as a positive process, in which the learner may learn constructively from his own mistakes. You were not supposed to make mistakes in the old way of learning. In the new learning, it is allowed, for making mistakes is quite instructive. Example: Experimenting may be done by means of workshops, by creative assignments, by asking questions pupils have to think about or investigate. We coach this process of trial and error in a positive way and keep giving constructive feedback. 7. Learning is about self-management It is also important that the pupil manages and monitors his learning process himself. In this way the pupil becomes autonomous. The pupil learns to take control of his own learning. What is also involved in self-management is that the pupil can look at his own learning from a distance (meta-looking). The pupil learns to reflect systematically and adjust his own learning process on the basis of his findings. In this way, learning increasingly becomes the pupil’s own thing. Example: It is not all that difficult to be able to say the multiplication tables by heart, but for a change try to think of a situation – e.g. the market - in which you have to apply the knowledge of the tables. It can also be done by means of short plays and arithmetic assignments. 8. Learning is also feeling connected We add this aspect. Connectedness within the approach is important. We think it is of importance that in addition to paying attention to the individual and his learning process, attention is also focused on the other person and the environment. Respect

Tips and information • Features of different or innovative learning are: 1. Education should lead to real insight and understanding. 2. Inquisitiveness, wanting to find out, wanting to know are the best driving force behind learning. 3. Self-management motivates the pupil (study pace, study progress, determining one’s own learning strategy). 4. Collaboration stimulates more effective and deep-level learning (project education, problem-solving education, cooperative learning).

for yourself, feeling connected with yourself but also respect for the other person and respect for your surroundings lead to an attitude which enables the pupil to learn to feel responsible. Pupils simply wish to take subjects that make sense to them, that are meaningful to them. They want to enjoy going to school, be appreciated by the teacher and they want to meet other pupils.

How? In the desired situation, the educational tools and didactic approaches in the classroom have characteristics of the starting points mentioned above. The teacher makes sure that the pupils can get to work actively with the subject material. Attention is paid to increasing the pupils’ autonomy by giving the pupils the opportunity day by day to work independently. Pupils may regularly investigate things on their own or together with other pupils. The teachers pay attention to differences among pupils and use these differences in a positive way. Differences among pupils are appreciated and the focus remains on equal opportunities for everybody. Many materials and methods on the international market already work on the basis of these new starting points. Future teachers are trained in new pedagogic and activating, didactic approaches. They play the part of change agents who take the innovation to the school. These new approaches add to the professional skills of teachers. After all, they are the bearers of educational innovations.

• Marzano (2003, pp. 101 – 106) has done a great deal of research into effective learning. In his opinion a positive attitude to one’s own learning is of vital importance. His work also shows that it is essential to apply what has been learnt in a creative manner and to integrate it into the existing knowledge. • What the new learning amounts to is that education should fit in with the pupils’ environment. The more relevant the knowledge and skills are, the greater the motivation will be and the better it will all sink in. It gives the pupils the opportunity to develop their own talents. Each pupil is unique. • The film Deep-level Learning (see DVD) gives an idea of what the starting points mentioned above may look like in practice. • The website www.onderwijsmaakjesamen.nl offers a lot of practical and inspiring tips and information.

follow the pupils’ learning development? Only too often, the pupils are pursued by a weekly stream of tests that usually only measure the final results (knowledge) of the average pupil. These tests measure in the short run whether the pupils remember the knowledge, but not enough whether this knowledge has been really understood (in the long run). Tests are still often one-sided and usually focus on cognitive subjects like arithmetic and language. Socio-emotional development, physical and creative knowledge often get too little or no attention. The pressure on achievements increases both for the pupil and the teacher. The present tests are not always objective enough and do not sufficiently support the actual following of the pupil’s learning process.

Follow learning or follow pupils? What? All pupils are different. That will never change. If we transform education into education with a more pupil-oriented approach, assessment with average standards does not do justice to these differences. If we take the pupil and his learning as starting point, we will have to follow the individual development carefully. The development of pupils may be followed and registered systematically by using a pupil monitoring system. This system follows the development systematically and is made up of instruments for observation and tests that are set at agreed times by the teacher in every class. In this way, the teacher spots vulnerable pupils in time. They may be both drop-outs and highly gifted pupils. The data that is collected enable the teacher to adjust his own pedagogic and didactic approach in the classroom both at group level and at individual level. At school level, the data can also be used to improve certain fields. The pupil monitoring system also takes the medium-term and final goals of the educational programme into account. A pupil-oriented approach makes it necessary to follow learning.

What is the puzzle? Are we going to keep pursuing the pupils with weekly tests that only test the memorizing of subject matter? Or are we going to

Consequently, reports do not give a correct picture of the pupils’ learning development and can hardly be used to adjust and improve education in the classroom and in the school. Systematic following of the learning development from infants to adolescents does not take place enough. The pieces of the puzzle are: How can we systematically follow the pupils’ development with a more pupil-oriented approach? How can we then respond to the priorities that emerge from it. At pupil level? At group level or at school level? Will this approach contribute to the improvement of the quality of education?

What do we wish for? In the desired situation, we are going to follow the pupil’s learning instead of following the pupils. We focus attention on following the total development of pupils while respecting the differences among pupils. Of course, the child may be compared with his own age group, but it is even more important to keep comparing the pupil’s own personal development with previous measurements of the pupil’s development. How does the pupil learn now? And what was it like, for example, three months ago. Has any progress been made and in what area? Where is extra support needed? What is needed is a system that at regular intervals maps the development of pupils in various educational or developmental areas (so attention for physical, creative, and social and emotional development, in addition to arithmetic, language and reading). The pupil monitoring system maps both results and process aspects (like motivation, task-focus, autonomy, well-being). The teacher determines the plans of action for vulnerable pupils on the basis of the findings. The findings are used to improve education at

classroom level and at school level. The pupil monitoring system is coordinated by the school’s care coordinator (see chapter 3). Each teacher carries out the tests and observations in the classroom under the guidance of this care coordinator. The head teacher may use the results to keep working, together with his team, at improving the quality of education.

How? Each teacher is provided with an objective pupil monitoring system that is made up of diagnostic tests, questionnaires and observation lists that go with a particular age group. These tests and observations are carried out at crucial moments in the school calendar. The development of each pupil is followed in this way. The teacher is trained in using the monitoring system. He learns to apply the cyclical process of observing, analysing, planning, acting and evaluating. The teacher offers the first extra coaching that the pupil needs on the basis of the data from the pupil monitoring system. This system follows the child during his entire development. In addition to the cognitive development, the socio-emotional development as well as the motor and creative development is followed. The care coordinator coordinates the application of the pupil monitoring system and, together with the team, collects information about the items to be addressed in the various subjects and educational areas. Together with the head teacher, the team works out a plan of action.

Tips and information • The LEARN project 2003-2007 has contextualized and administered a number of validated tests during a five-year monitoring survey (MINOV in conjunction with VVOB and the Katholieke Universiteit Leuven). • Internationally, a number of observation and testing instruments have been developed and tested. See for example the webpage http://leerlingvolgsysteem.2link. be. • There are also attractive packages in the field of socio-emotional development. • A new development in following the pupils’ development is the use of the ‘portfolio’.

Learning … what is it about? What? Education has been provided for centuries and we may safely say that at first it consisted of having pupils memorize. Formerly, learning chiefly implied transfer of knowledge, piling knowledge on knowledge on knowledge. That was important. Even today, we are swamped with knowledge and huge amounts of information, and so are the pupils. Knowledge continues to be important in the pupil-oriented approach. After all, you need a sound basis of, for example, arithmetic and language skills to be able to function in modern society. But the new learning is about more, namely: • • •

knowledge skills or competencies attitudes

The transfer of knowledge is expanded by attention for new skills like looking for knowledge, looking at knowledge critically, showing respect for one another, working together, learning together, learning how to learn, dealing with sources of information, and communicating. The transfer of knowledge is also expanded by new attitudes like dealing with knowledge critically and confidently, self-reflection. These are called competencies. The new learning is both concerned with the process of learning and the results that are achieved or the achievements. After all, you are in school to learn something. It is important to keep following the results of the learning process. They may be indicators of the success of the learning process or the lack of it. Less satisfactory results may be due to, for example, unclear instructions on the part of the teacher, insufficient or inadequate teaching aids, limited instruction time and insufficient time for the pupil to digest the material. The teaching-learning process is also important with the input and approach. So it is not only the final result that counts but also the input. What baggage does the pupil bring along? What approach has been used to learn knowledge and skills? The process of learning then starts and it includes, among other things, motivation, sufficient self-confidence and knowing how to learn. In the end, input and process both have an effect on the final result.

What is the puzzle? Is it about knowledge? Or is it also about skills? Does learning mean taking everything as being true? Or is it also thinking critically oneself? What is the basic knowledge that every pupil should have? And where may differentiation be applied?

The present-day approach still focuses too much attention on developing knowledge by means of the pupil copying this knowledge. Acquiring knowledge actively by oneself and thinking critically by oneself still receive too little attention. The teacher does not always know how to include these aspects in the dayto-day pedagogic and didactic actions. There is external pressure to finish the year programme and cram the pupils for the final sixth-year test. Our present and future pupils will have to function in an unknown future society. We know that the present and future problems are of a complex nature (in many areas, like the environment, energy, population growth). These problems demand new, creative approaches and solutions. So, in addition to the basic knowledge that the pupil requires, there is also a need for specific skills and competencies. The pupil has to be able to deal with an enormous quantity of information that constantly increases. The pupil has to be able to communicate and collaborate, think of solutions. More than anything, the pupil has to dare to be self-confident and critical towards himself and to others. Traditional education offers too few opportunities to learn these skills. Approaches aimed at being self-critical and dealing self-confidently with a number of problems could be emphasized to a greater extent in the curriculum.

How? The students at teachers’ training colleges and the teachers already working in education are trained in process-oriented approaches and basic life skills. Pupils are followed and coached in their learning process by means of a pupil monitoring system. Pupils are looked at from a broader, holistic perspective. This means that, in addition to arithmetic and language, other educational areas like knowledge of the world, creative subjects and socio-emotional development are given ample attention. This does more justice to the differences among pupils.

Tips and information

•

The pieces of the puzzle are: How do we make room for these new approaches? How do we teach pupils skills like working together, using sources of information and thinking critically? How do we work at a sound foundation of basic knowledge? And where can we differentiate?

• •

What do we wish for? In the desired situation, education continues to be aimed at achieving optimal results, but results which are better suited to the potential of each pupil. Education also pays enough attention to the input and process aspects. Results are seen as something broader than just the cognitive subjects like language, arithmetic and reading. Other aspects like creative skills, social skills, autonomy, self-reflection, self-confidence, collaboration etc. are also regarded as results of education. Instead of an average standard that the pupils have to meet, it is especially the pupil’s personal learning development that is taken into account. In addition to the transfer of knowledge, the school’s curriculum also pays attention to these basic life skills. The pupils learn to work together, to find solutions together and to deal with sources of information. It is important for the pupil to learn to have the courage to be self-assured and critical towards himself and to others. In this way the pupils learn all kinds of competencies that they are going to need now and later in society.

•

The Basic Life Skills programme offers a sound package of competencies. They are: Learning to do, Learning to be, Learning to live, Learning to learn. More information is to be found on the UNESCO website www.unesco. org/education. Google on the Internet: United Nations school bus project. It provides inspiration for all age groups by means of numerous important topics. Key words on Google like ‘holistic learning’, ‘holism’, ‘holistic educational programme’ show different ways in which the educational programme may be approached as a total package for all aspects of the pupil. The MINOV/UNICEF/PCOS Kindvriendelijke Scholen project is based on this holistic approach and in this context ten training modules have been developed for teachers.

Emilia Ferreiro (one of the great thinkers of the Americas) says in a speech on education, ‘Children don’t have to learn to learn. No more than children have to learn to grow. Children learn and grow of their own accord!’ If it is true what this wise woman says, the task that remains is to change the learning process for children. Children feel best if they can be themselves in the classroom.

The teacher and ‘her’ children The writer Marilyn Simons puts herself in the position of the girl Mabelle. Mabelle is six years old and because she is six she had to go to another class, with another teacher, in another school. The teacher had explained it all to her kindergarten class. She had said, ‘You have all passed’. ‘Tisn’t true,’ Mabelle had protested, ‘I haven’t passed.’ ‘Oh, yes you have! Everybody in this class has passed, so have you Mabelle. You know, don’t you, what I told you yesterday … the big school … because you are big children now … do you remember?’ ‘But nobody has passed me,’ Mabelle tried again softly … The teacher had not heard her. And that’s why she is now in this new class, in a new school, with another teacher. The teacher is strict. But still she is a sweet teacher. ‘You’re beautiful, Miss,’ says Mabelle, for she does not dare to say ‘sweet’. Sweet, you can’t say that at the school for big children, they would all laugh at you! The teacher has a beautiful bag. It is an orange bag, which looks like a sun. ‘Your bag looks like a sun’, says Mabelle. ‘The sun is yellow,’ the teacher says, ‘my bag is orange.’ ‘But it looks like the sun’, Mabelle says. ‘Sit down,’ says the teacher. ‘What is in your bag?’ asks Mabelle. ‘My God, child! Don’t be so inquisitive, inquisitiveness is bad manners!’ Mabelle sits down quickly. She crosses her arms neatly, for she wants to be a good girl. When grandma comes to stay, she brings her shopping bag and she says, ‘Tell me first whether you’re curious, for only curious children may come and look into my bag!’ Curious children, that is what grandma says, curious children are smart children, they want to know everything. Grandma then asks, ‘Mabelle, come and tell me, what have you learnt at school today?’ Grandma is the sweetest of all, but grandma is not as clever as the teacher. The teacher is standing in front of the class, holding her pointer. She says, ‘A stands for Anna, she is eating an apple, B is for the banana that mummy is frying …’ ‘B also stands for bum’, Mabelle calls out.

Not a single child in the classroom can keep still. ‘Oops, whew, bum, Mabelle is saying bum! Mabelle has said bum!’ What fun, what a laugh. Lottie falls off her chair. Dino plays the drum with his pencil, Wayenne wants to dance. The pointer becomes impatient. ‘Quiet, quiet, quiet! What‘s going on here? Mabelle, you’re a dirty girl! Dino, if you don’t stop at once, I would like to see which is the better drummer, that pencil of yours or my pointer!’ Dino does not use imagery, he is only seven. But he knows his teacher well. He has been in her class for almost a whole year. If she raises her voice like that, it means: punishment! Standing in a corner, sitting at your table and putting your head on your arms on the table, staying behind. You cannot laugh in the classroom, unless the teacher wants you to laugh of course. And saying bum is rude, dirty, filthy language! The pointer is angry. It goes bang, bang against the edge of the table. Rigid like little soldiers, the children sit staring at the blackboard. Mabelle is sad. She has to put her head in her arms on top of her table. She has not even made a mistake. And, actually, she did not even intend to say bum. But bum has the same ‘buh’, hasn’t it, that’s what she meant, that’s what she wanted to say. She does not dare anymore. Perhaps the teacher does not like her and that’s because she is so stupid. Stupid, stupid, nitwit! Yet, she is sure that the B of banana is the same B as that of Bum, isn’t it? Or is it? Buh ... Buh... Bum. Mabelle, her head on her arms, is blowing spittle bubbles on top of the table. She is not sure any more whether it is really B. B and D are so much alike. Another time she had better not say anything. She will stay silent another time. Good girls remain silent. And smart children do not say stupid things in class. Buh, buh, banana… ball…belly…bum! The pointer nags tap, tap, beating the rhythm of droning. ‘We may not talk, not have fun, not laugh in class.’

Interview with Cynthia Mc Leod

Education means helping the pupil to do better I think it’s very important to stimulate what is positive in pupils. If things do not go quite as they should, if a pupil scores an unsatisfactory mark, we can deal with it in a constructive way. To me, it means that I go into what the pupil has understood and what he has not. What is the reason that the pupil has had an unsatisfactory mark? That’s much more effective than snapping at the pupil and pulling him to pieces. A teacher who keeps wondering, ‘How can I help the pupil to do better?’ is the teacher we need in education.

Cynthia Mc Leod, author, teacher of Dutch

A child without education can survive. But surviving is something I’m one of the first Surinamese teachers of Dutch. We have given quite different from living. It’s the task of education to make sure Dutch as a subject a Surinamese twist. Dutch was truly Dutch that children can open up, can develop in terms of knowledge, skills at the time. We then managed to get Surinamese literature and history included in and attitudes to life. the curriculum. Not Optimum participation a word had been in the society in which Yu mus’ sab’ yu trotro fu kan sabi pe y’ e go: written down. As a we now live requires You have to know your background to be able to shape your future. teacher you had to a great many skills. go and find things Teaching those can be yourself. I happened done in a bossy voice, in a rigid way, but also in a playful way. Experience has taught to be very much interested in Surinamese history. What was it us that children pick things up best when they learn in a more like in the past? I have studied Suriname’s history my entire adult playful way. The pupil then feels at home and knows no fear. It life. I was a teacher who went to look for what had been written doesn’t mean there need not be any discipline, for a child also and how to get this across to the pupils. learns from discipline. Discipline is needed to create structures A Surinamese proverb says: yu mus’ sab’ yu trotro fu kan sabi pe and limits. This shows the child a certain direction. y’e go. You have to know your background to be able to shape your future. It is important to know what your roots are, so that you know how things turned out and what effect they had. From that point on, you may feel what you had better do or not do, what as a society we should want or not want in the present. Everything we now do and what we choose to do has effects on future generations. We should not get stuck in the past, carry ourselves as though we were victims and feel embittered. It is no good to anybody: we need not and we should not. Precisely by knowing our background, all of us together can make sure that we do things differently, better, in the present.

See DVD for a better view of the interview

124

Marcel Pinas

The classroom, that’s where it happens

Each and every day The class is attended by Pilots, welders, nurses and doctors, Mothers and fathers, Hairdressers, bank managers and artists, And, who knows, the future president. Each and every day You shape the future Of all that in your classroom. Our classes are attended by this future every day. Every day we provide nourishment, care and incentives. It is truly a privilege to do this, to actually be a teacher. It is by no means an easy task, but it is a challenging one: to be allowed to mean something to the life of people whose growth is at its height. Being a teacher means being allowed to take part in shaping this future. The energy that is generated between the pupil and the teacher in the classroom provides an optimum process of growing and learning. Just like plants in the botanical world, each pupil requires his own approach and environment to blossom fully. The teacher plays an important part in stimulating the learning power present in the pupil. He may make the process flower or even wither due to his day-to-day responsibility in the classroom. A teacher from one of the rural areas said, ‘Motivated teachers made me feel happy inside’. All day-to-day activities of the pupils and the teachers take place in a classroom environment. We speak of a powerful learning environment if it substantially contributes to learning, in other words, a classroom which displays a lot of visual material related to the subject matter. The organization of this learning environment and the way of

teaching (teacher’s style) make the environment powerful. The way in which the teacher teaches determines the opportunities that the pupil gets. Teachers make or break good education. The pupil and the teacher thrive in a stimulating and powerful learning environment. Good teaching every day is conducive to the growing power of all pupils. This is the source of motivation and inspiration for every teacher. The chapter is organized in the following way: 1. We start with the story about the desired, ideal situation. 2. We then present statements made by people from all over the country. 3. We conclude with background information: • The teacher and his learning power • Sensitivity to pupils • The powerful learning environment • Organize the classroom • The right approach • Balance of head, heart and hands

The dream A heart from Miss Naomi?

I’ll just have to wrap up the surprise for Sandro, Miss Naomi thinks. Sandro does not find learning easy, but he has tried very hard to do his sums. I can just see him, smiling shyly, she thinks happily. It is going to be a busy week, she sighs. Preparing lessons, having meetings and a workshop … Toot, toot. It is the bus. It is waiting outside to take her to school. She quickly has a slice of bread and gulps her tea and hurries to the bus that is about to leave. ‘Good morning, Miss Naomi,’ says the driver who takes her to school every day. ‘How are things with you?’ ‘All right, all right,’ answers Miss Naomi, though she knows better. Her diary is full of appointments for the week. Meanwhile, a number of children she knows get on the bus. ‘Good morning, Miss Naomi,’ they shout enthusiastically. They give her another eager look. When the bus stops in front of the school fifteen minutes later, Miss Naomi gets out and enters the school yard. It is already quite busy. The children are playing to their hearts’ content. She sees a lot of happy faces. But eh, what is happening at the mango tree at the end of the yard. She gets a little closer and has a better look. Two girls from her class are calling Indira names. Indira. Instead of punishing them at once, Miss Naomi quietly goes up to the girls. ‘Hello girls, how are you?’ she asks. She does not comment on the situation but takes something from her bag. The three girls look expectantly at what is going to appear. They forget their quarrel. There is always something exciting happening when Miss Naomi is around. She takes a beautiful paper heart from her bag. It is made of red cardboard. ‘I have a little problem,’ she says smiling, for she knows what she is going to do. ‘Look, I think this heart is a little dull, I just can’t manage to decorate it beautifully and I need it later in class. Can you help me please? I have got some glitter and spangles, and some coloured thread and paint. Come on,’ and the three girls follow her curiously. The quarrel has been completely forgotten. They are going to do something exciting for Miss Naomi! A little later the girls are decorating the heart together. “Think of some nice words to go with it,’ Miss Naomi added.

Singing sums Music is heard in the classroom. All the children know what is coming. They can hardly wait for the arithmetic lesson to begin. They used to find arithmetic boring and difficult. But these days arithmetic is their favourite subject. The music sounds,

the children get up. They sing the multiplication sums and rap to the rhythm. Four times three makes twelve, eight times five makes forty and the children soon sing the multiplication sums at the top of their voice. Jasmine comes forward and mentions the sums and the whole class joins in enthusiastically. So does Sandro. Learning is great fun this way. You can move! And before they realize, they have sung all the sums and they can easily

do those in the arithmetic book. The children like doing them. While they are doing their sums, Miss Naomi is working with three pupils at the table where they get special instruction. It is a table in a quiet corner of the classroom. It is quite normal for the children to see Miss Naomi working there with some children. They get some extra attention and instruction. For all children are different, and a good thing it is too, or else the world would be very dull. The children feel at home in the classroom. There are corners where you can work and they have decorated the classroom together with Miss Naomi. The tables have been arranged in groups of four and the children may help one another speaking softly when they are at work. They do not whisper the answers, for they are not in the classroom to copy one another, are they? That is left to the copycats. The children know very well that they are in class to learn together. They have learnt how they can learn and work together. Miss Naomi has enough books and games that enable pupils to learn things. She has arranged them neatly in the cupboards. The children can get the material themselves when they have finished their work. There are trays on top of the cupboards with extra work to practise language or arithmetic or other subjects. The notice board shows the work prepared by the children for a history project. Once you have finished everything, there is always something interesting to choose. That is motivating.

The classroom hums with activity It is hot in October, it is the dry season and it is almost unbearably hot. Luckily, Miss Naomi is considerate. They do all the work that takes a lot of thinking and concentrating before 10.30. But

around 11.00 they start the more creative subjects. One day it is drawing, the next it is handicraft or music. All children work on projects three times a week. Sandro’s mother is coming in today to give a hand during the project class. The whole class is waiting anxiously to learn what topic Miss Naomi has chosen. The class is quiet as a mouse. Where has Miss Naomi gone? What is keeping her? Suddenly, the door opens. A woman enters wearing koto and angisa. ‘Good morning, children,’ she says. She then sits down in Miss Naomi’s chair. Of all the cheek, the children think. ‘Today I’m going to be your teacher.’ And she starts to talk, about the plantation where she lives. The children are all ears. She puts her hand underneath her clothes and brings out a large heart, a beautiful, large, red heart, which is beautifully decorated. It looks like a work of art. Say…, the three girls recognize it. It is their heart. Could that woman …? They feel warm with excitement. But the woman quickly makes them fix their attention on her story once more … how people performed beautiful dances at parties and how the master of the plantation and his wife gave them sweet things on those occasions.

My fondest wish A little later, all the children are working in groups at their fondest wish, their heart’s desire. A little group would like to go on an excursion to Zorg en Hoop Airfield. They want to know more about aeroplanes. There is a lot of deliberation and discussion about the matter. Miss Naomi has taught them how they can make a plan together. The tasks are distributed and today Sandro is the leader of his group. He makes sure that everyone participates. He is very good at it. He seems a born leader. Miss Naomi is also working at her fondest wish. She is going to say more about it later.

The poem Meanwhile it is almost twelve o’clock. It is very hot. The heat has worn Miss Naomi out but she is pleased with the work the children have done. Once the children are standing in front of the class they know they have to be quiet. Miss Naomi calls it a routine, something that recurs every day. She is clearly looking forward to it and she is curious to know what the children have come up with. The children give her so much in return, day after day. It gives her the energy to continue, that satisfaction. The children are sitting in a circle. They may tell one another in turn their fondest wishes. They ask one another questions. They understand the wishes even better now. All of a sudden Jasmine puts up her hand. ‘Miss Naomi,’ she says, ‘and now your fondest wish.’ The children know by now that that sweet woman just now was none other than their Miss Naomi. Miss Naomi puts on some beautiful, quiet background music. She looks at each pupil intently. These are the priceless, beautiful moments for a teacher.

She begins to recite from memory: I would like to bind you into one people without it remaining a dream for in name we’re Surinamers but in our actions we’re still black Indian, Javanese or Chinese 34

I wish I could change your skin heal your heart in one perfect prayer yet another request: no longer go about this country blind play with children who don’t have your blood type speak the languages of all our people just as you eat the menu of the world I would like to bind you into one people without it remaining a dream. Miss Naomi has not noticed that the head teacher, Mr. Sweet, has entered the classroom and is standing in a corner listening. How proud the head is to have someone like Miss Naomi teaching in his school.

A born leader ‘Come in, Mrs. Blackson.’ Sandro’s mother enters. She appreciates it that Miss Naomi has found time to talk about Sandro. They meet once a fortnight. ‘Look,’ says Miss Naomi, ‘isn’t it beautiful?’ and she shows Mrs. Blackson Sandro’s fondest wish. ‘This morning Sandro has been the leader of his group and he has done so well. He seems a born leader.’ Sandro’s mother is bursting with pride, she loves her son so much. But she is also worried about his achievements at school. Miss Naomi carefully keeps a record of the progress made by the pupils. She uses a pupil monitoring system that is used by all the teachers in the school. In addition to language and arithmetic, she also looks at Sandro’s social and emotional aspects. For if you are afraid of making mistakes, that could be the cause of not being able to learn well. She discusses the strong points with Sandro’s mother and the points that require attention. Together they draw up a plan for the classroom, the school and at home. After 45 minutes they say goodbye. This week Miss Naomi will have another discussion about the approach with Miss Saskia, the school’s care coordinator. ¹ Translation of Ik zou jullie willen binden From Oog in Oog, Frente a Frente (Shrinivasi 1974)

Going home After the final preparations in the classroom, Miss Naomi, tired but satisfied, walks to the bus that will take her home. ‘Hello, Miss Naomi,’ says the friendly bus driver.’ ‘Well, have you had a good day today?’ ‘It has been a lovely day,’ says Miss Naomi, and she walks to the back of the bus. She becomes lost in thought and for a while thinks back to the girls’ quarrel, the beautifully decorated heart and the surprised expressions on the children’s faces when they discovered she was that unknown woman. It was so funny. She smiles from ear to ear at the thought of it.

Interview with Carl Breeveld

Carl Breeveld,

director of the Manmitman Association

Boys are crying out for a different approach It is essential that education should take gender into account, that it should respond to the needs of both boys and girls. At the moment most dropouts are boys. That really worries me, and many others with me. Rightly so, for an unskilled man is a problem to society. More and more women are highly educated and the men lag behind. It’s therefore important to stimulate young men and we have carried out a project to this end, Stuka doro gi opo doro: Continue your studies, continue to develop, so doors may open for you.

offering a varied curriculum that makes the most of different talents, more people get the opportunity to acquire a place in society and move forward.

These days the number of female teachers in education is disproportionately high. Today’s education takes insufficient account of the child itself That’s why I think that we and the development phase it is in. There is no point in, for need more male teachers in school. example, putting abstract things to children and all children need Of course, education would have collapsed a lot of variety and playful methods. Both boys and girls want to completely without female teachers, but it is important for our do things, they want action, dynamism. If they work like that, children, both boys and girls, to see male role models, especially because there are so many children, especially boys, don’t single-parent families without drop out so easily. Teachers Stuka doro gi opo doro a father. They see a mother should be equipped better to take Continue your studies so doors will open at home, a female teacher at children’s different development school. It would be a good idea phases into consideration. You can get both boys and girls to keep their mind on the lesson by to give incentives to boys enrolling at a teachers’ training college, considering these matters in education. If you can’t incorporate so that the number of male teachers will increase. those things boys drop out sooner than girls do. That is what is happening today. Many children are crying out for a different In my opinion, success is not an ultimate goal but a process. approach in education and are therefore obstructive by carrying The basic conditions for this success include physical, social and on like madmen or by talking and giggling. This will disappear creative aspects. Man is a homo ludens by nature, a ‘playing human being’. We learn and develop while we play, as long as with a more child-oriented approach. we get the freedom to play. Playing offers a lot: Education is too focused on the cognitive aspect, the so-called creativity, contact with others, and dealing with knowledge aspect. More should be invested in the educational victory and loss. Educators, parents and teachers aspect. Socio-cultural training works at the development of the play a key role in creating these basic conditions core of human beings. Pupils that are not good at the cognitive for success. level should be given the opportunity to develop in other areas. By See DVD for a better view of the interview

Statements from all over the country

The fourth-year teacher was very dedicated, sincere and warm. We children wanted to imitate him. I have never forgotten this. (Natascha Neus, Para)

My sweet kindergarten teacher told us stories as if she were my mother. She was fond of everybody. She has been my role model and I have drawn my inspiration from her. I wanted to do my utmost to meet my teacher’s expectations. I wanted to please her and that’s what made me strive for perfection. (Esmé Boschmans-Valies, Paramaribo)

What stuck in my mind is the teacher’s self-discipline. It stimulated me enormously. (Kaylas Sitaram, Wanica)

I appreciate it when pupils can express their opinions in a respectful way and are open and when the teachers return this respect for their children, but even better, show patience. (Marlies Obergh-Boëtius, Marowijne)

The teacher always held my hand when I was learning to write. It made me feel accepted. It is a rewarding task for the teacher to pull pupils that are not so smart through. (Lygia Vriesde, Coronie)

In the fifth year of primary school, the teacher told us something about history during arithmetic, something about geography during drawing. In this way the subjects were integrated and because of this integration I was better able to understand the subject matter. (Letitia, Nickerie)

You have to create an atmosphere in which pupils feel at home in the classroom. (Singoastro, Nickerie)

The teacher of the second year of primary school was an impressive teacher. She was so clear, humorous and pleasant that I always wanted to be the teacher and imitated her whenever we played school. It also stimulated the urge and desire to become a teacher later on, which I did eventually. (Monique Brown, Paramaribo)

Cynthia Mc Leod was my form teacher in the fourth form. She was not only a teacher but a mother who motivated me enormously to do better at English. She brought heaps of English books to school for me to practise. It made me feel very good. At the same time, I felt I was indebted to her, you see, for giving up so much time and going to so much trouble to enable me to achieve something. (R. Ghisaidoobe, Para)

Respect for one another and understanding both on the part of the pupils and the teacher are the basis for a good relationship. (Aisa Jainullah Kasiemkhan, Nickerie)

Intellectual stimulation, belief, trust, moral values: they make life valuable. I have been given lessons for life and profound advice by teachers at primary school and secondary school. (Bruce Sariredjo, Paramaribo)

You have to evaluate yourself as a teacher on a regular basis to make up for missed opportunities and make the most of yourself and the pupils. (Shirley Lum Chou, Commewijne)

I was not just a teacher but a nurse, policeman, and mother and father to the children rolled into one. (U. Jiawan, Nickerie)

At Futunakaba, the teacher learnt to speak Saramaka (which she could not speak before). She really liked it because she could then communicate freely with the children. It stimulated her to do her best. And she is glad that she can now go back to teach at Futunakaba. (Gemberley Eduards, Sipaliwini)

I was stimulated enormously to study by the patience, love and good examples of my teachers. (Geeta, Saramacca)

I myself am motivated to teach. It comes from within. (Moesafirhoesein, Saramacca)

Pupils can learn an enormous lot from one another. That is what makes learning enjoyable for them. (Denise, Coronie)

I still feel good even now about the teacher’s idea to cherish unity and love among the pupils. (J. Kohinor, Wanica)

If you are a teacher yourself, it means that you have to try your very best. Making children into something. It takes love and patience to do it. (Maike Ramlochan, Commewijne)

I had my positive experience in education at the school at Gujaba, where I put some girls in school. The parents did not want the girls to go to school because they had to help doing household chores. ‘They’ll only learn how to write letters to boys at school,’ the parents said. I did not give up and eventually succeeded in getting the girls in school. There have been girls at the school at Gujaba ever since. (Evi Vrede, Brokopondo)

As a child I found it very hard to walk seven kilometres to school. The teacher made allowances for me. (Billy Klassy, Brokopondo)

Appreciate the work of each pupil, because each pupil has his own ideas. (Kartoikromo-Badroen, Commewijne)

Thanks to the fourth-year teacher learning fractions has been a memorable experience for me. With the use of fruits that I knew in the interior, like orange and gourd. Depending on the fraction we had to learn, sugar cane was divided into two, three or four parts. I understood fractions offered in this way very well. I still employ the same method of using objects the pupils know as visual aids. (Urma Rozenhout-Hoop, Marowijne)

Enthusiastic teachers made me feel happy inside when I was a child. (Viola Tjon Kiet Soeng, Saramacca)

I appreciate the teachers that continue to teach under very difficult conditions, the teachers in the interior, for example, and the pupils in the interior, who take the same test as the children in Paramaribo and yet some of them pass. (Glenn Lugard, Sipaliwini)

The teacher’s stimulating words were very important to me. (Cheryl, Coronie)

What I will always remember from the time I was in kindergarten are the teacher’s motivation and attention. (Anneke Djopawiro, Coronie)

Good teaching has been for me the foundation of my later career. (Soraya Descartes, Wanica) The headmaster, Mr. Strijder, used to pass on all sorts of wisdom to us during the raising of the flag ceremony. They have been very important for me and my life. One of them: You’re going to school today and you’re going to plant knowledge. Tomorrow you’ll harvest the knowledge you need to help build up the country. (Albert Aboikoni, Sipaliwini)

The teacher and his learning power Explanation

The following background information continues the discussion of the views on pupil-oriented and child-friendly education. We start with The teacher and his learning power. His role is crucial in the pupil’s learning process. If the teacher uses his power optimally to stimulate and support the learning of each pupil, the results will improve. Next, it is essential that teachers should have Feeling for pupils. Positive, stimulating guidance which shows that the child is really understood and seen improves the pupil’s achievements. This will make a pupil blossom and flourish. The third background issue deals with the importance of a Powerful learning environment. This powerful environment is concerned with the organization of the classroom and the school environment, but also with the teacher’s style. New developments, like the introduction of the computer, have an effect on the learning environment all over the world and call for new didactic approaches. Together with the pupil and the teacher, the learning environment forms a major triangle in our story. That is where learning takes place: in the classroom. A good organization of that classroom once again facilitates learning. The section Organize the classroom deals with it. Evidence-based research shows that there are didactic approaches that are effective in the pupils’ learning. More information is to be found in the section The right approach. We conclude the background information with the section Balance of head, heart and hands. Transfer of knowledge (head) is important. After all, you need a foundation to continue learning. But research and experience have shown that active learning, being allowed to act, experimenting (acting) and the emotional experience of learning (heart) also matter. The fact is that pupils with a positive self-image and self-confidence learn a lot more easily.

What? Each pupil has learning power. But how can this learning power be stimulated to a greater extent? Learning is generating considerable interest. And even though the pupil has to do the learning himself – after all, the teacher teaches – the teacher is still very important in the classroom. He can stimulate the learning power by using an approach that makes pupils actually learn. It is important to realize that most of the problems arise because pupils do not learn in the right way and not because the content is unclear. Traditional learning still causes many problems to large groups of pupils. The question: How do I learn exactly? is hardly answered. The subject matter and too much control on the basis of the subject matter still command too much attention in the classroom. But in the end what matters in learning is the question: How do I learn exactly? An approach that starts from learning power 1. provides conscious instruction and conscious practice; 2. does justice to differences in prior knowledge, so that each pupil can set to work with confidence; 3. stimulates enjoyment and curiosity, so that the pupils will be more committed; 4. is in keeping with the pupils’ learning habits or learning styles; after all, each pupil has his own way of learning; 5. gives pupils enough time to enable them to learn; 6. provides positive inducements. Conscious practice requires that the pupil should know exactly beforehand what is going to be learnt. This provides the basis on which the pupil can work out for himself what else he needs to achieve the learning goal. Self-management is a key concept here. Meaningful learning also results in pupils being able to understand the subject material better. Knowledge of different styles of learning does justice to differences. The teacher can see to a powerful organization of the environment. He can also see to a powerful approach in the classroom and take care that actual learning can take place. It is exactly this power that the teacher has that contributes to learning in the classroom. After all, each person – including the pupil – grows thanks to positive learning moments, compliments and the experience of success.

What is the puzzle?

How?

What should be given attention to in the classroom? Is it the textbook? Or is it just the pupil? Or both?

The teacher • creates a powerful learning environment; • coaches learning in a positive way and uses didactic approaches; • asks questions that invite thinking, investigation, reflection or action; open questions that offer more opportunities for answers; questions that keep pupils on their toes and invite them to solve cognitive conflicts; questions that stimulate the pupil to think himself together with other pupils; • is a model for how a pupil can be actively engaged in learning. If the pupils notice that the teacher himself also learns and does not know all the answers, learning in school becomes more interesting. If pupils have to answer questions they suspect the teacher already knows the answers to, they are apt to think the question is meant to test their knowledge. It does not stimulate them enough; • has the courage to break traditional patterns. Working silently and on one’s own may give way to working together effectively. Suddenly there is less need to discuss work afterwards, because pupils have already given one another feedback. Too many and one-sided rewards with stickers may sometimes have negative effects on learning, because pupils especially focus on the achievement. What matters is to accept responsibility for your own results and for the result of practice; • provides good teaching, day by day.

Too much attention is still devoted to following the content of the curriculum. The book must be finished. The chapter has to be finished. A lot of filling in and copying has to be done. All pupils begin and finish at the same time, they all work at the same page on the same day. As a teacher you are going to be very busy. You have to see to it that all pupils set to work seriously and continue to work. You have to check them and correct them. And if you are out of luck, you have to correct and assess all those written pages too. This is not pupil self-management but teacher management. The page is done and the book is finished. The target has been met. But it is also vital to look at what has been learnt in the end. The major piece of the puzzle is: How can we really focus all attention on learning so that the pupils’ learning power is stimulated optimally?

What do we wish for? It is stimulating the learning power in children that causes pupils to start learning. On the one hand, it depends on the pupil’s own inner motivation, potential and interest. The more the pupil himself feels like learning and uses his own potential to that end, the better deep-level learning can take place. On the other hand, the pupil goes to school every day. That is where he meets his fellow pupils and the teacher. It is desirable that every teacher should be able to use his learning power in the classroom. The learning process or growing process is set in motion, stimulated and nurtured to a greater extent. Only then can we achieve optimal results. Pupils do need learning power.

Tips and information •

• •

Using learning power and focusing attention on learning does not happen as a matter of course. The teacher also has to learn himself. It is about the teacher’s own learning process. It only works if the teacher takes responsibility for it himself and takes time to learn new skills. Start changing something that pupils have affinity with, like a particular subject or a particular approach. Find out what conditions are needed. See to adequate communication with the pupils, colleagues and parents

•

• •

about what you are going to try. Be open to feedback. Announce to the class that you are going to learn together and explain clearly what will be done differently and why. It is new to the teacher and the pupils and that is why it will have to be discussed in detail. Being a teacher often means: dare to let go of old patterns and try out new ideas; making mistakes is allowed and reflection is important. Interesting websites are www.krachtvanleren. nl, www.leerkracht.nl,www.kennisnet.nl, www. lereniseenmakkie.nl, www.hersenenenleren.nl, www. leren.nl

Sensitivity to pupils What?

Sensitivity to pupils, it is so obvious. And yet, it is sometimes forgotten. The interaction among pupils, teacher and subject matter affects the pupil. If the interaction is good, the pupil will have the feeling, the experience that he can believe in it. It is an essential basic competency of every teacher to be sensitive to the pupil’s perception. It is about the extent to which the teacher, in interactions with the pupils, responds to their emotional needs. The teacher is aware of what he says to pupils and how he says it. So what matters is that the teacher can enter into the feelings or emotions experienced by pupils in certain situations: being sad or cheerful, angry or scared, being disappointed or seized by panic, feeling happy or miserable, feeling connected or lonely, jealous or disillusioned, relaxed or confused. There is an infinite variety of feelings. The question that should always be asked during class activities is: does the pupil feel good about what the teacher says or does, or does he not? And what can the teacher do to create a positive climate that offers room for different feelings and emotions? Coaching by the teacher who takes this personal experience of pupils into consideration has a positive effect on the pupils’ d eve l o p m e n t . The pupil’s self-respect increases, he does not feel alone but, on the contrary, he feels safe and connected. He draws strength to admit feelings and in this way enhance the chance of internalizing them. Coaching characterized by lack of respect, irritation and belittlement makes a pupil feel small and humiliated. The pupil is not stimulated to explore his feelings, and may

even feel hurt after the interaction and be driven even more to deal with the environment in a negative way. The relationship then deteriorates noticeably and it becomes more and more difficult to put the pupils back on the right track.

What is the puzzle? How do we follow pupils’ feelings? And what about the teacher’s own feelings? We know by now that it is more difficult to achieve optimal results without a positive perception on the part of the pupil. If, as a pupil, you feel happy, cheerful and confident, it has a positive effect on learning. Both in class and outside it, the t e a c h e r constantly interacts with his pupils, and mutual feelings are transmitted in the process. It often happens unconsciously rather than consciously, even though we usually think that our actions are highly deliberate. If the teacher himself is in good spirits and confident, it has an effect on the pupils. Enthusiasm gets others enthusiastic. The same applies to the reverse. So by means of his way of interacting, the teacher can make the pupils blossom and flourish more but he can also cause them to wither. Classes with too many pupils or too much pressure on achievements, but also not knowing how to deal with one’s own perception and that of the pupils, may result in a focus on negative perceptions. The pieces of the puzzle are: How can the teacher take the pupils’ feelings and his own feelings into consideration? And how can the desired, positive behaviour be stimulated?

What do we wish for? The teacher is aware of his own feelings. It is only human for teachers to get on better with some pupils than with others. We all have our personal preferences. But a professional teacher is aware of it. He can ignore it, as it were, temporarily and not let it influence the learning process in the class. He is above it.

Being sensitive to perception is a regular skill demonstrated by the teacher in pedagogic action. The pupil will feel seen more quickly. It will make it easier to maintain the teacher’s connectedness with the pupil and learning. The interviews and statements illustrate again and again that teachers who turn out to be sensitive to perception, who really see the child, are always reminded of their own childhood for years to come. Feeling yourself seen as a pupil is an important factor contributing to the success of the learning process. Society’s diversity also makes it necessary to know the pupils’ social, religious and cultural backgrounds and really understand them. Being sensitive to the pupil certainly leads to better results, greater satisfaction on the part of the teacher and especially to education giving satisfaction.

How? The teacher can find out whether he is sensitive to perception by asking himself the following questions: Respect • Does my behaviour (in speech and action) express respect and equality? • Do I approach the pupils as equal persons? Do I take them seriously? Attention • Do I spend enough time on individual pupils? • Do I put pupils in the centre of positive interest? • Do I give them the feeling they are worth it, they belong, have a place in the group? • How do I meet the need for attention and recognition through what I do and say? • Do I pay attention to desired behaviour in particular?

Affection • Do I show my affection and do I take care of all my pupils? • Do I pay compliments regularly, give pupils a pat on the head, praise them? • Do I adjust to the pupil’s own way of having contact? Confirmation • Do I monitor success and failure of pupils? In what way do I deal with it? • Do I regularly draw the pupils’ attention to their achievements, to how they deal with others and to who they are as human beings? • How do I use opportunities, in speech and action, to make pupils experience that they are competent? Clarity • Am I sufficiently clear to the pupils about what is expected of them, about what is going to happen? • Do the pupils find enough to hold on to in their environment as far as time, space and persons are concerned? • Do I give realistic information to adjust wrong or frightening representations of certain phenomena? Understanding • Do I consider pupils’ feelings and emotions? Do I put myself in their environment? Do I show and feel that I understand them? • Do I help pupils to get a grip on what concerns them emotionally?

Tips and information Six basic principles should prevail in the classroom to make children feel at ease¹. 42

Respect To show respect for children, the teacher allows the children to start the conversation themselves when they enter the classroom. Children communicate spontaneously with the teacher and the teacher encourages them by asking open questions. Spontaneous communication is the fruit of the teacher’s good relationship with the children. A good relationship is a relationship in which the teacher sees the children as equal and keeps inviting them to share experiences. Attention Children need attention and want to be seen and heard. Teachers have to respond to this. Example: the teacher notices that Steven is proud of his project on the Amazon. Or that Wendy suddenly grasps fractions. The teacher shows interest by noticing and remarking on these feelings, ‘You’ve done very well’, ‘I’m happy for you’. Affection, confirmation, clarity and understanding When carrying out activities, teachers can tell the pupils something and ask them whether they like it or not. Children then get the feeling that they may help to decide and that their opinion counts. If it becomes clear that pupils feel unsafe or threatened, the teacher should show understanding of it. Besides, it is important that the teacher should make clear arrangements with the children and stick to them. Children must be able to predict the teacher’s behaviour. Websites and books: wwwgoodfeeling.nl, www.eq.startpagina.nl, www.sociaalemotioneel.nl, www.basislink.nl. Suriname has tried out materials about axenroos (see also the keyword axenroos on Google). Daniël Coleman is known for his work on emotional intelligence. Besides, a great many teaching programmes have been developed that focus attention on socio-motional development. ¹ Adapted from the ideas of Ferre Laevers

The powerful learning environment What? An environment? And powerful at that. What do we mean exactly? Isn’t a classroom just a classroom? No, just as all pupils and all teachers are different, similarly all classrooms are different. Only by looking around the classroom do you quickly get an idea of what happens in the classroom on a daily basis. In addition to the pupils and the teacher, the so-called powerful learning environment also plays an important role in learning. What we mean by a powerful learning environment is an environment that gives the pupils ample opportunity to develop, together with others. An environment that, as it were, invites development, that challenges children to learn safely in their own way and an environment in which mistakes may be made as well. A powerful learning environment is an environment in the classroom and the school that offers interesting and challenging materials, methods and activities to the pupils. The layout of the classroom and the school is a determining factor in this context, but also the activities that the teacher undertakes. Attention is paid to versatility and variety. All development areas are appealed to as much as possible to enable all pupils to come into their own. The teacher’s style also plays an important role. The teacher’s approach in the learning process strengthens the learning environment in which the pupils spend their days. A powerful learning environment invites inquisitiveness, discovery and responsibility on the part of the pupil, self-management, autonomy, discussions, cooperation and research.

Mr. Rakesh’s pupils have had lengthy discussions about the rules their class has to stick to. You can see them, complete with drawings, written down on flip-over sheets that have been put up on the wall. Together, they have drawn up five important rules: listening to one another and hearing someone out; no eating and drinking in the classroom; if you want to ask something, you put up your hand; if you have to go to the toilet, you just go. But there are also lots of things about a history project they are working on, about Javanese immigration. A drawing of a depot with exhausted immigrants made by Alex, the great artist of the class. And last but not least, the pots with germinating seed on some old tables. In this way they can see what they are learning. In the cupboard, there is a pile of pieces of colourful cloth they can use when they act out a story. Mr. Rakesh has just celebrated his birthday. His portraits drawn by pupils and the birthday group photo with Mr. Rakesh in the middle still hang on the wall.

What is the puzzle? No two environments are alike. Should the classroom be full of material? Should work produced by the pupils be put up all over the walls and on clothes lines? Does the classroom arrangement in rows have other effects than a group arrangement? How can the environment be made powerful and contribute to the learning process? Does the teacher’s behaviour play a part in the powerful learning environment? It is true that the classroom arrangement does have an effect on learning. A crowded, chaotic, messy classroom arrangement creates an untidy atmosphere. It often blocks a clear view. A classroom arrangement with rows of desks and chairs can give the teacher more control or it can create quiet for certain activities. A group arrangement, on the other hand, invites interaction and collaboration among pupils. In spite of concerted efforts to renovate and expand, the teacher often lacks the space and sufficient means to fit out the classroom effectively. Overcrowded classrooms leave little room for more effective arrangements. New school buildings are insufficiently based on new ideas about powerful learning environments. There are often too many pupils to one classroom to adequately offer equal learning opportunities to each pupil. There are not sufficient high-quality teaching materials both for the cognitive subjects and the creative subjects. Sound, practicable curricula are also part of the powerful environment. The environment is also determined to a large extent by the teacher’s behaviour. Are you committed as a teacher? Are you tired or rested, positive or negative? Are you alternately serious and funny?

The pieces of the puzzle are: How can we make the learning environment more powerful? What does this involve for the classroom layout? And what does it imply for the teacher?

What do we wish for? We want every pupil to be able to learn in a powerful learning environment. In this environment, the teacher uses his ‘power’ to achieve this. There are interesting and challenging materials, methods and activities available for the pupils. The size of the class is such that each pupil can get enough attention. The teacher coaches the pupils in a positive, supporting way. The environment is fitted out in such a way with materials and means that it offers opportunities for individual work, group work, circle discussions, autonomous work and working in workshops. A sound and practicable curriculum strongly influences the pupils’ achievements. This curriculum has two aspects. 1.

The pupil is given ample opportunity to learn. The pupil is given ample opportunity to make himself familiar with the subject matter. The time needed may differ from pupil to pupil. After all, a slow pupil needs more time to practise than a quick pupil. In practice, there is often a discrepancy between the planned programme, the curriculum, and what is actually achieved in a school year.

The teacher is given sufficient time to realize the curriculum. The teacher should therefore have enough time to deal with the programme in the time available for teaching. Programmes are often too tight and too much teaching time is lost by ineffective class management.

The teacher can draw up a practicable and sound curriculum with what is essential subject matter and what can serve as extra material. He makes sure that there is enough time for pupils to make themselves familiar with the important subject matter. He introduces a clear order in the essential subject matter and arranges it in such a way that the pupils will have enough time to learn it. When planning his lesson, he makes sure there is enough time to deal with the subject matter.

Setting challenging goals and powerful feedback motivate the pupils to learn. High, realistic expectations have a positive effect on the pupil’s results, also on those of the so-called problem pupils. Clear, attainable goals that are communicated to the pupils clearly improve the performance. Above all, these goals also have an effect on the school team’s cooperation (Marzano 2007, pp. 21-37, pp. 41-45). If the teacher gives regular, systematic and powerful feedback to the pupil straight after the learning activity, the learning performance will be influenced positively. A safe and orderly environment enables pupils to learn unhampered. Order and safety influence the pupils’ performance. Aspects like pedagogic action, effective class management, team spirit and professionalism of the team, setting challenging goals and powerful leadership all contribute to a safe and orderly learning environment in the school. Clear rules – drawn up together with the pupils with meaningful consequences in case they break them – create an orderly climate in the classroom. All pupils need clear structures.

How? Efficient planning and investments on the part of the government are essential to satisfy a number of basic conditions. Making long-term projections as to the increase in pupils per district facilitates the planning of the need for facilities. Adjustments to and renovations of existing school buildings may take new approaches to learning into account, like collaborative learning, autonomous learning, computer facilities. Giving schools a more autonomous status will enable head teachers to work in the school more efficiently with their own means.The teacher himself can fix up the classroom in a different way by, for example, arranging the tables in groups, putting up drawings and photos, seeing to a clean classroom by assigning tasks to pupils, creating corners, organizing autonomous work by organizing cupboards well and having sufficient materials available.

Challenging goals may be set at school level and possibly for specific pupils. In addition to a fair government assessment system, feedback may be given each term to the pupil and the parents by means of an appropriate report which deals with the learning development of the individual pupil. The government can determine challenging final attainment levels and interim targets and incorporate them into the curriculum. A safe and orderly environment can be achieved by drawing up clear rules of behaviour for the whole school. Fitting consequences are thought up if the rules are not observed. Each class can work at stimulating self-regulatory behaviour. A pupil monitoring system can spot pupils at risk more quickly and in good time.

Tips and information • The learning environments will be influenced increasingly by developments within ICT (Information and Communication Technologies). Education will be confronted with it more and more. • Websites: www.natuurlijkleren.net, www.mhr.nl, www.teamontwikkeling.net, and keywords like digitale leeromgeving, computers in de klas. • Make sure that crucial subject matter can be dealt with in the available time. Give the pupils enough time to practise. Protect the time available for education. Extending school days is costly and not always effective. Schools can protect their time by being as efficient as possible at the beginning of the school day, breaks and playtime, changes of lessons and giving information. Really use the instruction period for learning.

Organize the classroom What? A well-organized classroom contributes to learning power. The teacher plans, prepares things and organizes effective learning situations. Research has shown that class management is an important factor in improving the pupils’ learning achievements. That goes without saying. A chaotic classroom as a result of poor class management not only causes achievements to stop improving, but even leads to their deterioration. Effective class management creates the conditions for giving all children equal opportunities in education by, for example, differentiation in the classroom. ‘Class management is creating the conditions for successful education’ (Veenman 1993). The following aspects are involved: 1. 2. 3. 4. 5.

The layout of the classroom; Rules and arrangements in the classroom and for the school (routines); Effective didactic skills; Prevention of problem situations by thinking ahead and planning; The creation of effective learning time.

What is the puzzle? Is the learning power greater if the classroom is well organized? Is it only about the classroom arrangement or more? Effective learning time is often lost due to an ineffective classroom organization. As a result, the pupil will get less learning time and the teacher will have less time for instruction: poor planning

and preparations, a packed programme, insufficient teaching materials, lack of photocopying facilities, overcrowded classes, in short, traditional teaching aimed at finishing the textbook. Research has made it clear that a realistic and sound programme allows both the pupil and the teacher more time to give enough attention to the subject matter. The curricula are often too ambitious. The time between half past seven and one o’clock is precious and should be put to good use. The pieces of the puzzle are: How do I organize the classroom in such a way that it makes a positive contribution to learning? Does the arrangement change during the day or the teaching activities? How do I organize the school in such a way that the differences among children can be taken into account to a greater extent? Can a contribution be made at school level?

What do we wish?

The teacher organizes the classroom in an effective way. The layout of the classroom is such that teaching materials are easily available for the pupils. Forming groups can be done quickly and efficiently with suitable furniture. Teaching materials in the form of, for example, exercise material (revision, improvement) are sufficiently available to make differentiation possible. The rules of the classroom have been drawn up together with the pupils and support the day-to-day routines. It is even better if these rules have been brought in line throughout the school. The teacher has effective didactic skills, including the ability to differentiate. During the class Autonomous Working the pupils work at their own assignments and the teacher has the opportunity to spend time on care improvement. This routine of working on one’s own is is used in the whole school. Experiences from pilots (LEARN 2008, Kindvriendelijke Scholen 2007, UNICEF) show that the pupils’ waiting time is considerably shortened. The motivation of the pupils increases. The pupils’ autonomy is challenged: I can do it myself. Grouping pupils takes little time because the pupils are familiar with the routine. The pupils are also used to carry out classroom duties that rotate by means of a duty board. When planning the day, the teacher anticipates possible problem situations and knows how to prevent them by sound preparation. The lessons are prepared and planned daily. The learning time needed by the pupils and the instruction time that the teacher thinks he needs are taken into consideration.

How? A new teacher is coached by an experienced teacher in further developing his own class management. At school level, team meetings do not only fine-tune rules and arrangements (routines), but also effective didactic approaches (like differentiation, working autonomously, direct instruction, collaborative learning). Breaking the rules and arrangements has meaningful consequences. The head teacher, the care coordinator and the reform coordinator regularly keep observations in the classrooms and coach the teachers. Rules and agreements are limited to a minimum and are visualized in the school building by, for example, pictograms. The head teacher monitors the optimizing of the effective learning time of each class. Problems are discussed openly and respectfully during, for example, a special meeting.

Tips and information 1. Together with the pupils, write down all the rules you use to organize the classroom. 2. Discuss an approach to observing these rules. 3. Discuss the most important rules and practices in the classroom on the first day. 4. Be clear and friendly. Stimulate desired behaviour and stop undesirable behaviour. 5. Organize enjoyable things that enable you to get to know the children. 6. Be positive and optimistic. Indicate that you expect your pupils to be successful in your class and that you will help them to be so. 7. Avoid situations which you are sure that many pupils will fail. 8. Tackle misbehaviour quickly and resolutely. Bullying is not accepted. 9. Prepare yourself well. 10. Be predictable in your approach. It benefits the weak pupils. Use both controlling and coaching approaches in your classroom. Interesting websites are www.internetwijzer-bao.nl/ klassenmanagement.nl, www.ontwerpatelier.nl, www.ictopschool.net

The right approach What? The teacher can strengthen his learning power enormously with the help of a correct didactic approach. Research (Marzano 20030) shows that organizational, pedagogic and didactic action has a positive influence on learning achievements. Effective teachers use an effective approach. The pupil-oriented approach advocates a balance between both the teacher-controlled and the pupil-controlled actions. By teacher-controlled action we mean that in the classroom the teacher uses quite consciously a specific approach that influences the pupils’ learning of the moment as optimally as possible. This is something completely different from the traditional approach, in which the teacher is mainly led by the content of the books and takes it as a starting point.

Other tips for the layout: 1. Reserve a space in your classroom for a circle without having to shove around furniture too much. Give pupils a set place. 2. Create working places for pupils that need a quiet moment. 3. Create room where you can give instruction to a small group of pupils. 4. Arrange the furniture in such a way that you can see the faces of all the pupils. 5. Pay attention to the route the pupils have to take to get materials or, for example, to go to the toilet. A wrong route may cause a lot of unrest. Do not put pupils with concentration problems or behavioural problems on this route. 6. Introduce a clear order when placing books, exercise books and materials in your classroom, like subject by subject. 7. Take care that everybody has a clear view of the blackboard. 8. Computer monitors may seriously distract pupils. Try to arrange the classroom in such a way that they cannot be seen from the classroom. 9. Make sure that the desks and chairs are the right height for the pupils. 10. Reserve room for displaying the work made by pupils.

Well-prepared and planned instruction and an effective approach support the learning process. We mention six effective types of approach (of course, there are more): • working autonomously and the instruction table • the direct instruction model • collaborative learning • differentiation • interactive education • creative methods

What is the puzzle? Do the pupils always need desks in rows and wait for what the teacher says and carry out what he says? Or are they allowed to think themselves and be active? Just start working at something or work with clear action plans? Always in the same way or is there variety? Is the book used as the starting point for the transfer of knowledge or learning or is the pupil used as the starting point with an approach that suits the occasion? So far, traditional education has not taken enough advantage of proven effective teaching methods. These methods are sometimes insufficiently known or insufficiently trained with the teachers. As a result, the pupil’s learning power is insufficiently stimulated. It is often not clear to the pupil, for example, what is being learnt and why. A lot of precious, effective learning time – so learning power – is lost because of an ineffective approach. In this way the drop-outs in particular, the pupils that learn more slowly, and the bright pupils, the fast pupils, benefit too little from education. Only too often, pupils have to wait until everybody has finished and then continue with the lesson. Research has demonstrated that there are methods that have a strong, positive influence on learning.

The pieces of the puzzle are: What approach is effective and influences the pupil’s learning? How and when does the teacher use this approach?

What do we wish for? 48

What we want is an effective approach in the classroom to stimulate the learning power optimally, to let all the flowers in the classroom blossom. It is about more effective and more deep-level learning. This is the case when pupils are in a clearly structured learning situation. That structure is provided by the teacher. Hence the term ‘teacher-controlled’ approach. By a teacher-controlled approach is meant the conscious use of various teaching methods that optimize learning. Effective learning of basic knowledge and basic skills may be started for all pupils at the beginning of the teaching session and later for the pupils that require extra practice. The subject matter is then deepened to a greater extent (by, for example, collaborative learning or interactive education). Effective learning can take place during the instruction by means of the model of direct instructions. The main characteristic of this way of working is a clear organization of the subject matter, a clear structure of the lesson, and direct feedback to the pupils. Effective learning can also be applied during a daily hour of working autonomously, when all pupils are working at, for example, a number of basic and optional assignments. The pilots (Kindvriendelijke Scholen, LEARN, Kalbobis and so on) have demonstrated that this greatly motivates the pupils. Pupils learn a lot from one another. Collaborative learning in small or larger groups using methods tailored to the pupils is an excellent means of understanding the subject matter more deeply. The new methods emphasize the interaction between the teacher and the pupil or the interaction the pupils have among themselves with regard to the subject matter. Mutual interaction makes active, makes committed, motivates and helps the pupils to understand the subject matter well. Besides, it improves the pupil’s language skills. It is building knowledge as also explained in chapter 1 in the section on social constructivism. The teacher can find support in collaboration with colleagues. Discuss attractive methods that you have applied successfully with one

another. In this way you learn from one another. A cupboard full of creative material and a notebook giving methods used for various goals can help you if you are stuck.

How? Train teachers in using these effective didactic skills. Incorporate this approach into the subject matter that is used on a daily basis in the classroom (curriculum) and coach the teacher (e.g. by the reform coordinator and the head teacher) in using it. What can the teacher do himself? 1. 2.

Use an effective approach in class regularly, so that it increasingly becomes a routine both for the pupil and the teacher. Include effective methods consciously. Always set clear goals and keep referring to them during the lesson. Pay attention to progress, reward desired behaviour or achievements, alternate group work and

individual work. Provide variety. Keep concentrating intently on the subject matter you offer. The teacher focuses his attention on the learning experiences of the class, prior to the subject matter, during and after the lesson. Prior knowledge is activated (what do we already know?), questions are activated (what do we want to know?) and afterwards we look back (what do we now know better?). Make sure there is enough learning time allowing all pupils sufficient time for revision, practice and applying the subject matter. The pupils are stimulated to become more familiar with the subject matter. One child will need more practice and the other child far less. Applying what has been learnt, in a team, leads to more depth and better understanding. Again, the effective teacher creates opportunities for children by means of his clear approach. Discuss regularly what you have done. In this way you will get new ideas.

Tips en information What characterizes working with the direct instruction model? • The teacher is clear about what he wants to achieve. (‘This lesson we’re going to … and at the end of the lesson you will know … and you can …’) • Clear instructions stating explicitly what is expected of the pupils (‘I’m going to explain first what … is, next you’ll get the opportunity to work in pairs for ten minutes at …, when you’ve done that you’ll know …, I’ll discuss it once more in class and we’ll then round off by …’) • The teacher offers pupils opportunities to practise with more and less coaching (‘First, you’ll do it according to my approach, you may then choose whether you do it like this or like that. Who wants more help may join me in a minute’) • By walking around and observing carefully while the pupils are working by themselves, the teacher gives feedback to the pupils about progress, both when asked and without being asked (‘You’ve done it well. I still miss …; it’s very good what you’re doing; this is the wrong way. I’ll join you to explain how it can be done’)

•

The teacher provides a friendly, learning-friendly atmosphere and a lot of positive feedback.

It will be clear that this way of working requires a sound preparation of the lesson, with a well thought-out organization of the lesson at the right level for the pupils. So direct instruction is especially effective for starting pupils who do not know much as yet about the subject matter. This implies that direct instruction can always be used effectively at the beginning of a session, since this is the moment that virtually all pupils still know little. Moreover, this way of working always proves to be effective for pupils that have difficulty learning, pupils that have difficulty structuring their own learning. It is possible in situations like that to further refine the instruction for this group of pupils (with more structure) after a more general instruction for the whole class. Besides, research has shown that structuring the lesson makes many pupils feel safe. Research on fear of failure has shown that a structured lesson substantially reduces fear of failure. You could say that structure creates the beginning of a good learning climate. •

Consulting Google with the relevant keywords provides a lot of information.

Balance of head, heart and hands What?

You do not only learn with your head, but also with your heart and hands. Head, heart and hands form a well-sounding threesome, the three H’s. It is not only the head that should be challenged; the pupil is more than a head. The heart, too, (the socio-emotional development, perception, feelings) and the hands (being allowed to act, to do things on your own, to be occupied in a creative way) should also be given a balanced place in the daily programme. In this way, education becomes varied and the learning power of more and varied pupils is challenged. As one head teacher put it, ‘The pupils are going to care more for education.’

A rhythmic weekly plan may assist the three H’s. By a rhythmic weekly plan is meant a school timetable that has been drawn up in such a way that the three elements mentioned above alternate. Exertion alternates with recreation. Activity alternates with rest. Action alternates with reflection or silence. Set moments have been included for the heart (the feelings, perception). In our daily life activities involving the head, heart and hands keep alternating. This natural rhythm rightly deserves a place in our curriculum.

What is the puzzle? Is learning only being involved in using the head? The pupil brings much more to school: his body with arms and legs, his heart full of feelings. So far, the balance has been missing in the curriculum. Too much emphasis is put on the main activities. Too little attention is devoted to activities of the heart and hands. As a result, only a small part of the pupils’ potential is challenged, that is, only the head and especially the right side of the brain.

The teacher and ‘her’ children My little people Paulus comes back to school after two weeks. He says that he went to the interior with his mother for a funeral. He has missed four tests and important new subject matter. If he does not get any extra coaching, he will no doubt have to repeat the class. Hanna and Jack were allowed to represent the school at a reading contest. Jack wins a trophy and gets some more prizes. The head teacher suggests that he should give one of the prizes to Hanna. Jack refuses. Shalini’s mother asks permission to take Shalini for a week to Miami, where her grandmother lives who is going to celebrate her 60th birthday. Shalini will miss two tests and important subject matter. Cynthia, who is in the sixth year, is picked up after school by a grown-up man in a car. The man is not her father and you suspect that Cynthia has a sexual relationship with the man. Djoeminie is the sweetest girl in the classroom. She is well-mannered, quick to laugh and always ready to help. Besides, she performs well. A film crew enters the classroom. They would like to interview an average pupil. You would prefer them to talk to Djoeminie.

Oh boy, I had never thought that it would tax your conscience so much to be a teacher. Every day you have to take decisions about the life of those little people in your classroom. Doing your teaching practice, when you give your lessons at a school, you don’t really know the children. You only try very hard to explain the subject matter well, let every pupil have a turn and avoid any language blunders, so that Sir or Madam at the back of the classroom give you a pass, let you get your certificate quickly! But once you spend all the time with these children, they are with you for a whole year, you get to know them. Good God, they are so dependent. The way they come running up to you in the morning, to carry your bag for you. The way you sometimes see them sweating away at a sum, the tip of their tongue between their lips, how they fight to clean the blackboard. And how they can sing, even Hendrik, who can’t hold a tone, beams with joy when I get my recorder out of my bag. Well, you just can’t help trying to find some second-hand shoes when you see that Roytje comes to school in his old, worn shoes. And then you dry Ravindra’s tears when she has grazed her knee. You then give extra lessons to Paulus and Shalini and let them take their tests. You then sit down with Hanna and Jack, and with Cynthia and listen to what they’ve got to say. And you say that Djoeminie is such a nice person that the film crew want to meet her straight away. I have not become a teacher for nothing, but simply because I love children. Ismene Krishnadath, writer, teacher and educationalist.

A highly one-sided appeal is made to the pupils’ cognitive powers in particular. As a result, the child’s development is also quite one-sided and a lot of hidden talents do not flourish. The child’s learning power can then diminish rapidly involving the risk that pupils lose motivation.

What do we wish for? We want a day-to-day or weekly programme maintaining a natural balance of activities of the head, heart and hands. We want a balanced curriculum which offers the rotation of these activities in a coherent way. By carrying out the rhythm week by week, a recognizable structure and order arises for the pupils. Predictability increases. Pupils that are more active by nature (especially boys) are challenged to a greater extent. Pupils that are more sensitive are seen and are given the opportunity to express themselves and in this way the learning power is stimulated alternately. Individual differences and talents are taken into account, for all children are equal but not the same.

How? If the present timetable is adapted to the ideas mentioned above, the classroom climate and the learning power will be influenced in a positive way. In addition to activities for the head – thinking – sufficient time has been included for action (hands) which

enables the pupils, on their own or together with other pupils, to carry out assignments or experiments. Moments of rest and reflection recur on a regular basis leaving room for expressing feelings (the heart). The activities of the head, heart and hands are carried out within the various disciplines and educational aspects of the curriculum. They are integrated into the teaching packages, so that they are easily recognizable and applicable both for the pupil and the teacher. An activity involving thinking is followed by an activity involving movement. An hour of quiet work is followed by a moment in which what is learnt is exchanged. Multiplication tables are practised in the arithmetic class by means of play involving movement. The geography class may also be held outside the classroom, for example in the school yard by means of play. The week is concluded with a festive activity celebrating the successes with learning together. In this way learning once more becomes fun both for the pupils and the teacher, for everybody is involved and feels challenged.

Good ideas are to be found in the work of various educational innovators like Peter Petersen (JENAPLANconcept). He developed ideas about the rhythmic weekly plan in which four main activities keep alternating: discussion, play, work and celebration¹.

Celebration has a positive effect on both the classroom climate and the school climate. Celebrating together propagates: we are a community and everybody belongs. Festivities and events that can be celebrated in school life contribute to the school as a community. They are moments at which teachers and pupils, and sometimes parents, come together to celebrate getting together, to dwell on and reflect on not only joyful but also sad events, to deepen values and standards, to express themselves and tell one another about the experiences that the head and heart have gained recently.

Discussion refers to communication among pupils and between pupils and adults. The circle is an essential method in this context, because all pupils can see one another well and the involvement of the persons taking part is optimal. Examples of circles are the storytelling circle, the project circle, the reading circle, the presentation circle, the discovery circle, the evaluation circle and circle discussions about a specific topic, something, for example, in the socio-emotional sphere which deserves the group’s attention at a particular time.

Stories, dance, music and school creations come in handy. Celebrations help to determine the rhythm of the year plan, day-to-day plan and the week plan of a school. In many schools, the year is opened and closed with joint celebrations. National holidays are celebrated together and we focus together on anniversaries and festivities of different cultures and religions. Attention is devoted to sad events, close by or far away, and current affairs in the world. Birthdays are celebrated, just as the arrival and leaving of pupils.

Play is not only limited to young children. Playing together is vital to all ages, because in this way pupils learn to work together and show consideration for one another. ‘Play’ really means learning by means of play, dealing with impressions and experiences gained and expressing oneself. During play, pupils discover their own environment and that of others. This also applies to older pupils and even to the teachers.

•

Tips and information

Work can be done in different ways. One way is dealing with subject matter after instruction or, for example, by working in groups. Forms of autonomous working are also quite suitable and give the opportunity to respond to differences among pupils (e.g. differences in tempo). During autonomous working, the teacher has room for extra coaching or observation.

•

Many educational innovators aim at a better balance of the activities of the head, heart and hands at school. We mention some: Peter Petersen (Jenaplan), Maria Montessori, Rebecca Wild, Paolo Freire, Ferre Laevers (EGO), Helen Parkhurst (Dalton), Emilio Regio. What is interesting is that the largest group of educational innovators may very well be the teachers themselves. They try to improve and reform their work day by day, with or without support, and often seem to operate in the background. Consult the keyword ‘educhange’ on Google and you will come across interesting exchanges and projects. ¹ Derived from www.jenaplan.nl

Interview with Gerrit Barron

Good teaching deepens people’s education What good is a dream to you as long as it remains a dream? By organizing your life in such a way that you actually carry out all your wishes and plans you add more depth to your life. And you then become inspired to continue. Once you have realized a dream, you are at the beginning of another challenge. It’s a process that just keeps moving on to new dreams, challenges and opportunities. We use those to make our life better. It’s therefore important that you keep that flame burning inside you. Starting from that flame, inspiration, you carve your own way and others may let themselves be lit by your flame.

Gerrit Barron, writer

If teaching offers an inspiring environment to our children, it All of my books carry clear views that have to do with the awakening helps to realize those dreams. Education therefore needs people of children. My books are based on what is characteristic, on with a vision and enthusiasm. These days, education is too often reassessing what is typical. Children are given an insight into their just about getting a country, their situation certificate quickly. and the environment in Add more dimension and depth to your life by focusing on what you It doesn’t invite which they grow up. participation on the My books are not just dream about and wish to carry out part of the pupil. for recreation, so doing Good teaching something pleasant. I deepens people’s education. Your teaching, your upbringing wish to hand on information to children in an entertaining way. and education must be excellent. Excellent teachers are really wrapped up in the children. They have social skills by nature, or When I was at school, children were still beaten. I experienced have learnt them at a teachers’ training college. beatings as shocking and I would never do something like it later. Something negative may turn into something positive because of your own attitude. I became a teacher. It meant that I could break this pattern of corporal punishment in my own class. This is the positive outcome of something unpleasant you experienced. You know that you don’t want it and that you can prevent it in your own classroom. To me, the schools of the future will be schools that create an environment in which children feel good and comfortable so that they want to learn. These schools will arouse pupils’ curiosity by bringing our country and nature into the class. I can see lots of green before me and space in which children can discover and, consequently, learn. Something quite different from the often sterile arrangement and organization of too many classrooms right now. The school environment will also be more in harmony with the home environment in the school of the future. See DVD for a better view of the interview

125

Sri Irodikromo

A school learns too

3 55

Every day pupils learn in the classroom. This is where the pupils’ primary learning process takes place. The pupils’ learning may be stimulated enormously by mutual collaboration and fine-tuning in the school. If we continue the inspection of our bromki model, we will find the class triangle, which in turn is part of a number of other triangles. All these triangles together form the school. The school itself is again part of a community or environment (chapter 4). The school does its utmost to make sure that learning in the school is done optimally. Teaching is done by human beings. The close collaboration among all the players inside and outside the school is a condition for success. Within the school system attention is also focused on realizing the learning power. What is involved is the learning power of both pupils and teachers. After all, together they make the school. A school also learns.

The chapter is organized in the following way: 1. We start with the story about the desired, ideal situation. 2. We then present statements made by people from all over the country. 3. We conclude with background information: • The head teacher makes the difference • Equal opportunities for everybody • Continuous improvement is something you work at together • Quality, everybody’s responsibility

Once upon a time there was a school for animals. The school accommodated different animals. The teacher of the first year, master Owl, did his best to teach the children the different subjects. He always took care to prepare his lessons well and be at school on time. He knew exactly what he had to teach the children and at the end of the school year, he had done everything the books said he should do. Yet, he was often disappointed because somehow or other a great many pupils did not do well in the subjects. Master Owl did not understand it at all. How on earth could it be?

Duck was very good at swimming, but bungled climbing trees. Monkey was very skilful at climbing trees, but he always failed swimming. The chickens were best at finding seeds and worms in the sand, but they always stepped aside when climbing trees came up. They did not even take part. Every time the subject came up they were sent to the headmaster because master Owl thought they were too lazy to do their best. And the rabbits? They were extremely good at running, but they needed extra lessons in swimming. And what a pity about the tortoises. They were sweet, docile pupils, but they were very slow and lagged behind. It was decided to send them to a class for special education in armadillo’s burrow. From Modulen kindvriendelijke scholen (2008), Ministry of Education and Community Development

Oh education, I’ve been providing you for more than 30 years. At first unwisely at times, gradually more wisely. I got paid then. Now I am paying rather than getting paid. Yet, I believe in you, for thanks to you I can write these lines, oh education, you make me old because of all this marking and you keep me young with all that naughtiness. Never listening properly, always formulating sloppily, always wanting to go off (as we used to) but if I’m absent for three days, I hear from all sides, what’s the matter with Master? And when you meet the biggest rascal after ten years, he tells you proudly that he is about to graduate, thanks to this teacher, he whispers in his girlfriend’s ear. And when you meet him with his child, after twenty years, this teacher has taught daddy. Say hello. Shy, the little one gives you a hand. The little one greets you, with little eyes expressing respect, on behalf of the big ones. This makes up for everything, raspy vocal cords, tired eyes and fingers. And then you go on believing in education, the mother of all fathers and mothers.

Rappa (R. Parabirsing), writer, teacher, runs his own library

Interview with André Kramp

Children are the future Improvement in the quality of education is important to me, the quality of the lessons, of the teachers, of the learning environment and of measuring instruments to evaluate education. The status of teachers is too low and must be drastically improved. The status and appreciation of teachers leaves a lot to be desired in developing countries. It’s an international problem. Education must be improved in our country, especially in areas where the situation is at its worst, that is, in the interior. The phenomenon of the boslandonderwijzer (teacher for the interior) still exists. The requirements for becoming a boslandonderwijzer are six years of primary education and a training of some days in Paramaribo. Structural policy measures are urgently needed for education in the interior. Teachers could be stimulated to go and work in the interior, by, among other things, better salaries.

André Kramp, educational project coordinator

I think the last pillar is one of the most important: each human being has the right to Education is the mainstay develop in such a way that of society. In fact, his intellectual, artistic Education is the mainstay of each society education is just as it and spiritual talents are was in the old days. cultivated. In a country What I want is to adjust like Suriname, I’m also and improve education, so that it better meets the wishes of thinking of ‘learning to live together’. We are situated in the this society. Education has the task to prepare pupils for the Caribbean and have the greatest cultural diversity, but there is numerous changes in today’s world. no intercultural education. We don’t understand one another’s languages and we know little about one another’s customs. I The pupils are tomorrow’s workers. They need tools to be able do know how to make a roti and I know what a phulauri is, but to play their part in this competitive world. The sustainable I don’t know the deep-rooted cultural traditions of, for example, development of a society starts with sound education. I see the the Indians, Javanese and Chinese. school as a place where children can develop optimally. In this context, I’m reminded of the ideas of Jacques de Lore. They focus The unique character of Suriname may on four pillars on which education is based: learning to know, be highlighted by paying attention to this aspect and enriching our education. learning to do, learning to live together and learning to be. See DVD for a better view of the interview

The dream Is she coming? The head teacher Mr. Sweet is waiting impatiently in the schoolyard. He wants to tell Miss Naomi straight away what he thinks of the ‘hearts meeting’. He is proud of his teachers and he knows that they, together with the pupils, form the heart of the school. Miss Naomi is very important to him. He cannot create a good school without highly motivated and enthusiastic teachers. ‘Good morning, Miss Naomi,’ the head teacher says. Miss Naomi returns his broad smile. ‘It was really good.’ Miss Naomi is glowing with pride. She knows the head teacher always supports her.

Reform is going at full speed 58

‘Sandro has been doing much better,’ says Miss Saskia. She keeps an eye on the development of all the children of the school. ‘Yesterday I had a talk with Miss Anke and we worked out a plan for working in the classroom.’ Miss Saskia is the care coordinator. She coordinates all the special attention that children need in school. It is not only about children that have trouble learning, the dropouts, but also about the smart pupils, the ones that stand head and shoulders above their classmates. The Ministry of Education has devised an effective pupil monitoring system. This system includes observation lists and tests. All the teachers in the school support the system. Reform is going at full speed. Together with the care coordinator and the reform coordinator, the head teacher forms a well-knit team: the school’s driving force. The three of them carefully watch the school’s development. In this way children get more equal opportunities. Miss Wilma, the reform coordinator, is concerned with school improvement. Together with the team, she keeps thinking about ‘how things can be done better’. She gives advice to the teachers, comes into the classroom to see how teaching is done and regularly plans interesting workshops for the school team. She is pleased to be able to do something with her experience within the school. MINOV has made it possible for her not to teach any class so that she can truly work full time at innovations. Her head teacher supports her wholeheartedly. Miss Saskia says that the new approach of having children in all classes work for themselves is very successful. ‘Children need not wait so long and teachers at last have time for some extra attention.’ In this way, innovation helps to create room for paying extra attention to pupils.

Are we doing the right things? In the second term there is a team meeting. All the teachers stay for an hour after school. They think it is important to support one another. At the beginning of the meeting, the head teacher asks some simple questions. ‘Are we doing the right things at school?’ ‘And are we doing them in the right way?’ Very soon, the teachers have split up into groups and are discussing these simple questions. They are accustomed to looking at the quality of the school on a regular basis. It is only then, they think, that the school can be improved structurally. ‘I think that we have more time to pay extra attention to the children by letting them work on their own,’ says Miss Farida.’ ‘It wasn’t like that in the past. I felt I simply didn’t have the time for it. I’m very happy with it and so are the pupils.’ ‘I quite agree with you, but I think we’re not going about it in the right way yet. I don’t have enough material in my classroom to give to the children who have finished their work early,’ says Miss Naomi. ‘I’ve worked out an idea in my classroom,’ says Miss Jenny. ‘I put extra work sheets in plastic folders. I don’t have to copy much that way and I can have different sorts of work ready. The children do the exercises in an exercise book.’ All the teachers attending the meeting write down this idea straight away. You can see the whole team think the same: That’s what I am going to do this week. At a workshop, the head teacher has learnt to do something about quality care. In this way he can check more easily whether the school is doing the right things in the right way. Eventually, it will all benefit the pupils’ learning. And you do not have to do it on your own.

Tonight on television: Bun Taki ‘Yes, hello, this is Henna Draaibaar speaking. Is it the head teacher speaking? Would you like to attend our new televised discussion programme Bun Taki?’ Oh, how exciting, thinks Mr. Sweet, and he asks at once, ‘Can I bring someone from the team?’ He wants the teachers from his school to say their bit too. After all, they are the heart of the school, together with the pupils. The next day, Mr. Sweet, Miss Saskia and Miss Ingrid take part in the discussion programme. Henna has explained to them that they will only talk about positive things: bun taki. ‘As soon as the discussion takes the wrong direction I‘m going to interfere,’ she says giving them a wink. ‘Talking about positive things has an energizing effect. It makes you grow and bloom.’ They soon forget they are taking part in the new talk show on

television. There is nothing more enjoyable than talking about things that go well in school. The camera is rolling, you feel the excitement, you sense the people’s enthusiasm. They cannot stop talking about the possibilities schools now offer in Suriname. ‘The pupils feel at ease at school.’ ‘The teachers are enthusiastic and feel that MINOV supports them.’ ‘We work more as a team and learn a lot from one another.’ ‘The parents are also perfectly satisfied.’ Mr. Sweet concludes by referring to the head teacher’s opportunities to run the school well. Since the school now has a budget of its own

he can attend to any needs there are more quickly. In conclusion, Henna asks, ‘It’s all about learning and the opportunities that the authorities and the school offer to the pupils for optimal learning. But does the school itself learn too?’ The school can also learn … ‘Yes,’ they all say with one voice, ‘a good school keeps learning.’ The next day the whole team is sitting nervously in front of the television set, wondering whether they have done all right.

Interview with Bert Eersteling

Education is the basis for development Pupils may understand one another better by working together and supporting one another. When I was young, I had the experience of working together with other pupils and students and we all ended up benefiting from it.

Bert Eersteling, head of the MINOV Department of Education in the Interior

Connectedness results in more mutual respect and that is good for our society. If we set a joint goal to work at this connectedness, you should be able to see this reflected in the curriculum. Solidarity and the qualities you need for it as human beings may be further developed in the school programmes. When head teachers are trained to be managers, they learn to guide the process of attaining more solidarity and collaboration in school. The head teacher then knows what to do to achieve the right quality and goals together with the team. To get head teachers who are able to do this, requires training in communication, management skills and in ‘harmonizing people’.

Since the nineteenth century we have had whole-class teaching. The community of the village or the neighbourhood used to There are often more than forty pupils in a class and, of course, be essential to the education of children. Many parents have that is far too many. If we want to give our pupils what they are learnt to read and write in such a community and not only that, entitled to, we have to abandon whole-class teaching. It also the community played a major part in children’s upbringing. In the past when school had just been means we have to adapt the law to the introduced, the church exercised innovations we wish to introduce. It Connectedness results in more considerable influence and supervision also implies that we have to train our mutual respect over what happened in school. Skipping teachers in a different way, so that they school was unheard of because social can focus attention more on the children and their learning processes. Education will be improved and its control was very strong in the community. If you stayed at level will be raised by combining present whole-class teaching home, a member of the school council came to fetch you. In that respect, villages and neighbourhoods with a long church and and a new approach and new insights. school tradition were successful. A child has a lot of talents, knowledge and skills right from the start, while we adults think that we have to stuff children with It would be nice if we could reintroduce some knowledge. The point is that we help the children to discover how of this communal upbringing, including social to give expression to what is already alive and present in them. control. Each child has unique talents. What I call the new learning is to cultivate these individual talents by offering opportunities to express them. This is what you are going to bear responsibility for in the school. See DVD for a better view of the interview

At the moment it’s still common practice that we determine what the children have to produce, while I want to see the opposite: we help the children to produce what is already there.

Statements from all over the country

I found it a privilege as a teacher to help set up a physics lab room and a library or organize a workshop, all this together with the pupils. It has taught the pupils and me a lot. Things like these make education good and enjoyable. (A. Naipal-Soerdjbalie, Paramaribo) 62

Good education implies that each pupil gets his own time to learn. (Ilse Goedhoop, Saramacca)

What is important is the teachersâ&#x20AC;&#x2122; positive attitude towards the pupils, with mutual respect playing a major part. Situations in which the teachers have done everything they can to get the best out of their pupils. The teachers were always ready for us at school. (Sandra, Wanica)

In my first year as head teacher I was faced with a serious problem. The school was destroyed by a strong gust of wind. The entire community provided full support, both physical and mental support. It made me stronger mentally. I managed to get my act together and set to work to start the new school year within six weeks on 1 October as usual. (Erwien Martodikromo, Para)

You can provide good education by means of goal-oriented teaching with the help of visual aids. By having pupils participate in activities and by working in groups. (Mohamed S. Khodabaks, Coronie)

Just the goal that you wanted to be something later made it exciting and challenging. You also feel the need to show what you want to be. My cousin was a senior nurse at St. Vincentius Hospital and I thought it was great that she had become something. She always stimulated me when I went to see her at her home. She said I had to become something or else I would end up being poor. I gave my all to follow her advice. I felt I could achieve something. I have learnt that you always need someone to be there to stimulate you or else youâ&#x20AC;&#x2122;ll come to no good. (Olivia Domini, Marowijne)

A pleasant atmosphere at work among colleagues has stimulated me to perform better. (Debbie Asalobi, Commewijne)

Organize teacher exchanges more often. It is instructive and forges bonds. (Reon Gokoel, Nickerie)

The teaching staff has become enthusiastic about teaching at a different level from primary school by collecting materials themselves and giving the pupils the opportunity to come up with their own ideas. In this way many hidden talents surfaced. (Ilma Baasaron, Para)

From my own experience I know that many pupils regard the school as their second home. They really feel at home at school. And I have experienced that the teachers always come up with new ideas. (Jo-Ann SoeroredjoDjojodikromo, Commewijne) I think it important that there are friendly relations among teachers and among pupils as well. (Carmelita Fereira, Nickerie)

What I have experienced as very positive in education is when we teachers meet to talk about how to cope with certain situations at school, particularly when they concern pupils. (Thelma Kastiel, Brokopondo)

A sixth-year pupil was given the advice to leave and her guardian wanted to take her from school. As head teacher I started looking into possibilities to help the child. I found that she learnt best by listening rather than by visual means. I then adjusted the instructions for her and it has worked. She now works much better. (Benny Venloo, Marowijne)

I was given a combined class consisting of four-year-olds and five-year-olds. What to do? The class was unruly and I had trouble keeping discipline in the class. Eventually, I approached an experienced colleague. She advised me to deal with the fouryear-olds first in a learning session, while the five-year-olds were given the instruction: do the work you like to do. In this way order was restored in the classroom. (Carmelita Tjon A Meeuw, Wanica)

Everybody needs good education to be successful in later life. There should be as few differences as possible in the quality levels of teachers. It is therefore important that you always do your best in everything you do. (Mack Poeketie, Sipaliwini)

Meetings and learning experiences abroad have been positive learning experiences for me. (Anneke Djopawiro, Coronie)

When my teaching practice teacher invited me to give a lesson, I was scared and got cold feet, but she stimulated me. Afterwards she said to my fellow students, â&#x20AC;&#x2DC;You see, she can do it. She really carries herself like a teacher.â&#x20AC;&#x2122; (Abigail Jonathas, Paramaribo)

School trips were a pleasant experience for me. Away from the straitjacket of the classroom. You experienced the group in a completely different way. The teacher was a totally different person. (Elaine Rellum, Paramaribo)

There are people in education who mean well by education. They are the doers. They take initiatives for the greater good. Positive role models are important to everybody. (Wilgo Leslie Demon, Paramaribo)

As principal of the vocational school, I want to get the best out of each pupil. (Albert Alleyne, Commewijne)

The teacher completely opened her mind to us. As a result, I got a different idea of myself and others. I learnt to accept and appreciate myself for who I was. This stimulated and supported me during the rest of my studies. (Urmi Bardan, Wanica)

As a three-year-old girl I was eager to go to school. I was very much interested without knowing why. The atmosphere in the village, the experience of seeing children go to school; it all presented a challenge, and my parents and the pupils had something to do with it. (A.J.B. Paulus, Brokopondo)

I always wanted to be a teacher. My teachers at school were fantastic role models. (Rinia, Saramacca)

The head teacher makes the difference What?

It is a fact. Every school is headed by a head teacher, and that is necessary. After all, a ship cannot steer a proper course and reach her final destination without a captain. From international research (Waters, Marzano and McNulty, 2003) it is clear that the head teacher makes a difference to the school’s quality. Recent research in Suriname (MINOV-LEARN 2008) has also demonstrated this. The pilots have shown that the schools that reach the top are exactly the schools that have committed leadership. Effective head teachers exert a strong influence on the process of quality improvement. This influence may have either a positive or a negative effect on pupils’ achievements. The study Exploring the Principals’ Contribution to School Effectiveness (Hallinger and Heck 1996) analyses fifteen years of research on the influence of principals on schools. It also shows that good head teachers have a quantifiable effect on the effectiveness of their school and pupils’ achievements. They influence the results of their school by, among other things, setting school goals, by giving direction, introducing structure and creating organizational and social networks. Besides, successful head teachers see to a school policy, sound procedures and practices that contribute directly to the pupils’ learning and in this way to the quality of education. A head teacher who wants quality education focuses his attention on the why and how questions. Why does my education look like this? And how can I create more learning power in the school? And how could it be improved even more? What matters is that pupils, teachers and parents feel good in the school and are motivated. The head teacher makes a substantial contribution to this and makes the difference.

What is the puzzle? Is it about the school head teacher, or about the head teacher who is also a leader and manager at the same time? Is it about the focus on administration and management? Or is it about the focus on learning power? The story about the head, heart and hands is applicable here too. To hold a steady course through the turbulent waters of the numerous changes, the school will have to use its hands and its heart in addition to its head. Sitting around doing nothing is out. Standing still is going backwards. The present changes in education are highly complex and require vigorous leadership.

If we wish to improve the quality of education, we will have to pay attention to the school’s leadership, in addition to paying attention to the teacher in the classroom. The learning power of both pupils and teachers increases, when the head teacher increases his focus on it. That is logical. After all, everything you devote your energy and attention to, will simply grow well. And this also applies to the school. Only too often, head teachers busy themselves with lots of small and large things and are too little concerned with the learning in the school. It is not always easy for the head teacher. As a result of insufficient basic conditions, like inadequate buildings, insufficient educational tools, lack of financial school budgets, lack of educational support, lack of permanent training, the head teacher is too often forced to keep focusing attention in the school on the most urgent needs: repairing the roof, taking care of income, solving numerous day-to-day problems. All this keeps the head teacher from his proper task: enhancing the learning power in the school. The pieces of the puzzle are: Do good head teachers lead to good schools? How can the head teachers keep focused on learning power? What should the head teacher be capable of? What are the main competencies needed

to keep the ship on course? And can head teachers do it on their own?

What do we wish for? The head teacher makes the difference. We wish that every school should have a competent head teacher, who, together with his team, keeps focusing on the quality of the school’s learning power. By means of regular training, the head teacher tries to manage and lead the school better. The head teacher can stimulate the team’s professionalism and collegiality. Education remains the work of man after all. All interventions on the part of the head teacher are aimed at optimizing and supporting the learning power in the classroom, both at pupil level and at teacher level. This can be achieved by working at a sound school structure and culture. The head teacher we want is • • • • •

a head teacher inspired by a lot of care for and attention to children; an inspiring innovator with clear views; a team leader who takes the various competencies among the members of the team into consideration; a manager who generates financial means and preconditions; someone who knows how to direct and monitor in the proper way.

The head teacher is a significant driving force behind the progress of the school.

How? A school, a teacher and a pupil can grow as far as the head teacher’s ability lets them. A bad engine does not get you very far. It will constantly have to be maintained and repaired. By creating proper enabling conditions in the school (like sound buildings, sufficient financial means, sufficient educational tools,

well-trained staff, solid support) the head teacher will be able to focus his attention to a greater extent on optimizing the quality of the learning power in his school. So being a head teacher is becoming more and more complex, much more so than that within the traditional ‘head teacher approach’. A yearly training is a must to enhance the head teacher’s ability, so that everybody can continue to grow in the school. The quality you see in the school is largely a reflection of the head teacher’s action. Head teachers’ training courses are aimed at making the head teacher competent in eight basic competencies: 1. 2. 3. 4. 5. 6. 7. 8.

self-management intrapersonal action interpersonal action organization development organizational policy and management educational business practice directing professionals directing primary processes.

Tips and information • Leadership is seen as one of the most important aspects of effective school improvements. Research has shown that leadership is closely related to • • • • • •

a clear mission and clear goals for a school; the general school climate and the climate in separate groups; teachers’ attitudes; teachers’ practice; the organization of the educational programme; the opportunity for pupils to learn. (Marzano 2007, p. 119)

• Effective leadership is characterized by behaviour that stimulates interpersonal relations: • • •

optimism sincerity attention and understanding.

Websites: www.schoolleider.kennisnet.nl, www.internetwijzer-bao.nl, www.vo-raad.nl/brochures/basiscompetenties-schoolleider.

Equal opportunities for everybody What? Children need opportunities to grow and flourish. Getting opportunities implies that you are approached in a positive way, are liked, get attention, are stimulated and can gain successful experiences, that the adult â&#x20AC;&#x201C; the teacher and the educator â&#x20AC;&#x201C; is available for you. Education should be a lever to offer children perspectives instead of maintaining unequal positions and hindering social mobility. Each child has learning power.

No single person is like anyone else and that is what makes our world so special and diverse. Naturally, that also applies to the pupils who attend our schools daily. They all come from different socio-economic home environments with their own backgrounds. Those home environments create different starting points. One pupil comes to school bringing a full bag, the other one comes to school with a virtually empty bag. Apart from differences in starting points, the pupil distinguishes himself from other pupils as a person. The child has a DNA full of potential and talents to grow into a unique human being who can make a contribution both to his own development and that of others. Good education takes all these differences into account and regards differences as opportunities rather than obstacles. Teachers also differ from one another. We all know teachers that were good at certain subjects and managed to inspire us. They should also be given scope to develop their talents. Offering equal opportunities means offering a challenge to everybody.

What is the puzzle? Do we notice differences or do we rather ignore them? Do we appreciate differences in the school, or do we punish them? Can pupils be different? Can teachers be different? Is everybody given the same or sufficient opportunities in the school? At the moment, education is still geared to the average pupil and lays down average standards for report marks, end-of-year reports and repeating. That is odd and counterproductive, when you proceed on the assumption that all human beings, young or old, are different. Whether you work at equal opportunities or not, these differences will always continue to exist. That is all right. It does justice to the uniqueness of each human being. Our government has signed agreements on inclusive education. By doing so, it has indicated that it wishes to work at an educational

system in which pupils may differ and in which they are offered proper care as much as possible. Offering equal opportunities means that every pupil gets the same opportunities in education to let his own potential blossom. Offering equal opportunities does not mean that all pupils will be expected to achieve the same final results. Pupils will continue to be different, that is the way it is. Offering equal opportunities means: creating the chance of good education for each pupil.

The pieces of the puzzle are: How can we offer equal opportunities to all pupils? How do we monitor the differences there are among pupils? How can we improve the school in such a way that equal opportunities are offered? How can we differentiate in the classroom?

What do we wish for? We wish to create educational opportunities for all pupils. If we start by organizing a system of care in every school, we get a better idea of the differences and we can work at an effective approach. A special teacher, the care coordinator, who has been trained to coordinate the overall care for children, monitors the care that children are given and need. Together with the head teacher and the school team, this care coordinator works at the permanent quality of care provision. It will be possible to get a better idea of the care needed in the school by means of clear procedures within the school for carrying out observations and tests in all classes (the pupil monitoring system), by means of regular discussions about pupils, and by keeping pupil files. This care should be provided both for the drop-outs (the weak pupils) and the smart pupils (the quick pupils). The data gathered on the various subjects and educational areas can be used at school level to improve education. This is done by the care coordinator together with the reform coordinator. The teacher uses an effective approach in the classroom (see chapter 2), and manages to organize the classroom in such a way as to enable differentiation. This can be done by incorporating moments of autonomous working at school level in all classes, starting with the infants. If pupils work on their own, the teacher can find time to provide care for pupils that need extra attention. The care coordinator also maintains close contact with the parents. In this way joint efforts are made to provide

the pupils with optimal care. In the last few decades a lot of views have been developed on creating equal opportunities in education. On the basis of these studies¹, we have arrived at five central starting points: 1. 2. 3. 4. 5.

the learning person is the focus of attention; interactive language teaching; working with diversity as a starting point; taking vulnerable pupils into consideration; making school together.

The learning person is the focus of attention As already dealt with in chapter 1, the constant focus on learning power, which highlights the pupil and the learning process, contributes to equal opportunities. Education can be organized in such a way that the pupil can take part in it in an active and participatory way. Instead of education that is provided FOR the pupil, it becomes education that is provided BY and WITH the pupil. It is also essential to follow the pupil’s learning development, especially when we accept that there may be differences. Pupil-orientation may not lapse into lower goal-orientation by constantly lowering expectations. It is exactly sticking to high expectations that has favourable effects on the pupils’ development. These days, ‘high challenge’ within educational reform programmes is the key principle of many international educational reform progammes (Hopkins 2001). Interactive language teaching Several pilot projects are successfully being carried out in Suriname in the field of interactive language teaching. The proper interaction between the teacher and the pupil helps the pupil to think along actively. Learning is largely a thinking activity. After all, the teacher knows from talks with and observations of the pupils which areas require special attention. As a result of the interaction with the teacher, the pupils also know much better where they are and can take part more actively in their own learning process. Forms of direct instruction, collaborative learning and interactive language teaching fit in best with this approach. For many pupils, the instruction language is not the mother tongue. An interactive approach of language teaching is of vital importance to them.

¹ From Beter breder en met meer kleur – Ferre Laevers et al 2005

Working with diversity as a starting point Pupils are different and bring a great deal of diversity to the classroom. If you can manage to view this in a positive way, it is very enriching. When reforming our education, it is important to be aware of this mindshift in looking at the pupils. Each pupil, young and old, brings his own story to the class. So it is not surprising that each pupil approaches what is taught in his own way and puts his own meaning on it. If we want to work at equal opportunities, we will have to acknowledge this diversity and actually even more than that: we will have to start from this diversity.

The education of the future requires it. It is not only the subject matter that is sacred, but it is the learning activity and the learning experience in which the pupil participates actively. The teacher then considers the diversity as a rich source he can draw on indefinitely to enrich education. Considering vulnerable pupils Teachers are aware of the fact that pupils differ and that there are vulnerable pupils in their target group. This also means dealing with equal opportunities, not closing your eyes to the day-to-day reality. Some pupils benefit too little from what education offers. That applies both to the weak pupils and the bright ones. These pupils need extra support. The crucial point is, however, that you should not wait until it is too late, but take preventive action while creating equal opportunities. Organizing a wider range of care within the school by means of, among other things, a care policy, a care coordinator and a sound pupil monitoring system may make a constructive contribution in this context. The evaluation of the learning process should be broad-based and not be limited to cognitive subjects like arithmetic and language. Emotional and motivational factors should also be included. Education offering equal opportunities is based on a deep-rooted belief in the pupilsâ&#x20AC;&#x2122; learning power and

tries to keep challenging this learning power in a positive way (pedagogic optimism). Making school together The days that the teacher did his job in the school individually and in isolation are over. Collegiality and professionalism have been demonstrated to be factors that stimulate learning in the school. Several studies and, for example, the LEARN pilot from 2008 have shown that the schools that achieve optimal results are exactly the schools that show close cooperation among the head teacher, the teachers and the parents. By means of cooperation, mutual consultation and coordination, the quality of education increases. Making school together also means that the school maintains concrete and constructive communication with the parents. Parents, and certainly those of vulnerable pupils, may have a considerable influence on the learning process of their children. Last of all, it is important in the context of equal opportunities to have a good look at the fact that education for pupils at primary-school age should be free of charge and, because of it, more accessible.

How? At school level, care is coordinated centrally. This may be done best by a specially trained teacher (the care coordinator) who has not got a class of his own. Together with the teachers, this care coordinator monitors the activities related to the pupil monitoring system (chapter 2). Data is identified and strong and weak points are gathered at pupil level, class level and school level. By means of a test calendar, each teacher knows when certain tests have to be administered in his class. The school team is given the opportunity to improve its own professionalism by means of training (possibly by the care coordinator). The teachers themselves use differentiation in the classroom during, for example, instruction and autonomous work.

Tips and information What are critical factors contributing to the success of equal opportunities?² 1. Regulations Regulations adopted by the government play a major role in achieving inclusive education in Suriname. It is too arduous a task for most teachers to deal with children needing extra care in a class of more than forty pupils. The size of classes as well as extra help in the classroom (for example from a class assistant) seems to play a part in the extent to which attention can be given in a classroom. If the concept of inclusive education is to have a chance of succeeding, the material as well as the personnel conditions should be guaranteed by the government. 2. Differentiation of curriculum Differentiation will have to be a key theme within the development of curricula. Attention will have to be devoted explicitly to the basic targets and extra targets in the educational tools to be developed. Teaching methods (including methods for autonomous work, collaborative learning, direct instruction model) may be incorporated deliberately to deal with the differences in the class. The educational tools to be developed offer extra material both for the stragglers and the quick pupils. The designing of programmes by teachers has effects on the pupils’ learning process (Marzano 2003). In the context of extra care, teachers should therefore be able to make well-considered adjustments to the curriculum wherever needed. 3. Policy of the school as a whole The school management plays a crucial part at the introduction of inclusive education into the school. Its views and the communication with both teachers and parents are of vital importance. Another aspect in overcoming resistance in the teams is to pay attention to the teachers’ resources.

² Derived from Inclusief onderwijs als innovatieproces-VLOR 2000

The teachers should have the feeling that they are not on their own, but that they help one another, and are supported by the care coordinator and the school management in providing pupils with extra care. 4. A continuum of education and support Teachers can indicate that they need professional support from both inside the school (school management, care coordinator) and outside (Minov counselling department, inspectorate, training). The teacher needs someone to call on if he has any questions. 5. Training and refresher courses Teachers indicate that they lack expertise to deal with providing pupils with special care. Adding to the expertise or specialisms of teachers creates more opportunities. 6. Volunteerism Working at inclusive education requires a complete change in attitude in the school. The teachers should look at diversity in the class in an entirely different way. Inclusive education is not something that can be imposed and it only has a chance of succeeding if the teacher, the team and the school leader are fully committed. 7. Way of introduction Small-scale pilot projects are to be preferred. On the basis of positive experiences, what has been learnt may spread all over the country like an ink stain. Because of the lack of regulation and expertise it is recommended to move forward little by little. It has been found that teachers are more ready to participate in reform if they experience success. Websites: www.ond.vlaanderen.be/GOK, www.klasse.be, www.basislink.nl/leerkracht/Ik-zorgverbreding, www.klascement.net

Improving permanently is something you do together What?

Nothing remains as it is, everything keeps changing. This also applies to the school. Improving education is something you do together. The head teacher cannot do it alone. Sound coordination at school level is imperative to be able to keep up with the numerous innovations and changes. Working at childrenâ&#x20AC;&#x2122;s learning power means that the teacher is firmly supported in the classroom to enable him to introduce the improvements in his day-to-day teaching. So the teacher is seen as the factor determining the success of innovations. New ideas also show that the change should be partly devised or thought up by the teacher himself. Changes that have been imposed from outside do not usually work. It is the teacher himself and the pupil who should realize that the change makes sense. It is about their inner pulling power and not just the pushing power from outside. So education requires constant improvement. As said before, the

head teacher is extremely important. To have a clear picture of the numerous changes, the head teacher works together with the care coordinator (who spots items for consideration in the field of broadening the range of care) and the reform coordinator.

What is the puzzle? Are we looking for short-term improvements, or lasting improvements? How do we monitor all this? How do we make sure that all those involved really take part? The many discussions we had in the various districts have shown us there is a positive will and commitment to improve and change our education. Good teachers are working at improving the learning achievements of their class, and in difficult circumstances too. To this end, they regularly reflect on their own thoughts and actions and adjust them. But more is needed. Lasting change at school level does not happen as a matter of course, but should constantly be systematically managed and stimulated. The pieces of the puzzle are: How do we work at lasting improvement? What is expected of the teacher and the team? How can we enhance professionalism and collegiality?

which the team has mutual consultations and works together. This may be done by organizing shared work between parallel classes or by organizing regular consultations. Joint team coordination is also important. The head teacher is the purveyor of culture and the maker of culture. He may stimulate collegiality and professionalism by means of his management style. Professionalism can be achieved by learning from one another’s experiences by means of, for example, exchanging views and visiting one another’s classroom. Attending training sessions and guiding the content in the classroom by the reform coordinator are very stimulating. If every school appoints one or more reform coordinators, it will be possible to work at improving education in a more durable way.

Tips and information

What do we wish for? Many positive experiences have been gained with reform coordinators, both in Suriname (Schoenmakers 2007) and in the Caribbean. These specially trained teachers coordinate all innovative activities in the school. They help to stimulate the teachers’ professionalism and collegiality. These two aspects have been found to be proven factors in the improvement of the quality of education (Marzano 2003). The reform coordinator coordinates the innovative activities in the school. He provides or organizes training for the team and supports the teachers in bringing about the changes in the classroom by, for example, regular visits to the classroom and discussions afterwards. Together with the head teacher and the care coordinator, he forms the management team or the driving force behind the innovation in the school. This reform coordinator may do his work best if he has no class of his own and is able to observe and support the classes.

How? An open culture in the school as a result of close consultation and sincere communication strengthens the relations within the school. Collegiality may be stimulated by creating moments at

• •

•

In several Caribbean countries, both primary education and secondary education have used the reform coordinator successfully in educational reform. MINOV has gained positive experiences with the post of reform coordinator in the collaborative LEARN project. Several training modules have been developed like training skills, coaching skills, dealing with resistance, creative skills. (material produced by LEARN 2007) Working with a change team headed by the reform coordinator with positive support leads to improvements in the school. The change team should • • •

pay attention to matters that concern teachers; be accessible; involve teachers who do not belong to the change team in taking decisions and solving problems.

The change team should convey the message to the team members, that is, that they are appreciated and accepted as experts. •

Website: www.watwerktopschool.nl, www.onderwijsmaakjesamen.nl

Quality, everybody’s concern What? ‘Good education is doing things that help you go on,’ was one of the statements made at the workshops held in the various districts. Put quite simply, but a truism. Education is the lever to achieve development, but then preferably with a lot of quality. So, working at quality is a must. Quality is everybody’s concern, whether you are a pupil or a teacher. The pupil is stimulated by parents and teachers to do his work with care and attention and to learn from his mistakes. The teacher, too, works daily at quality education and is stimulated by his colleagues. The head teacher works at

improving the quality of education weekly. The minister works at creating policy and conditions to permanently realize the quality of education. The care for quality may take place permanently and cyclically at two levels, that is, internally by the school itself (self-evaluation) and externally by the government (schools inspectorate). Working at ensuring and improving the quality of the school is a challenging process. Quality care only really works if it is care for everybody. A process of quality awareness plays a key role. The role of the head teacher as manager, motivator and guardian is of crucial importance. By means of various pilot projects, a lot of experience has been gained with systems like Integral Quality Care. Quality care is not the same as quality. By quality care we mean the way in which the school works at its efforts to provide and guarantee quality. Quality care comprises a wide range of activities. They may be linked closely to five key questions. • • • • •

Does the school do the right things? Does the school do things well? How does the school know that? Do other people think so? What does the school do with that knowledge?

Quality education determines to a large degree the opportunities that children get in life. Children have a right to it.

What is the puzzle? Do we do to a sufficient extent the things in school that promote learning? And how do we make sure that we keep doing it? Do we work ad hoc or do we work systematically at quality? We should not only keep wondering how much is learnt, but also how well it is done. Acquiring knowledge is one thing; integrating that knowledge and really internalizing it is something completely different. We must realize that learning takes place in an institutional context. Education is organized in curricula, in schools, in classes, in subject combinations, in year plans, in weekly timetables, in school books, in regulations, in relationships of authority, in classes, in didactic practices, in test procedures and in norms of moving up and passing. All these elements influence the learning achievements. Cancelled lessons because of absence of teachers and strikes are harmful; inefficient use of instruction time when

material has to be copied from the blackboard because there are no or not enough books is ineffective. Whether learning is done properly may be investigated by, for example, the school itself or the schools inspectorate.

process of growth and development. In that case, they do not only invest their energy in eliminating shortcomings, but also in enhancing a sense of quality and quality-oriented thinking and acting.

Working at the quality care of a school often happens in a way that is not systematic enough and is insufficiently rooted in the school system. As a result, the quality of learning often remains at the same level or sometimes deteriorates. The question is: how can the school work at its own quality in a sustainable manner? Many teachers and head teachers will say, ‘We work at quality, don’t we?’ We do see great efforts made at schools to pass the tests, to bring a computer into the school, to keep the schoolyard clean. And indeed, that is also working at quality. Each school has arrangements and procedures to make sure that things are done properly and the right things are done. But it often happens ad hoc rather than systematically. Real quality care requires more. Integral quality care focuses attention on a systematic approach. It is a permanent, cyclical process that never stops. It also requires reflection on one’s own work.

We want a well-considered system of integral quality care in the school. Internally, the school practises self-evaluation. In addition, regular, external quality care by means of school inspections is of importance. The schools inspectorate plays a major role in this respect.

The pieces of the puzzle are: How can we keep doing the good things in our education? And how do we monitor it? How can we stimulate quality awareness? Is the work we provide quality work?

What do we wish for? We prefer to be helped by competent fellow men, whether it concerns a heart surgeon or the pilot of a plane or a farmer. A country’s future also depends on the extent of the people’s development. Our children are the future. Quality education provides an important foundation. The numerous changes force us to create quality education. Training the head teacher and his team in systematically applying quality care may make a substantial contribution to the development of quality awareness. In order to achieve more, the team members should be able to relate their interpretations of the given circumstances and their planned actions to a continuous

Quality care extends over all policy areas of the school and should focus attention mainly on the primary process: learning. The foundation is formed by the focus on the quality of the

teachers’ pedagogic and didactic action and the pupils’ learning in particular. From this basis, quality care is directed towards all policy areas in a coherent manner. It is a matter of all sections of the school: pupils, teachers, parents, school management, board and government. Quality care is integral in this respect; it is everybody’s business. Everybody is jointly responsible.

How? Together with VVOB within the LEARN project in the period 2003-2007, MINOV developed an approach called Integrale KwaliteitsZorg (IKZ) or Integrated Quality Care (IQC). On the basis of these views and given the idea that head teachers are key figures in the processes of change and innovation, schools can introduce integrated quality care plans. Head teachers can get going with their team to shape the changes they want themselves step by step. The cycle permits them to work at quality in a more purposeful manner. 74

To this end, IQC has a systematic strategy. Broadly speaking, it is made up of the following series: gathering data – analysing and prioritizing – drawing up action plans – carrying out action plans – making evaluations midway and afterwards – adjusting. We call it integrated quality care because we study and link up a wide range of aspects. In this way, the school can make its own evaluation. The schools inspectorate can gather information about the quality of the schools by means of inspections. In this way, both internal and external quality care are provided in the school.

3. the action plan stage

Tips and information

• In the period 2003-2007, LEARN developed a detailed system of IQC based on the Surinamese context. This detailed system was made available to MINOV in 2008. Teams may use this package to work on a yearly basis at studying the quality of their education and developing improvement plans at school level and teacher level. • The stages of integrated quality care are the following: 1. the entry stage 2. the inventory stage

Is the entire team in favour of the introduction of IQC? What is the present situation?

4. the adjustment stage 5. the evaluation stage

What actions do we wish to undertake to create the desired situation? Where do we have to make adjustments and how do we go on? Have we done the right things in the right way?

• Working at quality is done in an integrated manner: among school board, head teacher, teachers and parents. Developments in which the pupils also get a say are interesting. • Quality awareness implies that we have to wake up and take responsibility. Websites: www.gco.nl, www.kwaliteitskring.nl, www. eduforce.nl, www.toetswijzer.nl, www.ond.vlaanderen.be, www.kwaponetwerk.nl

Interview with Marcel Meyer

Think in terms of possibilities When I was young, teachers were nearly always like missionaries. They were prepared to give a great deal for educating children. Just before I went to school, tuition fees still had to be paid. Some smart pupils did not have the money to pay the fees. Actually, they should have left school. The teacher then said, ‘I’ll pay for that boy, for he can learn and he wants to learn.’ Another example: Catholic schools had a special class for secondary education. Fortunately, these Catholic classes also accepted non-Catholics. Arrangements were then made for you to continue your studies. The point I’m trying to make is that people thought in terms of what was possible, not in terms of what was impossible. That is something that we should do more often now. I have one important principle, one slogan. ‘Associate with different people and make sure you see things from a broad perspective.’ I’m not going to have myself pigeon-holed. I wish to cover as broad a range as possible of people I associate with. So nobody need be afraid of coming to see me. I have learnt at an early age to appreciate other cultures and cooperate with them. This educational situation of ours, all of it, has a historical background. If you don’t know this background it is very hard

Marcel Meyer, chairman of the Suriname Business Association (VSB)

to make plans for the future. Education in Suriname had and still has possibilities that further people’s perspectives. What is impossible on paper turns out to be very well feasible in practice from time to time. We’re very well off in this country, but we don’t know how to define and appreciate our own values. We have so many opportunities, so many natural resources. Things should only be better organized. Each neighbourhood in Suriname has families and each family has two to four children. Every so many school children need a classroom. That is a question of planning. It won’t do, for

Associate with different people and make sure you see things from a broad perspective example, that I have to travel from Ma Retraite to Zorg en Hoop to go to school. For a community, it is important that there should be, for example, invariable, clear rules for setting up and keeping a primary school. Besides, it is essential that there should be an educational system that offers opportunities and perspectives to people who wish to get a university training and to people who wish to get vocational training or other training. In the end, I am convinced that all of us together can achieve a lot in this country by preserving our integrity, working hard, organizing things well and keeping up-to-date. See DVD for a better view of the interview

125

George Struikelblok

Together we are strong ‘The children are not our children …’ They are entrusted to us. They are a gift. The seed that has been planted is nourished with love, attention and care by parents and educators. In this way the child can grow into a strong plant or tree. Parents are most important in a child’s life. If only for this reason it is essential that the school should maintain close relations. The inspiring interviews illustrate that the relationship that used to exist between the home environment and the community was a major factor in children’s completing school successfully. ‘As a child, as a pupil and later as a student, you were closely watched by the adults around you. Wherever help was needed, it was offered.’ So parents are of vital importance for the pupil’s learning, for learning is not only done at school but also at home. Every day children meet with different learning experiences in their environment, also outside the school gates. All these diverse experiences enter the school every day. By acknowledging and making use of the home environment as learning environment, what happens in school is no longer cut off from the community around it. It is essential for learning to pay attention to the collaboration among school, parents and neighbourhood. The school is characterized by a variety of pupils’ backgrounds. The children also pick up a lot in the neighbourhood. The collaboration of school, parents and community strengthens the learning process of our pupils: the learning power increases because of it. This chapter deals with the role of parents in the learning process, the collaboration between parents and school and the significance of the community.

Your children are not your children. They are the sons and daughters of Life’s longing for itself. They come through you but not from you, And though they are with you, yet they belong not to you. You may give them your love but not your thoughts. For they have their own thoughts. You may house their bodies but not their souls, For their souls dwell in the house of tomorrow, which you cannot visit, not even in your dreams. You may strive to be like them, but seek not to make them like you. For life goes not backward nor tarries with yesterday. You are the bows from which your children as living arrows are sent forth. The archer sees the mark upon the path of the infinite, and He bends you with His might that His arrows may go swift and far. Let your bending in the archer’s hand be for gladness; For even as he loves the arrow that flies, so He loves also the bow that is stable. Khalil Gibran

The chapter is organized in the following way: 1. We start with the story about the desired, ideal situation. 2. We then present statements made by people from all over the country. 3. We conclude with background information: • Your home makes you learn • Parents being active in school • Involve the neighbourhood

The dream An important letter School is over. Indira comes home after a long bus ride. ‘Hey, Mummy!’ Indira calls out enthusiastically when she enters the house. ‘I have brought an important letter from school. You have to read it quickly. We have to prepare snacks.’ The thought of the delicious fried bananas mummy prepares every year makes Indira’s mouth water. Her mother hurriedly comes up to her. She is just as keen. ‘Show me quickly, Indira.’ She reads the letter carefully.

It is the school’s newsletter, which comes every fortnight. In this way she is always well-informed about everything that happens at school. It is great, for it enables her to think along and do something for the school whenever help is needed. It is almost 25 November. An important national holiday is approaching. Every year, the school celebrates Srefidensi, Independence Day, with the pupils and the parents. Indira’s school has organized things well. At the beginning of the school year, all parents get a letter headed ‘Are you joining us?’ The parents are invited early on to help during the school year. The letter lists all sorts of jobs, like parents for reading in the class, parents for odd jobs around the school building, help for the sports day, Christmas

and Srefidensi, and the parents’ committee. There is something to be done for everybody. At the time, Indira’s mother had put down her name through the letter to help out at the Srefidensi party. Every year Miss Naomi collects all the letters and draws up a list of which parents will help out at which activity. Mr. Sweet has distributed all special activities evenly among his team. In this way they all do their bit.

Fried plantains It is I o’ clock in the afternoon. Some parents are coming into the schoolyard. There are some teachers talking to parents that have come to pick up their children. One of the parents walks up to the head teacher to make an arrangement when he can do a small job for the school. Indira’s mother goes to Miss Mildred’s classroom. She is coordinating the Srefidensi party, together with the parents who have given their names. Two more parents enter the classroom. The working group is complete. ‘We have already had a lot of ideas from different classes,’ says Miss Saskia. ‘Everybody remembers last year’s Srefidensi with pleasure. The fried plantains were a huge success last year.’ ‘I would like to make them again,’ Indira’s mother spontaneously offers her help. She enjoys taking part in the school’s activities tremendously. She feels she is even more welcome at school. And she also gets to know the school better.

Playing school with the parents

in the classroom this year. I’m going to talk about the subject matter the pupils have to know and how you can help with it.’ The parents are impressed by the poem by Kahlil Gibran recited by Miss Sandra. They are all silent for a while.

‘I’m glad you’ve all found time to be here tonight,’ Miss Sandra says. ‘Your children are our most precious possession. We are permitted to cherish them for some hours a day, when they come to school washed, dressed and fed, day after day. Thank you, parents. Between us, we are extremely important to them. Tonight I wish to talk with you about all that I’m going to do

She then says, ‘All right, time to get some work done. I’m going to be your teacher for a while and you’re my pupils. Are you in?’ The parents, surprised, nod their confirmation. They have heard from their children that Miss Sandra is always full of surprises. They often talk with their children about their experiences at school. The parents soon sit down in groups and get all sorts of

assignments they have to carry out together. In this way they learn that the new approach in the classroom is not just for fun. They feel that this approach leads to learning better. There are five words written on the blackboard: • • • • •

discussion incentive assistance supervision hope

By means of these words, Miss Sandra explains that as parents you can actually do things at home to make learning easier for the pupils.

Srefidensi At last the day has come. It is 24 November, the day before the actual holiday. There are lots of people milling around in the schoolyard. The children are dressed in their Sunday best. Some are wearing a kotomisi, others a sari or a sarong. Market stalls have been set up in the schoolyard. They have been decorated in bright green, yellow and red colours and music sounds in the background. Everybody is having a good time. Sandro, Indira, Jasmine, Jenny and Steven have joined Miss Naomi, who has just come into the schoolyard. 80

‘Miss Naomi, Miss Naomi,’ they all shout. ‘We feel like having a party!’ They take her by the arm and pull her towards one of the most important stalls: the food stall. Lots of delicious food is displayed: filling for rolls, fried noodles, fried rice, Javanese chicken soup, roti, chicken pie and, of course, crushed ice with lemonade and the famous fried plantains. It is not just pupils and parents that come to school today. Grandpa Joeloemsingh, who lives next to the school, is also present. And grandma Jones. Mrs. Mc Leod and Mr. Barron are today’s special guests. They all live near the school. They are all going to do something special later on. Mr. Barron has set up a dream place. That is where he is going to dream, together with the pupils, about Suriname’s beautiful things. And together with the pupils, Mrs Mc Leod is going to write about history. Grandma Jones is going to talk about the old days, when she lived on a plantation in Para. And grandpa Joeloemsingh has come to enjoy the pleasant atmosphere. Together with his team, Mr. Sweet, the head teacher, has mapped the neighbourhood. They now know exactly what people live there. They are frequently invited to come to the school to share their experience of life with the pupils. It teaches the children a lot. The people living in the neighbourhood have also been invited today. The school is now just like one big family. Some time ago someone tried to break into the school, but the neighbours discovered it. They managed to chase the burglars off. It just goes to show: together we are strong.

Interview with Eddy Jharap

Belief in one’s own ability

At the same time you may have a number of friendly relations with people and gather people around you who won’t hesitate to give their opinion about you. Knowing things is important, but knowing people is even more important. You do have to adopt an attitude of being willing to listen to their criticism, of not minding. Education should inspire the belief that people mean well by you. Let’s say, trust in goodness. Apart from that it’s about working hard, persevering and wanting to grow. If they do, people will manage all right.

Offer teachers the basis, so that education can be the basis for children

Eddy Jharap, former general manager of the State Oil Company

If you apply my basic principle - belief in one’s own ability – to education, the teacher should also radiate that belief. Why have people taken a job in education? To hinder children, or to teach them something, give them tools that will enable them to function better in the end? What matters is to instil in them a belief in themselves, a belief in a better life. As a result, they will make efforts with greater confidence and with more good will, because they feel it inside, not because the teacher wants it. You have to be prepared to take risks in your life and make mistakes. It seems a good idea to me that children work at the development of their potential as if in play. I would like to advise head teachers to set clear targets like, for example, the percentage of passes. Once you have set the target, you can have a look at how it is going to be achieved. There are pupils, teachers, teaching materials, and it is the head teacher’s task to see to it that all those components fit in with one another. He can hold teachers’ meetings to discuss what has been done well and what has been done less well. And teachers may inspire one another with practical tips. Self-reflection is something that I think is really important. Always look at what happens to you and why it is that it happens to you. Self-reflection is a condition for being able to grow. In order to grow, you may consult, read and study books.

Teachers become committed when there is a minimum basis, a salary that satisfies them enough to make a contribution. This implies that they can live on their salaries. If they can’t and have no clear prospect of things improving, you will really end up having indifferent teachers. They’ll look for second jobs. As a result, their energy and efforts will be spent on several jobs, and nothing will be done really well. Nobody can do a hundred things at the same time. So, offer teachers that basis, so that education can be the basis for children. See DVD for a better view of the interview

Statements from all over the country

Ever since I was a child I wanted to learn to cook. When I was ten years old, I was finally allowed to learn it. My first dish was stewed chicken. I still work in the catering industry. (Sandra Atmopawiro, Marowijne) In spite of everything, my father has been able to stimulate me. Even though he had not had much schooling. He mentioned as examples other people who had become something in society by going to school. (Marsinie Martodikromo-Dipodiwirjo, Marowijne)

To go to school I had to travel from Wageningen to Nickerie all the time. I persevered in spite of everything because of the strong stimulus offered by my mother, who showed a great interest in her daughter’s achievements. You always need someone to support you. (Anneke Djopawiro, Coronie)

I have learnt from my mother not to become dependent on a man. To achieve that, I had to do my best at school, so that I could earn my own salary. That’s what I’ve done my whole life. I wanted to be something in society and I have succeeded. (Verginia Alwanahi-Arichero, Marowijne)

I felt absolutely great when my godfather and my friend were present when I was awarded my bachelor’s degree. (Anne-Rita lingers, Commewijne)

My brother taught me to drive a car within two weeks. (Harriet Ramdin, Nickerie)

The parents’ experience of life is important for your education. You carry it with you in your own life and pass it on to your own children. (S. Ramsaran, Nickerie)

When certificates were presented, a mother asked her son to come forward, she gave him a hug and told him how proud she was of him. This sort of thing improves the relationship between mother and child. The mother literally said, ‘You have surprised me, I hadn’t expected it of you. (Lititia Tjen-A-Tak, Paramaribo)

I’m proud to be a member of the parents’ committee of Klaaskreek; more pupils passed last year because of our activities. (M. Rensch, Brokopondo)

At home and at school, there was always someone to listen to me. You learn from your parents and at school. (Denise Doorson, Coronie) My father in particular was the person who inspired me to study. My parents had little schooling themselves and had to work very hard to provide for the family. They stimulated me to study so that you become something in society and have a better life. (Jacob Duym, Saramacca)

As I lived in the country, social control was important for my education. This experience has taught me to pay attention to what is positive, and not to negative things. (J. Scheuer, Wanica)

A parents’ committee is necessary to create the well-known triangle: teacher pupils – parents. Education then becomes something involving all of us. (Steven Emid, Commewijne)

As a three-year-old girl I was eager to go to school. I was very much interested without knowing why. The atmosphere in the village, the experience of seeing children going to school; it all presented a challenge and my parents and the pupils had something to do with it. (A.J.B. Paulus, Brokopondo)

My elder brother has been my role model, protector and pioneer. He provided the motivation to do the course. (O. Alberg, Saramacca)

I was doing a training course a number of years ago and it was community training, purely to develop your community. The best part of it was that you were working yourself at the creation of the projects. (Annette Jabini, Sipaliwini)

On the back of my father’s bike from the village of Matta to the kindergarten at Zanderij. (R. Jubithana, Wanica) I have always wanted to do a lot for children and I want to stimulate children to do their best and become something in society. That’s why I have set up a parents’ committee. (W. Romer, Saramacca)

After I had passed my driving test and had to park the car in the carport next to the house for the first time, I hit one of the pillars of the garage and badly scratched the car. After that day my father taught me how to do it for three days. He had bought that particular car deliberately so that I could get some driving experience. (Vanessa Bidesie, Paramaribo) That pupils return after their studies to work in their own environment. (Elisabeth Eersteling, Sipaliwini)

I developed my writing skill thanks to my grandmother. You see, I had to write letters for my grandmother to her children abroad. Grandma didn’t dictate the letters literally, but just said what she wanted to say or ask. So it was up to me to formulate the sentences myself. It was not until much later that I realized that I had gained this experience from grandma. (Roline Hart, Para)

My mother always said some encouraging words to me before I left the house. I always got that support. (Harriette Melcherts, Paramaribo)

Collaboration is important. By working together you achieve better results. (Lea Leter, Commwijne)

A good relationship with the pupils’ parents helps you to do your work well. That’s why I think parents’ participation is very important. (Marie Purperhart, Saramacca)

My parents, as traders, have been my role models. (Myra Cruden, Coronie)

The children’s parents stimulate me. The parents are my watchdog group and because of them I become better. (Lygia Vriesde, Coronie)

Parents should maintain close contact with the school, give their assistance. (Rita Edwards, Nickerie)

Your home makes you learn What? Learning takes place at school, many parents think. And they are partly right. The school makes sure that learning is possible for every pupil. That is its job. Many years of scientific research have confirmed that, in addition to the school, the home environment is also an important factor in stimulating children’s learning (Marzano 2007, p. 89). Parents know their children longer than anyone in the school and a child still spends more hours at home. The parents are still the major players in the upbringing of their children. They are experts on their children. They create daily a home environment that can have a positive effect on the children’s achievements. They provide sufficient rest and order, wholesome food, attention, care and love. We all know it, they are so important to children. It is the foundation that each parent can provide his child with. It is the basis that the child brings along to school every day. Research shows that outstanding achievements do not only depend on the socio-economic status of the family (White 1982). The child’s potential and the coaching by the parents are of vital importance to learning. And that is heartening.

What is the puzzle? 84

The home environment may vary from child to child. One child lives in a situation in which he is stimulated. The other child lives in a difficult situation facing lots of problems and lack of attention and care. It goes without saying that this affects the

pupils’ achievements. Some parents are too busy making ends meet and work many hours or have several jobs. Or maybe parents are not sufficiently aware of the fact that they also have considerable influence on their children’s learning, and they do therefore not know how to act. The pieces of the puzzle are: How can the school have a positive influence on the home environment for the benefit of learning? What are the most important activities in this context? And what can you do at home to support learning?

What do we wish for? We want the home environment to stimulate learning by 1. showing an interest in what happens in the school. Talking about experiences at school by parents or educators and showing an interest in schoolwork has a favourable effect on achievements.

The following ideas may be passed on to parents so that they know better how they can help the child’s learning: 1.

How can parents show an interest in the school? • Parents discuss homework with their children on a regular and systematic basis. • Parents stimulate their children to do homework. • Parents offer to help them with the homework. What points can parents pay attention to while exercising supervision? • Parents may pay attention to the time spent on homework. • Parents check whether homework has been done. • Parents keep an eye on what children do at school, what time they come home and what they do after school. Expectations of parents and styles of parenting. What can parents do? It is stimulating if parents have positive expectations of their children’s achievements, if they believe in their children. Realistic, high expectations are important and influence the achievements. Regular reflection on one’s style of parenting helps the parent to be aware of his behaviour as a parent and its effects on the children. Positive coaching, attention to homework, positive discipline are all matters that help. 85

regular supervision. This implies supervision of the child’s school life. The parents supervise the children’s behaviour towards education and direct this behaviour in a positive way to optimize achievements. high expectations on the part of parents and suitable styles of parenting. High expectations with regard to their children’s achievements really have a positive influence on the achievements. Linked to this are so-called styles of parenting that pass on the expectations to the children. If parents or educators show an interest in their children’s daily life, it has a positive effect on the learning achievements. This is achieved by means of warm-heartedness on the part of the parents, consistent rules, absence of harsh punishment and consistency in bringing up children (Marzano 2007, p. 91).

How? The school can tell parents at parents’ meetings and other times that their role is important for the child’s learning.

Tips and information A simple way to stimulate parents to follow and coach their child at home is by regularly sending short messages about the child in the classroom, giving positive information about the child’s progress, but also a number of points for the parent to help or supervise. A parent reads the notice and signs it, and can then talk about school and schoolwork with the child. The parent may send a message back if there is certain information that affects the child’s learning, like illness or lack of sleep. The school cannot enter the home environment, but it is possible to make the parents more aware of what the school expects of them and to offer them tools for achieving this, by organizing parents’ meetings, workshops or short training sessions.

Parents being active in the school What? A successful school helps a pupil to get the most out of himself. But learning is not a matter that concerns the school alone. We have already seen that the role of the parents is important. In addition to their role at home, parents can also mean something within the school. Involving the parents actively breaks down the barrier between school and home. Parents will then come to school more easily and teachers will find it easier to make contact with the parents. A form of collaboration will arise between school and parents by making use of the parents’ help and efforts. If a school works at it, the quality of the school will improve. Experience has shown that parents become more active if they feel welcome and are approached in a positive way by the head teacher and the teachers. For some parents, the threshold of the school is high and they only expect bad news if they are approached. Parents are often not used to being able or allowed to play an active role in the school. But if it works and parents become more active, the school may profit from it enormously, which will eventually benefit the pupils.

What is the puzzle? 86

Do we want parents in the school, yes or no? Aren’t parents too troublesome? Or can they in fact help the school? Do we keep them outside the gate, or do we open the gate to them? Schools complain about the lack of interest on the part of parents. Parents complain about the lack of information provided by the

schools. They are usually called up if something is wrong. It does not bode well. Lack of communication, lack of participation and lack of opportunity to contribute prevents parents from becoming personally involved. The schools sometimes are not sure of the role of parents and how far their involvement should go. One is often afraid of too much interference on the part of the parents. Where is the limit? The pieces of the puzzle are: How can the school enter into a meaningful conversation with parents? How can parents participate actively in school life and how are parents given a say in the school?

What do we wish for? We want parents to participate actively in every school by means of 1. 2. 3.

regular, positive contacts between school and parents; creating various possibilities in the school for active participation on the part of the parents; giving parents a say in what happens in the school.

The positive effect of these factors has been demonstrated in several studies (Marzano 2007, p. 40). The parents’ interest in and commitment to the school will increase when these three points are taken into consideration.

How? 1.

Improving communication in the school Real communication is a two-way process. Many popular means of communication, like letters or newsletters, bulletins and brochures are excellent means of informing parents – that is why they are popular – but they do not lead to a conversation. Other means of communication may, however, serve the purpose, like parents’ meetings, talks between parents and teachers after school, consulting hours, telephone conversations with parents, use of e-mail and the Internet, and home visits. Conversations pass off best if attention is focused on positive experiences with the child and things that happen in school. If more difficult matters have to be discussed, it will then be a lot easier. This balance between positive and less positive is important.

Improving parents’ participation Parents’ participation in school activities stimulates ‘ownership’. The school may organize occasions in which the parents may take part as volunteers. They may be out-of-school activities like sports days or a social

evening, but parents may also act as a guest speaker or an assistant at the office or an assistant to a teacher during school hours, or as a handyman after school. The school can draw up a list of activities in the school year and hand it out the beginning of the school year. Next, one of the teachers of the school organizes and coordinates it all. 3.

Giving parents a say The best chance of a lasting and positive change in the commitment of the parents arises when those who are influenced by certain decisions are involved in preparing and taking those decisions. Parents are particularly interested in decisions relating to curricula and activities that directly affect their children’s achievements and well-being.

Participation is achieved by creating certain structures in the school that parents can be part of. The structure that is best known is the parents’ committee or parents’ council, on which both parents and teachers serve. Many parents’ committees see it as their task to support the school with a number of projects that cannot be carried out by the school straight away. The choice of projects is usually up to the parents’ committee itself. A school board is a different form of involvement on the part of the parents and it is senior to the parents’ committee. This board participates more directly in the functioning of the school by establishing school policy, educational programmes, coordinating various activities in he school, collaborating with all the parents by means of drawing up a calendar of activities, and by implementing and evaluating programmes in the school.

Tips and information It is important in conversations between parents and teachers that both parties feel full partners, each with his own expertise and with a joint responsibility for the child’s upbringing. Some parents are not well-educated, which creates a barrier to the school. That is a pity because they certainly have interesting knowledge and experience they can contribute to the conversation. By showing respect and confidence the school can show that parents are regarded as important partners with a lot of knowledge about the child. If different cultures and language background are present in one and the same school, it is advisable to maintain contact with the parents in the parents’ language or, at big meetings, to provide translations of the main languages spoken. Written communication may be conducted in several languages. Direct communication, whether personal or by telephone or e-mail, may be conducted in the language of the parents one is talking to. The use of one’s own language removes a substantial obstacle to communication between parents and school, especially for the parents who do not speak Dutch well. It is important to allot enough time for a real conversation, or else it will get stuck in information provided by the teacher about the child. It is advisable to give parents the opportunity to request talks themselves. It is important that teachers know the children in the class well. If the teacher talks about the pupil to the parents or educators on a regular basis, he shows an interest in the child.

When contact is made with the parents, it is advisable to gather elementary information like: • • • • •

What do parents or educators themselves expect of the school? What are the child’s interests, what is he good at, what does he like or what doesn’t he like? How would they like to be informed about the child and the school? What information is of use to them as parents or educator? In what way could they be involved in what happens in the school?

It is easier to involve parents by choosing times that suit the parents. During school hours, many parents are at work and cannot get away easily to come to the school. Successful programmes on parent participation often inform the parents beforehand of what is expected of them. By means of suitable acquisition techniques, the best persons may be chosen for the task. It may be necessary to coach teachers in how they can work with parents effectively. Even though parents in principle provide help free of charge, their deployment may involve other costs, like the cost of material or of training beforehand.

Involve the neighbourhood The immediate environment of the school may make learning a lot more attractive and more relevant, if it is put to good use. It is fun if children may leave the school occasionally to learn outside. A shop or company near the school may turn out to be an interesting learning experience. If the children go there with the teacher to, for example, apply their knowledge of arithmetic, Omu (the Chinese shopkeeper) must be informed beforehand. The choice and organization of out-of-school activities can benefit greatly from close relations with the parents.

Teachers do not always live in the neighbourhood of the school. Because of this, the possibility to involve the local community in school activities is sometimes overlooked. The neighbourhood may, however, be used very well for learning or, through direct contacts, may grow into an important partner of the school. Involvement of the community can strengthen learning in the classroom by means of using the knowledge and experience present in the neighbourhood. The neighbourhood is not only a learning environment, but can also support the school. Many people in the neighbourhood are parents of children that go to school there or of children that used to go there. Making use of this situation can generate a lot of goodwill towards the school. Sound communication with the local residents, by organizing, for example, an information meeting, can increase their involvement and can create the willingness to support the school. ‘Impossible’ projects suddenly turn out to be possible.

Tips and information There are several ways of getting to know the neighbourhood. It can be done by making a survey of the neighbourhood: the number of people in the neighbourhood, the average age of the residents, ethnic groups, social organizations that are active in the neighbourhood. Or the school may try to define the neighbourhood geographically. Is it the area where all the pupils live, or is the neighbourhood also the area where people live with interesting jobs, with shops, public places like a library, a community centre or parks and playgrounds? All teachers ought to know the neighbourhood. They can get to know it by making an inventory of the neighbourhood. Parents and pupils may help. Someone from the neighbourhood can inform the team of teachers about what goes on in the neighbourhood. Knowledge of the neighbourhood indicates what opportunities there are to use the neighbourhood as an area of learning. Interesting people can be invited by the school and interesting places may be visited. The neighbourhood can support school projects. Large companies can provide financial resources, other companies can make a material contribution or provide workers. If the school and the neighbourhood know each other, all this becomes a lot easier. On the other hand, the children may learn to treat the neighbourhood properly, not to litter, not to break anything and to be polite to the residents. The school can have a positive influence on the children’s behaviour both inside and outside the school by means of walks and special lessons.

Interview with Centhia Rozenblad

Approach a child as you wish to be approached yourself We can’t do without one another. We really can’t do without one another at all. And you have to try and collaborate with everybody in all honesty. It may be a utopia, but I do have the feeling that, in the small environment in which I move, I have been able to bring about some change by collaborating, with the result that things were being done better when I left. And that’s why I say, ’Be there for and with the people’. It isn’t so much that you teach a child to read and write, but it is important to make a child believe in himself. I think that you achieve a lot by doing so. Honestly. We aim at making differences between children as small as possible. We can stimulate children in disadvantaged situations by showing them how valuable they are. Say a little more often, ‘I believe in you, I count on you, you are valuable to me’ and even ‘I love you’. That is terribly important. We have not been saying it enough so far.

Centhia Rozenblad, managing director of ‘s Lands Hospitaal

better to approach them positively and point out to them the advantages of long-term planning and first completing school. If we develop a programme to this end, we may prevent these boys from falling by the wayside. But the pupils should know, though, what they can and can’t do. It’s necessary to set clear limits, in a pleasant way.

We talk too often in a bossy voice, ‘Come here’, ‘sit down’ etc. without considering the negative feeling these terms evoke. I think we should teach every adult to approach a child as you would like to be approached yourself. I think that’s immensely important. Do It is not enough just to approach you want people to yell at you? the child. You have to talk to the Dare to be the beginning of changes No, you don’t. So don’t yell at a parents, involve the parents in child. Ask the child quietly why the educational process. Many it is doing what it is. ‘Why do families now live more or less you go about it like this?’ ‘What is the reason that you behave in isolation, without any social control. Education continues to as you do?’ ‘Could it be done in another way?’ In this way the be the driving force behind getting on. I think we should make child can reflect on his behaviour for a while and become aware Surinamese children realize that. We must develop a programme of it. In this way we bring up our future generations to have to point out to parents that they have a responsibility. Everybody self-confidence and we will actually achieve more. We won’t get should be able to ask once again, ‘Why don’t you go to school, anywhere by shouting and yelling. why are you hanging out on the corner?’ Many boys and men do not continue their education and often say ‘No, m’e go wroko moni’. I want to earn money. Earning money can wait, you can put it off for some time. It is much more important to stay on in school. Money is gone like that, while your knowledge always stays with you. We should be more beside the boys at school, and less above them. There’s no point in reproaching the boys, like, ‘You’re lazy, you don’t do this, you don’t do that.’ You only confirm them in their behaviour, with the result that they will really end up doing nothing at all. It’s

Don’t be afraid to take responsibility in this matter. Take the initiative, guide processes and take control of bringing about positive changes together. Show others that they do their bit and that we really achieve something together. You, as a teacher, can actually do something about changing the present situation. This is not a utopian dream, but a fact, as long as you do your best, together with others, to bring about an improvement. Just start now. You can do it. See DVD for a better view of the interview

125

Michael Wong Loi Sing

The forces at play:

growing is offering opportunities Offering opportunities, setting people in motion, continuing to flourish. It is all important in education. Within the school, opportunities are created for learning for the pupil who has belief in his own ability every day. The teacher and the parents do their part. Great emphasis is put on the importance of pupils achieving good results, attention is paid to positive learning and the teachersâ&#x20AC;&#x2122; way of teaching. The development of a sound infrastructure at school level is guaranteed, but more is needed. A plant requires a proper climate to grow. It needs light in the form of sunshine, water and nourishment on a regular basis, trimming or extra support. In short, care, room and protection. All this produces beautiful, colourful flowers. But a lasting investment is needed to guarantee and stimulate this flowering. This symbolism also applies to education. Education does not take place in the school in isolation. There are all sorts of forces at work, like cultural, social and economic processes. Education will flourish optimally in a stimulating, caring and nourishing environment.

The chapter is organized in the following way: 1. We start with the story of the desired, ideal situation. 2. We then present statements made by people from all over the country. 3. We conclude with background information: â&#x20AC;˘ The forces at play: shaping education

Growing is offering people opportunities and setting them in motion. Growing is believing in yourself and in others: your pupils, your colleagues, your environment. Working at growth means feeding yourself but also letting yourself be fed. You donâ&#x20AC;&#x2122;t do that alone but together with others. Who am I? Who is the other person? Where do I want to go? What do I need? Growing vigorously What causes growth? What causes withering? Growing is inspiring. Inspiring is captivating and setting in motion always from your own position and perception. Growing is wishing to change when meeting with others. A new story is written again and again, the past gives way a new future is created.

The dream The interview Just imagine, ten years from now. Education is in a state of flux and numerous innovations have blossomed. The Council of Ministers has adopted a new law laying down that each child aged 4 to 15 shall go to school. A lot of work has been done, but all ideals have not been attained as yet. One day, a journalist of one of the national dailies walks into the Kolibrie School. He asks Mr. Sweet whether he has got a moment for him. Of late,

education has not always been discussed positively in the news. The journalist now hears promising reports occasionally and they have made him curious. Mr. Sweet has prepared himself carefully for the interview. Miss Naomi and Miss Wendy are also present. After all, they can talk about their own experiences best. Once the recording equipment has been set up and everybody has sat down at the table, the interview starts. The teachers are a little nervous. Should they only talk about the successes, or also about other things that have not quite been achieved yet? ‘Mr. Sweet,’ the journalist says. ‘In the last few months I have

heard more and more positive news about education. Can you tell me something about it?’ Mr. Sweet has a cautious look in his eyes and, after a brief silence, he comes up with an answer. ‘I’m glad that the papers have written some positive things about education. In the past years we have worked very hard in our school. Education cannot exist without teachers. I could never have improved our school’s education without my teachers. We have taken a lot of trouble to get the parents involved in the school. It wasn’t easy, for many parents are too busy scraping a living. With great difficulty, we have managed to set up a parents’ committee. It has been responsible for, for example, cleaning up the schoolyard and putting up some playground equipment. We have had more contact with the parents because of it. Some parents sometimes help us doing odd jobs and in this way we have managed to repair some leaking roofs. The parents’ committee has also had talks with the District Commissioner and with the Permanent Secretary for Education. Thanks to them we have been able to add some classrooms to the school.’

Improvement means progress ‘I see that you have invited some teachers to this interview. Miss Naomi and Miss Wendy, can you tell me whether any real progress has been made in the last few years?’ At last the two teachers get a chance to answer some questions. Papers usually write about teachers, but their voices are not heard enough. They are glad. Miss Naomi starts to speak. ‘We really think that we’ve made progress. We closely collaborate with the team, the parents and the head teacher. Due to the decentralization that’s now under way we have our own funds at our disposal. The authorities make an amount of money available annually for the maintenance of the building. We still have a long way to go, we could do with some more financial injections from the authorities, but the first step has been taken.’ Miss Wendy adds, ‘We now draw up a school improvement plan every year. We have learnt to do that in training courses that are now held more often.’

‘Has the role of the authorities changed of late? Have you noticed anything?’ the journalist continues. Mr. Sweet takes a deep breath. It is a tricky question that cannot be answered with a simple ‘yes’ or ‘no’. ‘I have noticed that the authorities have become more active in the last few years. They have formulated a better educational policy. Compared with the past, improvements in education are better coordinated. We feel more supported by the government. Now that we have more money of our own at our disposal, we can work faster, with the help of the community, at improving the buildings. Some time ago, together with some parents, I spent a Saturday morning repairing the toilet buildings. In the afternoon, some other parents turned up with some delicious food. Training courses for head teachers are also held more frequently. It’s necessary, I think. Everything becomes more complicated. In the past, everything was much easier, but head teachers are now expected to do a lot more. I now know better how, for example, I can manage my school and I have noticed a change for the better in the pupils and the teachers. We are much more like a well-knit team that works at better learning in the school. The teachers are still more committed and, together with the parents, we work at the same goal: better education for the children. Change, as I now know, is everyone’s business and we’re beginning to manage nicely.’

Pretty stories or …? ‘I have to be realistic,’ Mr. Sweet admits. ‘We have made great strides, but we are not there yet, not quite. My teachers still have to do odd jobs after working hours to make enough money. Salaries have not yet been raised to adequate levels and life is becoming more and more expensive. So apart from the beautiful stories about progress, there are some less exciting stories to be told. The beautiful stories are about, for example, the annual statistics that are drawn up and presented better and better. The annual statistics show that the number of pupils in school has increased, the number of dropouts has dropped dramatically and the number of successful candidates has grown. The provision

of teaching and learning materials is going off nicely. And the children are pleased with their new, more up-todate textbooks. But what is less satisfactory is that the classes are still far too large for all the children to get enough attention. What is needed is more assistance in the classroom to offer all the children equal opportunities. Moreover, the school still has insufficient financial means.’

Thinking a hundred years ahead is thinking of the future ‘How do you see it Miss Naomi?’ asks the journalist. Miss Naomi looks up surprised and says, ‘I know a Chinese proverb that says: If you think one year ahead, plant seed .If you think ten years ahead, plant a tree. But if you think a hundred years ahead, educate the people.’ ‘Those are beautiful words, Miss Naomi. Can you explain to the readers what you mean exactly?’ ‘Look, we have made headway in the last few years and that is important. The authorities provide more and more support and listen to what people working in the field have got to say. After all, it is us who take care of teaching day by day. I think that education is everybody’s responsibility and if we shoulder this responsibility together, we can achieve wonderful results. But we, teachers, cannot do it on our own. We need recognition from society. Our profession should be given greater status.’

Miss Wendy added, ‘And that’s precisely the responsibility of the authorities and politics. If the authorities continue to support us and offer sufficient powerful incentives, we will be able to do our work even better. We have to look ahead. If you wish to develop your country and secure a prominent position in the world, you’ll have to continue to support and help education to make this possible. There are many forces at work in today’s education. But what should come first is that our children will soon determine our future. We can only ensure inspiring and challenging educational experiences for our children if we do it together.’ The journalist is pleased with the straight answers these people have been giving him. He has now heard positive stories himself, but he also sees that there are lots of things open to improvement. After thanking everybody he walks to his car in a cheerful state of mind. The next day there is an interesting article in the paper headlined Improve the World and Start with Education.

Interview with Walter Dwarkasingh

Good education requires our effort every day There are many schools in Suriname, about two to three hundred. To reach all of them, you may group them together. A counsellor or consultant may be assigned a number of clusters. Guidance and inspection play a key role. If we wish to move forward, quality lessons are a prerequisite. The inspector is the person to keep teachers on their toes by dropping in unexpectedly and asking for teaching plans. Good education requires our effort every day.

to changes in the modern economy. A specialty may become redundant and retraining is then required. The ministry has therefore decided to extend basic education by three years. Literally, to provide the basis. Four-year vocational courses may then be shortened. It will enable people to adjust more quickly in society and education to satisfy the demand of the labour market.

A real danger of modernized vocational training courses is that you train people If you wish to be competitive as a for abroad, like Caricom, where borders country, you need a well-educated have been lifted for professional people. Walter Dwarkasingh, educational adviser people. Not just from a labour point of So training people is one thing, making view, but also, especially, from the perspective of community life. sure that you can keep them is something else. That’s why there should be well-paid jobs available. This idea is beginning to dawn on Does education get better politicians. The government because of better courses now wants well-educated and training? I don’t think people to run the ministries. Schools may be reformed if new teachers so. The teacher who has Another problem is that apply structurally what they have learnt attended a refresher course, the government has to at teachers’ training colleges. starts enthusiastically compete with the business introducing new methods sector within Suriname, of class management, and that the country has to teaching methods etc. He is still at it the second week, but he compete with other countries. Salaries have already been raised won’t persevere much longer. for senior officials, but not yet for officials at the lower levels. What you see here is a clash between innovation and the existing school culture. The rest of the team responds halfheartedly. That’s why the whole school team should be trained, not just one individual. Professional life is important but is highly liable

It is of vital importance to the prosperity and successes of Suriname that the working population stays in the country.

See DVD for a better view of the interview

Statements from all over the country

It is important to have a relaxed relationship with the community in which you work, your school team and pupils. There should be mutual respect. (Dora Baisie, Para)

There are people involved in education that mean well by education. They are the doers, they take initiatives for the greater good. Positive role models are important to everybody. (Wilgo Leslie Demon, Paramaribo)

That you experience new things with the pupils every day. What makes people enthusiastic and motivated is that they contribute to the development of our country. (Melissah Tiropawiro, Wanica)

Several languages are spoken in Suriname. As a teacher you have to fall back on the mother tongue and the child will understand the lesson better. (Marijke Jozefzoon, Brokopondo)

My most positive experience with education – especially because I was allowed to be part of it myself - was teaching the children their rights and duties and making them aware of them. We drew up ten rights and duties that had to be observed at school. On the basis of these rules, an educational fair was organized. This resulted in appointing a child’s right promoter at each school. This person has to make sure the rules are observed. I enjoyed working at it since I was allowed to supervise the process in two districts. (Marlies Obergh-Boëtius, Marowijne)

There are no limits. Education is alive, so innovations should always continue. Appreciation has to come from the Ministry and there should always be incentives, so that teachers are helped to function well. (Anne-Rita Linger, Commewijne)

If you have a problem it is always advisable to consult a more experienced person. If you act on this advice, you’ll notice it really works. (Verginia Alwanahi-Arichero, Marowijne)

If you fail to plan, your plan will fail. (Ingrid Karta-Bink, Commewijne)

When I had to teach a class of forty-five pupils for the first time, I thought, how and where do I start? Fortunately, I got help from the head teacher and the other colleagues. (Renate Schalkwijk, Brokopondo)

The Government should put education first on its list of priorities. (Albert Aboikoni, Sipaliwini) The community was stimulated and trained to start projects on its own. Thanks to the all-out efforts on the part of the community, we have managed to make the park attractive once again. (Gitana Plak, Coronie) Offering tailor-made and reality-oriented education. (Malone, Nickerie)

Make schools autonomous, that‘s important. (Chotoe, Nickerie)

Education builds people not knowledge (Robby Morroy, Paramaribo)

To become a Minister from being a toddler or something out of nothing. (Verranah, Saramacca)

When I was a little boy and went to school, I didn’t realize what it was all about. But as I grew older and learnt more, I realized what a teacher stood for. I then said to myself, ‘I want to be like the teacher or someone else who has made it in society.’ (Eduart C., Sipaliwini)

At home and at school, there was always someone to listen to me. You learn from your parents and at school. (Denise Doorson, Coronie) Dynamics in education stimulates. People, teachers, who are capable of passing subject material on in a gripping way. (Remy Clenem, Marowijne)

You learn by trial and error. (Melissah Tiropawiro, Wanica) I had the best learning experience with my little son. I can share knowledge and experience with him, give concrete examples. People grasp things so much better if you work with practical examples. (Mohamed S. Khodabaks, Coronie)

The home environment should be such that the educational process can pass off optimally. (Harold Rusland, Saramacca)

The best experience I had with my mother. She always taught me to turn negative things into positive things. That I should not be afraid of making mistakes. (Hilman, Wanica)

Learning (going to school) was a challenge. There was no electricity, no water and I had to walk to school through a swamp. My surroundings and relatives stimulated, motivated and pushed me to complete my studies for a better life. I didn’t want to bring up my children in a situation like that. (Charity Kalloe, Paramaribo)

It’s not just a matter of qualified teachers but also of competent teachers. (Verranah S. Commewijne)

As a volunteer I fraternized with local adults and children from different cultures. It has taught me how other people treat children. The meetings were a very positive learning experience. (Anneke Djopawiro, Coronie)

Teacher D’Abreu at the teachers’ training college was almost the perfect teacher for me. If it is a question of helping others to get the best out of themselves, you first of all have to give the right example yourself. (Wasimin Soewarto, Saramacca)

The best thing my father has taught me is that we should not look at the situations you are in, but rather at how to get out of them. So always try the best. I have followed my father’s advice. That means studying hard and working hard all the time to attain your goals. I felt great that I had become a teacher, for in those days (1973) being a teacher was fantastic. So what I learn from this experience is literally: where there’s a will, there is a way. (Widiawatie Ramsoedit-Sitaram, Wanica)

The forces at play: shaping education

• •

Ideas about the new learning with a special focus on information and communication technology (ICT).

International agreements signed by Suriname

The government is responsible for formulating conditions providing a framework in education. In this way the desired future citizen may be further realized. What matters are the following issues: • • • •

•

ium nn als ille Go

•

mankind, the earth and living together in a sustainable manner: respect for human life in harmony with the environment; belief in one’s own ability: emotional security, self-confidence and initiative; multicultural society and solidarity: awareness of the multicultural society and respect for the ethnic, religious and other differences; knowledge of the history and identity of your country’s people: a well-developed respect for Suriname’s cultural inheritance (different ethnic groups, history, heritage etc.); demonstration of love of one’s country: a strong bond with one’s own country and orientation as a world citizen; multiple skills: the availability of different skills, ability to think independently and critically and orientation to the application of knowledge and facts to solve problems; a sound mind in a sound body: the ability to control physical, mental, social and spiritual well-being and make a contribution towards the health and prosperity of the community (MINOV 2004b).

Le g

isl

ICT

Ne w

tio

li tra

Infrastructure

e ec

• •

R CA

ive lus ion Inc ucat Ed

•

O IC

Le a

legislation, views and policy (like for example decentralisation); shaping and application of adapted educational legislation; fixed budgets; government standards (like attainment targets,

n Fi

Educational Policy

The government •

EduSpecia cat l ion

Education is not something that operates in isolation. Many forces are at play in our education. We mention some of the major ones without wishing to be complete: •

E fo duc r a at ll ion

The Convention on the Rights of the Child, which has advocated the right to education for each child since the 1990s. This has resulted in the Millennium Development Goals and the agreements about Education for All, under which countries agreed to see to it that all children in the world will be able to receive quality education in 2015. Special Needs Education, an obligation to create special provisions for children who need extra help and attention in education. It is essential that, in addition, Suriname should come to an agreement in the Caribbean about joint priorities within CARICOM. All these issues have an effect on the school and, eventually, on the learning power.

Mission and Philosophy

•

Care Structure

Our society is changing fast. This requires a different content of our future education. It demands new competencies and skills from people. The educational system is aimed at making a contribution. It offers what prepares young people for their task to make a positive contribution towards the development and prosperity of our country and people. Young people’s talents should be given sufficient opportunities in this context.

International developments

I Co nspe un cti se on llin g

What?

quality requirements); operation of the government (inspection, counselling, examination bureau, care structure); infrastructure of buildings and facilities.

•

ing

Interview with Hans Lim A Po

Stimulate love of learning Who is a better role model for the pupils than the teacher? A motivated teacher with love of learning and a strong commitment automatically imbues pupils with love of learning. That’s why it is so important to provide good role models. Teachers may be made to realize that their role is crucial. This means that you first of all have to invest in the teachers’ sense of purpose, in the purpose of education. It’s the duty of the authorities to recognize this as the number-one priority. A sense of purpose is a basic need of man. To me, a sense of purpose is love of learning and working: derive meaning from what you do and what contributes to society. A sense of purpose is necessary in all stages of life. You get it by believing in life-long learning, by believing in your own development through what you learn and do. This implies that you have a perception of learning that Learning reflectively; assumes that love of learning, of what can I life-long learning, is important. It is not about learning from a book. What matters is that you discover the way of learning that suits you and search for your own development opportunities. Each child has his own way of learning. By taking this into consideration in education, you already start to stimulate the love of learning. Pupils then begin to discover what they’re good at, what they can do and what their talents are. In this way, they give a sense of purpose its own place. That’s what it is all about.

Hans Lim A Po, director of the FHR Institute for Social Studies

Education and the learning that goes with it, is one of the major binding elements in a society. Learning is part of life and, consequently, it may provide tools to cope with what you encounter in life. I’m now talking think in every situation, about pleasant and unpleasant learn from it? things. Reflective learning is also important in this respect. What I mean by this is that we should stimulate to a greater extent the ability in pupils to look back at their own actions, and by doing so raise their awareness. Teachers, pupils and all of us may ask ourselves in each situation what we can learn from it. In my opinion, what matters in education is not just stimulating love of learning and sense of purpose. It is also about stimulating learning as a continuous process, stimulating learning in a social context. The role of education is vital if we talk about the influence on individuals and on society as a whole. We underestimate it from time to time. It is important that people should be committed, be prepared to think outside their own context and exude love of learning. What is needed is a critical mass to get the whole body of educational innovations going. That is the solution to the question of lack of commitment we are now faced with. You can compare education to a pencil. If we speak of effective education, this education may be compared to a sharpened pencil that writes easily and creates beautiful things. If education is ineffective, it means the tip of the pencil is broken. What matters is working hard together at good education in order to be able hand pupils effective instruments.

See DVD for a better view of the interview

What is the puzzle? How do we deal with these forces at play? What does society expect of education? What international influences play a role? The educational system plays a prominent role in sustainable development, economic growth, poverty reduction and equal opportunities for everybody. It is influenced by national and international views and developments. All this is reflected in the educational policy, educational goals and the curriculum. The personal convictions and experiences of the various stakeholders play a role in all this. Parents very much want the school to help their children to become independent and to prepare them well for the labour market. Business and industry want pupils to develop a broad employability, so that they can be deployed in a flexible manner. Society wants democratic and respectful citizenship. The teachers emphasize optimizing the pupils’ learning process. And the pupils, what do they want? They just want to study subjects they are interested in or find useful. Pupils want to enjoy going to school, be appreciated by the teachers and meet other pupils. Given all this, the government faces a formidable challenge to devise an approach that takes all these wishes into consideration as much as possible. The government itself is influenced in turn by forces at national and international levels. National and international agreements have to be respected and honoured. The educational programmes that are to be developed will have to be challenging, motivating and meaningful and should be geared to the requirements society will set, now and in the future. The pieces of the puzzle are:

100

What does this field of influence mean to the curriculum? How can adequate legislation and regulation, an ample educational budget and an innovative policy respond to a changing society? What degree of decentralization and autonomy of schools is advisable? How can schools be supported strongly? Everybody has a right to education but that makes it an obligation to all those involved. The government, in particular, bears a great responsibility to jointly achieve high-quality education.

What do we wish for? We want to achieve together a fair, effective and efficient educational system offering equal opportunities to everybody, an educational system that provides a foundation for an internationally competitive working population. Education that supports sustainable development and meets established quality standards. The coordination is taken care of by a professional network of experts on education in a decentralized system giving

autonomy to local levels that also bear the responsibility for the ultimate result. A successful operation requires a sound structure for support from the various levels. This is a responsible task, but as Henri Blinker indicates in his interview, ‘education is everyone’s business’. From his own role or position, everybody may make a positive contribution to the realization of this dream. The starting point continues to be how learning may be optimized from the various levels. If we all believe in it and join forces, the flower will blossom fully and it will give rise to beautiful new flowers.

How? Hans Lim A Po makes a good start in his interview, in which he explains that it is important that people demonstrate a positive commitment. They have to be willing to think outside their own context and exude a love of learning. By creating a critical mass, the whole of educational innovations will be set in motion. This critical mass acts as a powerful motor to gradually reform the educational sector. This mass, such a core group, spreads unchecked over the educational sector, while enabling an ever growing group to do their bit in an active and positive manner in creating pupil-oriented and child-friendly education in Suriname. The genesis of this book is a good example of this process. If you believe in something, you can put a lot of things in motion. But the crucial question that remains to be answered is of course: what will education look like in the future? The following are a number of essential elements that are characteristic of an innovative educational system: 1.

Learning is a lifelong process. A strong foundation is laid in the period of basic education for 4-15-year-olds. In addition to basic education, the system offers a wide variety of secondary education, both vocational and more cognitive and academic education.

Tomorrow’s school offers flexible educational programmes, so that each child may develop on the basis of his individual

capacity. Children are not all alike, but they are equal. 3. The pupil-oriented and child-friendly educational programme provides scope for development in many areas. In addition to the cognitive subjects, attention is focused, among other things, on creative education, sports, the basic life-skills and personality development. 4. There are central goals which fit in with international guidelines and which the system of testing is in keeping with. There is an elaborate system of quality control both inside the schools (quality care and self-evaluation) and outside the school (schools inspectorate and school inspections). Either of these levels has specific responsibilities to guarantee the quality. 5. There is a policy of professionalization to guarantee that teachers and head teachers are well-prepared for their task to create high-quality teaching-learning situations. 6. There is a national policy framework which serves as guidance and is stimulating but, at the same time, leaves room for the development and growth of individual schools. The specific situation of the school and related needs to be able to guarantee quality education are taken into consideration. There is a certain degree of autonomy at school level which makes it possible to take decisions independently to be able to respond to the specific situation effectively. 7.

There is a broad network of stakeholders who all of them do their bit in achieving quality education. This implies a close involvement on the part of, among others, the parents, the community, charitable organizations, NGOs and donors. There is a sound structure of support at all levels to achieve the innovations. Innovation often goes hand in hand with fear, insecurity and a need for support. The system should provide it to enable people to function optimally.

There is legislation that protects and facilitates the right of all children to education. In addition, a substantial part of the government budget is available for education. This investment is justified since it eventually will have a yield of inestimable value: independent citizens that, self-assured and starting from their own individual power, make a positive contribution to the society of the future.

10.

There are regular moments of reflection at all educational levels to discuss how things are going, to share successes and analyse problems. It is a consultative process with the commitment of all those involved to see whether the path that has been mapped out may be continued or needs adjusting.

Educational reform is a complex process. There are many forces at play. These forces partly influence the ultimate outcome. The key to success is to collaborate in all honesty and openness. If everybody shoulders his responsibility and helps to realize this dream, in fact, the work is largely done. Everybody can take a step forward. It does not matter however small the step seems. They are all steps in the direction we want to go. Change cannot be avoided. Just think that change gives us the opportunity to innovate. It gives us the opportunity to show our creativity. In doing so, we will have to further develop our belief in our own ability. Someone came up with the apt statement, ‘there is work to be done in every community. Every country has wounds that need healing. Every heart has the power to do that.’ If we all join forces, we will create a strong safety net. We can then use it together to safely build the dream of quality education for all children in Suriname.

Tips and information

• • • •

See UNESCO website www.unesco.org for more information on Education for All. See www.millenniumdoelen.nl for information about the various millennium goals. More information on children’s rights is to be found on the site of Human Rights Education Associates: www. hrea.nl (in Dutch). See www.caricom.org for more information on Caricom.

101

We may also present the various levels in the field of forces as follows:

ly obtain a certain degree of autonomy (independence in terms of management, finance, staff policy, educational principles) and schools should be held responsible for meeting established national quality standards. Investments by the Surinamese government in educational innovation and improvement plans are important in this context. Sound legislation and support enable schools to improve education qualitatively. Macro

nano micro meso macro supra Nano

Nano level

Nano is the smallest level but one of the most important. It refers to the learning process and the pupil. This book is concerned with optimal learning. This requires a pupil-oriented approach. What matters is to guide the pupilâ&#x20AC;&#x2122;s development during his school career as positively as possible. The pupil is equipped with knowledge, skills and attitudes. The pupilâ&#x20AC;&#x2122;s own motivation and enjoyment of learning stimulate the learning ability. 102

Micro

Micro level

Learning takes place in the classroom. We speak of the micro level. This is where the interaction takes place between pupils and teachers. It is all aimed at a learning process that is as optimal as possible. The teacher is important. In this context, education focuses attention on, among other things, following the pupils (pupil monitoring system), differentiation (dealing with differences) and on care for pupils that attract attention (broadening of care). It offers help to children that for some reason or other lag behind or are very quick.

Meso

Meso level

When we move up one step, we arrive at the meso level. This is school level. Schools should gradual-

Macro level

This is the level of the educational system: all the organs, agencies, provisions and regulations that go beyond the individual school organization and are explicitly aimed at the functioning, development and continued existence of education. They include the framework provided by law for the educational system, the care structure with supportive counselling services, the production of teaching materials, the inspectorate, the development department, the examination bureau, the organs for policymaking, consultations and advice, and the organizations representing teachers, school boards, trade unions, teachers and pupilsâ&#x20AC;&#x2122; parents. A more effective, more efficient and fairer educational system offering equal opportunities to everybody, an internationally competitive working population and an educational system that is conducive to sustainable development and offers services that meet established quality standards. Supra

Supra level

The supra level surpasses the national level. It concerns the cooperation in the field of education with international and regional development partners (Caricom, Unesco, Unicef, IDB, UNDP etc.), as well as bilateral relations with the Netherlands, Belgium (VVOB), China, Brazil, India and other relevant countries. Suriname has signed and ratified various conventions: Special Needs Education (Access and Quality, Salamanca, Spain, 1994), Education for All (Dakar), The Convention on the Rights of the Child and the Millennium Development Goals.

Interview with Humphrey Bendt

Sound leadership leads to good things My dream is to train leaders who will develop the right drive in themselves and in others. It will have to be done with the people we have already got. You can motivate them to work at their personal leadership and develop a philosophy for themselves and their organization. You can’t create leaders, they create themselves. We can only stimulate them by making them aware of the importance of their role. They then wake up to the fact themselves that they can go about things in a different way.

they do not change and innovate themselves? That is a crucial question. Together, we have a collective responsibility. It is not a question of throwing out teachers. What matters is to set processes in motion and develop models that are change-oriented. It’s not only knowledge that plays a role in this but a broad education too. We therefore need programmes for head teachers to work at that broad educational practice, with counsellors and stimulating assessment and payment systems.

There is a culture of power in our Humphrey Bendt, director of Bendt Training & Consultancy country. We have to get rid of it. I repeat, you can’t make leaders, If power is seen as important, people want to have more power and influence for themselves. they make themselves. But we have to push them. Or else we’ll What do you do with a selfish culture, while what we need is continue to move around in the same vicious circle. We have to make them ready, impart collaboration? ideas to them and they will then come forward as they Education plays an important Leaders have to make themselves, but should of their own accord. I role in the process of we have to push them. If people work at personal don’t believe in any other way. achieving a turnaround leadership, it has a positive effect straight away. Working at towards modern leadership. and investing That is where it has to start, in the leaderin school. We can work on two fronts at the same time: the authorities and the school. The ship of managers in society and education, that’s authorities may start by putting more money into education. what I believe in. You’ll see that it works. We are But how can the authorities stimulate change and innovation if going to make fundamental progress! See DVD for a better view of the interview

103

125

Daniël Djojoatmo

Innovation is:

dreaming and daring, thinking, acting and persevering

Our greatest fear is not that we are imperfect. Our greatest fear is that we are immoderately strong. It is our light, not our shadow, which frightens us most. We ask ourselves, who am I to be brilliant, beautiful, talented, great? But who are you not to be so? Nelson Mandela

Innovation is dreaming and thinking, but especially daring to act. The theme of this book is: starting from what optimizes the pupils’ learning. So learning is at the centre. Each player has his own role and responsibility. All players are vital to the game of educational reform. Reforming education is not done from one day to the next. We all know that. Fortunately, we need not make it any more difficult and complex than it already is. What is important, though, are the latest ideas that clearly show that educational improvement or innovation can only take place if the teacher is allowed sufficient scope to try out and use a new approach in his daily practice. The teacher is an indispensable link in quality improvement in education. The substance of educational innovations varies from copying successful examples to drastic experiments like eleven-year primary education. What is characteristic is that there are no detailed blueprints but that educational innovations are developed from the bottom up. Michael Fullan puts it like this, ‘There is not just one solution in innovative processes. Develop your own theories and actions by being a critical consumer.’ (Fullan 1992)

And ‘Change is not a blueprint but a journey.’ Fullan emphasizes that innovations cannot be imposed (top-down), because people do not want to be changed by someone else but want to change themselves. He also states that there should be a balance in innovations between so-called pressure (what is meant is control by the government) and support (support at work). The chief players in educational innovations are the pupils and the teachers. They should be involved and be given room to help design the innovations instead of being given the role of just carrying them out. It is therefore important to encourage our schools in their initiatives by means of money and support. It may seem like a dream: schools are going to improve, reform and even innovate themselves. But several Surinamese pilots have shown us that it does not have to remain a dream. Teachers feel for their pupils and, rightly, wish to be taken seriously in educational innovations. This last chapter emphasizes innovation. And we say: innovation is dreaming and daring, thinking, acting and persevering!

105

The dream Some days later, a long article adorns the front page of a national daily. There is a picture of Mr. Sweet and his teachers. You can see their school building, recently done up, in the background. We are proud of the positive reports in the media.

Reform the world and start with education

106

A better world seems a long way off and is yet close at the same time. ‘We are happy,’ says Mr. Sweet, headmaster of the Kolibrie School in Paramaribo. ‘Education received a lot of negative attention for many years, but I can tell you that we have worked very hard in the last few years and have made headway.’ It clearly shows. The yard has been tidied up, parents have made playgroup equipment and the authorities have supported the school in renovating and extending the building. ‘We haven’t quite finished yet,’ says Miss Naomi. ‘But it’s a start.’ Every day the future visits our classrooms: the children, the young people. They are going to be our future leaders, geriatric attendants, pilots, doctors, lawyers, mechanics, street sweepers and … teachers. The authorities and society are becoming increasingly aware

of the importance of education for a better world. ‘I’m glad we at last find ourselves in an upward spiral. Education is development. It’s important to all young people in our country. Their development, their more critical and more conscious way of thinking may help us to build a better world,’ says Miss Wendy. She has been working at this school for over thirty years

and she has seen a lot in the past years. ‘By focusing our thinking on things we want, things that we wish, we will pull them towards us. You can be an example in every situation by working at what you want instead of at what you don’t want, whether it’s in the organization you work in (classroom, school, office etc.) or at home. To be able to welcome the future in your

classroom every day, is really a gift.’ ‘To reform the world’, sounds extremely peculiar or at least a little crazy. Yet, it is not quite as crazy as it seems. Everybody in education pupils, teachers, head teachers and staff at the ministry - has been assigned a major role in helping to reform the world. Pupils that feel good, who enjoy going to school, will be well-prepared for life and, in turn, may make a significant contribution in the future to society, to the world. The team members of the Kolibrie School are pleased, but they are also critical at the same time. They have made a start but they want more. They wish the teaching profession will eventually regain recognition in society and be appreciated more. ‘We make a difference,’ continues Mr. Sweet. ‘And it’s about time we all realized it!’

Interview with Henri Blinker

Education is everyone’s business Education is the mechanism to set sustained development in motion. That means, in fact, that education is something to impart specific knowledge and skills to people. In this way people are enabled to participate in society as well as they can. If we wish to achieve this, all of us will have work at it, everyone at his own level from pupil to parent to teacher to authorities. The role of education is to show that there is a relationship between what you learn and what you can do with it. Well thought-out Henri Blinker, chairman of the Federation of Institutes of Denominalearning paths may educate pupils on their way to the right place tional Education in Suriname in the labour market. Cooperation with the occupational field is a necessary condition for it. You could get the competences from globalization plays a greater role in our way of thinking, we will be the occupational field and take them to the schools. That implies able to make well-considered choices in, for example, the field of quite a shift in the curriculum. Bring the occupational field and trade, politics and education. The example of Singapore is, I think, society into the school, so that pupils will be better equipped a good one. They have clearly opted for trade, the economy and once they start work. Education will then be able to respond ICT, that’s it. It means that Singapore is going all out to achieve it. My advice to Suriname is: to changes in the occupational make a deliberate choice like, field and keep the subject Education is the mechanism to set sustained for example, economic policy material more up-to-date. development in motion and go for it. In this way, everybody knows in what Have consultations with people in teaching. Give them a say and responsibility as well. direction we’re going and what knowledge and skills are required. Arrangements can then be made, results can be measured and If we involve as many parties as possible, like the authorities, the people can be held accountable. If schools get a certain amount Ministry of Education, the business sector, parents and students, of money of their own that they can spend on things that they we may generate enough support for bringing about innovation think are important to the school, you create involvement and and improvement. a sense of responsibility. In this way, it is not a question of ‘the authorities give money and the teacher does in the classroom By competence-oriented education I mean that education has whatever he likes.’ No, in that case there is a bit of ownership, been structured in such a way that all important competencies so that we can work more effectively and more quickly at badly needed in life are given a place in it. The thing is, to do this we must know exactly what competencies are required to function needed improvement. well in society as it is and will be in the future. They can then It is important for a country to have competent workers with a be incorporated into the curriculum. By doing so you establish broad view of the world. Our country has a lot to offer to the cohesion of background information, subject material and actual world: agriculture, mining and an emerging tourist industry. Once practice. It also entails a bit of field work. During their schooldays, pupils will already make a substantial contribution to community development by doing something for, for example, senior citizens, children’s homes and by being involved in organizing after-school activities. In short, the school, as a learning factory, should be less isolated and be linked more to the skills required in social life and the labour market. See DVD for a better view of the interview

107

Statements from all over the country

I wish… …that all schools had facilities for children to relax. So recreational facilities where the children can do their own thing instead of sitting in the classroom all day and not being able to move. (Agnes Ritfeld, Paramaribo)

…that there were more appreciation of special education (laws and regulations) (Lisette Slengard-Gravenberch, Paramaribo)

…that we saw pupils as a whole, a complete human being with all his qualities. The new education is education that stimulates the eagerness to learn, to know. Believe me, even though conditions may not always be favourable, learning is really a lot easier if we teach with a laugh, with attention and with love. That’s what it’s about. Suppose, you have nothing to give, but you can say, ’Do you know what a fantastic person you are, do you know how much I love you?’ What do you think the other person will get? (Margo Kramp, Paramaribo)

108

…bilingual education for those that go to the interior (for the infants that do not speak Dutch). In this way the teachers can work optimally with the children. (Greta Pané-Kiba, Marowijne)

…for a close collaboration among parents, pupils and teachers. The parents should feel committed to what children do in school. (Marlies Obergh-Boëtius, Marowijne)

…that all teachers gave their all to get the most out of all pupils. (Olivia Domini, Marowijne)

…that you could do your work happily everywhere you go. (Lugard J.M. Brokopondo) …that the teachers could also deal with unmanageable children and show endless patience. (Olga Mersing, Miss Olly, Marowijne)

…that teachers were given extra training all the time because everything around us changes so fast. (Kaylash Sitaram, Wanica)

…for good education for everybody to be successful in your later life. There should not be any difference as to the quality of teachers. That’s why you always have to do your best in everything you do. (Mack Poeketie, Sipaliwini)

…that counsellors from Minov would participate more actively and were supported more by the authorities to motivate and stimulate everyone involved in education. (Sharda Chotoe, Paramaribo)

…that classes would not exceed 25 pupils. (Glenn Lugard, Sipaliwini) …that the curriculum were changed into a meaningful and realistic one; that the appreciation for pupils would change. (A. Pawironadi, Saramacca)

…that there were more opportunities to study for all teachers through the Internet. (Annette Jabini, Sipaliwini) …that we appreciated and helped the teachers with, for example, housing, so that they can do their work without problems. They will then be more motivated to teach. (Chequita Boldewijn, Sipaliwini)

…for an educational system that educates children in such a way that they feel connected with themselves, nature and their fellow human beings. For what teaches children to work together and stimulates a harmonious exchange with their environment. (Natascha Neus, Para)

…that repeating classes would be done away with by making sure that slow pupils are taken care of well. (Melitha Overman, Para)

…that whole-class education were changed into pupil-oriented education. (Ilse Goedhoop, Saramacca)

…that we invested in the Surinamese children. (Shirley Lum Chou, Commewijne) …that education should follow modern technological developments. (Augusta Kasiman, Commewijne)

…that we would gear our educational system to the developments in the world, modernize it. (Carmelita Fereira, Nickerie)

…that more grants and scholarships, allowances were given to children. Sports activities should be stimulated more in education. (Anne-Rita Lingers, Commewijne)

…that all students in Suriname could enjoy the right to education. (Florence Nelzon, Brokopondo)

…that the government knew better what it’s all about; it could then formulate a proper policy. (Hilmar, Wanica)

…that quality care were guaranteed. (Myra Cruden, Coronie)

…that people became enthusiastic and motivated, and that they could make a contribution to the development of our country. (Melissah Tirtopawiro, Wanica)

…that our teachers did their best to achieve good results and that they were child-friendly. (Robbie Weimans, Brokopondo)

…that the teachers were trained regularly. (Wilma Pawiroastro, Commewijne)

…for computer education; it’s not a luxury but a must. (Ingrid Karta-Bink, Commewijne)

…that there were enough teachers in the interior to replace teachers who drop out. (Elizabeth Bodoe, Brokopondo)

109

Dreaming and daring Dreaming about better education. Daring to look beyond your own limitations. We had the opportunity to hear many dreams from participants from all over the country during the almost two-year process that led to the concretization of this publication. Everybody wants better, more attractive and more effective education. We are convinced that educational innovation can only succeed if we know what this dream is. This project tries to take the first positive step. Our motto is quite clear: first believing and then seeing. And not the other way round. Henry Ford once said, ‘Whether you think you can do it, or whether you think you can’t, you are always right.’ Faith in one’s own ability, as Eddy Jharap explains in one of our interviews, is therefore crucial in all situations. There is a common dream as far as educational innovation in Suriname is concerned: quality education with motivated teachers with a focus on the pupil and learning, and with sufficient support from the government and the community. After all, together we are strong. We cannot do it by ourselves.

110

We wish to pass on the motto: believe in the innovation and direct your energy towards it. If we all have this positive dream about education we can believe in, we will achieve it together. We will then actually see it, and seeing leads to views. Make sure they are views that everybody supports. These arise if we make room for dialogue in the innovation process. Listen to the practitioners in the field and give them the opportunity to make their dreams known to one another in the school, in the community and society. Something wonderful will then happen: If you can see it or dream it, it already exists. The process of the production of this book is the proof. Innovations are more effective if we agree with one another on the goals and the direction

in which these innovations move. Research has shown that the attraction an organization exerts on a staff member is largely determined by the agreement experienced between the personal objectives and the higher goals or mission of the organization (Fullan 1983). This overlap is called shared values. If these shared values cover a large area, the persons concerned feel they are a substantial part of the organization. They are motivated because life within the organization is significant to them. If a group of people goes in for changes, they need to have a good idea of the whys and wherefores of this change and a clear view about where these changes lead. Together with the team, the person in charge will be the driving force behind the process of reform. Leadership is an essential impulse to get the innovations really going. In addition, commitment and specific expertise are required from all those involved.

Interview with Archie Marshall

Let a thousand flowers bloom How can you achieve something? Let a thousand flowers bloom and don’t say: this is the road and this is the way it should be done. Give a lot of options, give a lot of opportunities, and it will lead to ideas that people support. That’s why it is a good thing to spread as many ideas as possible without imposing anything on people. That is the principle of ‘let a thousand flowers bloom’ and, of course, the flowers that go with the soil best will grow best. We can then collect them to define and improve our education. Education is in fact giving room to young people so that they can adopt their own form. I believe that when a person is born he does not set foot on this earth like a blank book, but does carry a lot inside. He then starts to develop. To me, development means the removal of layers, so that you automatically become the person who in essence you already are. People are born with natural intelligence. Your duty as an educator and teacher is to give children and young people room to develop their own form. That’s something that I think is really important. The opportunities my parents gave me have always inspired me. They were strict, but open-minded at the same time. They let me make my own choices and said that I was free to choose. I have always admired them for it because they were not like that themselves, but that’s what they gave to their children.

Archie Marshall, Director of the Advanced Teachers’ Teaching Institute

A good teacher does not only impart knowledge but also focuses on the feelings that exist in the class. The good teacher recognizes that a child suffers from fear of failure, that the child is disappointed that day at school or that there has been a quarrel at home.

We often only pay attention in the classroom to the general emotions like mourning, but what about the ‘small losses’? I think this aspect is still receiving As children, we were always little attention in the training Give a lot of options, give a lot of opportunities, too given this room by our parents. of teachers. At the Advanced and it will lead to ideas that people support By doing so, they gave us Teachers’ Training Institute something they didn’t have (IOL) we pay more attention to themselves. I think I admired my parents most of all for this. it. We already use modules like ‘personal effectiveness’. This is Besides, I had many good teachers, who had a sound attitude about getting to know oneself, dealing with feelings and turning to life. In their teaching, they pointed out important things to me negative emotions into positive ones. You may influence this as a and didn’t see me as a vessel they had to fill with knowledge. teacher and you can help the children by doing so. The new learning is concerned with your attitude, your behaviour. Knowledge and skills are subservient to it, not the other way round. Ultimately, but that’s my opinion, you’re here to gain experiences in this physical, material world to grow spiritually. And the other things are meant to serve and not the other way round. Give pupils the room to experience themselves why things are as they are and how they can respond in their actions. They are looking for their limits and their possibilities.

As a result of turning restraining energies into constructive ones, development may proceed. I would like to end where I began. ‘Let a thousand flowers bloom.’ Give people chances and opportunities. Remove the illusion of mistaken ideas. There are no mistaken ideas; there are only things that you can’t carry out there and then or that are not wise to carry out right now, even though there is nothing wrong with the idea. Give people the opportunity and room to come up with ideas so that they will be able to flourish. See DVD for a better view of the interview

111

Thinking Daring to dream and seeing the change leads to thinking, making plans together with others. If we look at the concepts, the planning, the support and the implementation capacity, we may achieve attainable results. Innovating is a learning process. And learning is still too often a process of trial and error. The central questions in devising the innovation process include: 1.

Where do we want to go?

Where are we now?

The desired situation, the shared views The present situation and the implementation capacity

And perhaps the most important question: 3.

How do we wish to achieve it?

The strategy, approach, the plan

And how do we achieve all this within a realistic, attainable context and time frame? • concept

support

implementation capacity

planning

result

time

What we often pay too little attention to is the preparatory stage. During this stage we assess, as it were, our own ability to make a start, also in the field of the necessary basic knowledge. For especially sufficient and basic knowledge contributes to the success of the innovative process. It is an important lesson learnt from the Surinamese pilots.

112

Attention should also be focused on the process of change. This issue is often neglected. If a problem-oriented approach is taken as a starting point, one looks at what falls short and how this can be changed. There is a risk that we use makeshift measures to fill gaps or make up deficiencies. Unfortunately, this approach is taken too often. If on the other hand a more solution-oriented is taken, one looks more at what is possible. The focus of the approach then determines the choice of activities that will be undertaken in the innovative process. As a result, the process of change gets a more positive slant to it. Consequently, considerable attention should be paid to the preparatory stage, because:

• • • •

People should be able to understand themselves the benefits of innovation. The innovation should be in line with the subjective experience of those who could use it. The people who could use it should see the innovation as something they do not think difficult. The people who could use it should have the idea that they can try out the innovation without having to make a great many investments in it in money and/or time. When someone introduces an innovation, others should be able to see it (derived from Rogers 1995).

If we get a clear idea of the views and the ability within a realistic time span, it is important to find a suitable strategy to set the innovation in motion. One chooses an approach which works from the shop floor upwards (bottom-up), an approach with government control (top-down) or, even better, a combination of the two. Present innovative processes – including the LEARN experiences – show that an innovative process paying attention to the involvement and wellness of all the stakeholders offers a better guarantee for durability. There should be, as it were, a coordination of the macro (authorities and important stakeholders), meso (the school) and micro levels (the teacher). The ultimate innovation takes place in the learning process at micro level, in the classroom, among teacher, pupil and environment. That is where the innovation and improvement are needed: offering the

pupils sufficient opportunities for improvement. Every person involved in educational and organizational innovation makes a personal contribution to make it succeed. The ownership of change is of importance at all levels. This can be achieved by taking players seriously, having them participate at the decision-making level, by developing realistic, feasible plans and by giving responsibility. Innovation = success + success + success Shaping educational innovations takes time. Taking steps that are too great and too many in one go does not work. Converting major objectives into manageable and small steps helps to achieve success. These steps may be included in an action plan and whenever an objective has been met there is a result. Both modest and great successes stimulate the innovative process. Thatâ&#x20AC;&#x2122;s why it is important to highlight each step made and celebrate it together with colleagues. At school, for example, the change from subject-matter-oriented education to child-friendly and pupil-oriented education involves a change in the structure of the lessons and the school culture. It is therefore advisable to translate these innovations concretely into small, short-term activities, which follow one another and closely fit in with developments already taking place in the team. Such activities can be carried out in a relatively short period and, consequently, can quickly be successful, without at once attaining the main objective. Achieving these smaller objectives stimulates the persons involved to continue and challenges other colleagues to try out new actions on their own. Successful experiences accumulate and really make innovative processes happen in the school.

Acting Daring to dream and planning how to realize this dream is one thing, but to actually implement it is something else. Only too often, sound plans remain under a pile of paper too long. There is no educational reform or improvement without action. Educational innovation does not start tomorrow, but it starts NOW, today. It is also a matter of just ACTING, says Fullan (Fullan 1992). What also holds good for educational innovators is: what you really believe in, creates movement, brings action, especially if it is positive and popular. Enjoyment in work and in life is the major key to success in innovative processes. If you enjoy your work, you increasingly attract more positive work situations. You radiate that you find things to your liking and, as a result, colleagues feel drawn by your enthusiasm. It seems easier said than done. But enjoyment in your work really works. Another essential insight is â&#x20AC;&#x2DC;focus your attention on what is going well and on people who want to joinâ&#x20AC;&#x2122;. In his interview, Hans Lim A Po calls it: creating sufficient critical mass to be able to bring about the turnaround. In each innovation, there are front-runners, leaders, followers and saboteurs. The last group is usually a small group, especially if the above-mentioned ideas like creating a positive, common and supported dream are put into practice. The resistance met with in each process of change is natural and is part of innovative processes. Leadership is another critical factor to put people into motion. Chapter 3 has already explained a few things. See to good leadership in head teachers and staff. They hold a key position in the process towards more effective schools. This leadership implies more than asking for results and reports, for that, in our opinion, is more like management. It is important, but so is leadership. Leadership, to us, means putting people into motion. The leader is really interested in the person behind the staff member and also behind the pupil. The leader knows how important it is to know one another, to know what occupies and drives every member on the team, if you want sound, open and sincere collaboration. (Adapted from Zevenbergen 2008)

113

Knowing your team really well is a condition for good collaboration. A real leader looks for the common values in the organization, because he knows that it stimulates collaboration and coordination. He has clear ideas about effective education and effective organizations and propagates them daily by showing them in his own actions. A real leader makes it easier for his team members to work instead of checking them and bothering them with forms, rules and procedures (Weggeman 2008). This leader does of course take care that his team members keep their attention focused on the goal and do not go astray. He trusts his team members and adjusts his style of leadership to the team member he is dealing with, while proceeding from the question ‘How can I best serve or help this team member?’ A real leader inspires and takes positive initiatives. He fills an organization or school with energy, often just by means of his presence. He directs his organization or school with this energy and does not always think it necessary to hold on to his hierarchic position. A true leader manages to be there at the right time, not earlier and not later. This requires great alertness, good timing, and the necessary discretion (Weggeman 2008). Finally, this leader knows how team members can become owners of the innovative process. He knows this is a condition for creating support. Working with an innovative team made up of, for example, the head teacher, the care coordinator and the innovation coordinator helps to achieve change. In this way the responsibility is shared. An innovative team at the Ministry may be made up of, for example, the head of a department and two staff members. This team makes sure that the educational innovations are included in the agenda and that everybody is actively involved in these innovations. The most important responsibility of the innovative team is cutting the educational innovations into smaller pieces. The objectives of the innovations can then be translated

114

collectively into concrete, manageable steps. Besides, they monitor the process and make adjustments wherever necessary. Create support, see to ownership Leaders easily create support, because they go in for ‘co-creation’, creating together with other team members, with parents and even with pupils. They do not say, ‘I create support’, they simply do it. They show it in the way in which they work, that is, by making all those involved part of the innovative process, the creative process by having them express their ideas in workshops, discussions and consultations by concretizing these ideas. Creating a support base is not something that is reserved to leaders; it is something for all members of the school team, for all MINOV staff and for all parents. What matters in creating support is to involve people at an early stage in ideas, in making policy or in introducing educational innovations into the school or the department. Innovative processes affect all those involved in their heart. It means in many situations that different behaviour is expected of teachers, head teachers, care coordinators, innovation counsellors and MINOV staff, in short, of everybody. Staff members expect to be offered true guidance by their leaders. But expectations do not always produce the desired effects. Expectations that are too high often lead to disappointment, or worse, to strong feelings and emotions about one another. It is important that everybody who takes part in innovative processes challenges and develops his own personal leadership. This implies that everybody should take responsibility for his own actions and does not make his performance depend on anyone else. If people come up with ideas themselves, they will be quicker to support them than when hearing these ideas from someone else. Each human being needs some appreciation for his own ideas. If plans have been worked out in great detail and people can only carry out these plans, they will not feel like doing it in many cases. It is therefore a good idea to involve people at an early stage when designing innovative processes and to give all those involved the room and responsibility to achieve these results in their own, effective way. It is up to the leader to present the results to be achieved in the organization or in the school, to create frameworks within which the educational innovations are to take place and to give all team members the feeling that they are owners of the innovative process, or part of it.

In conclusion Educational change depends on what teachers do and think, it is as simple or as difficult as that. There is no development in school without development of teachers. (Fullan 1992)

Persevere: you are important Once people begin to move and the innovation gets going, another important stage begins. It is the phase of carrying on and persevering. Innovating and changing are a process that Fullan compares to a journey. It is climbing and, at times, going down, having a rest now and then and looking around and … enjoying. Many innovative processes are started enthusiastically and full of hope, but sometimes get stuck and stop. Good leadership is important, especially at this stage. It is important to motivate people permanently, to listen to and be open to problems, but also to celebrate successful results together and hold on to them. It is important to keep taking steps forward with the intention of finding solutions together. You only reach the top of the mountain by persevering together (Fullan 2001). It is clear. This entire book tries to show that each player is important to make optimal learning possible in the school. First of all there is the pupil himself. He is responsible and has a leadership of his own with regard to his own learning. Involve pupils and parents in educational innovations. You will see that it produces a lot of brilliant tips and motivated pupils who are taken seriously. The teacher and the parents are those most concerned with the learning process. They can make a difference between growing and withering. They also have their own share of responsibility and leadership with regard to the pupil. And finally there is the leadership and the responsibility on the part of the community and the authorities. They, too, can make a difference, each from its own position. The pupil and the teacher cannot do it by themselves. You, whoever you are, are important. If we wish to create quality education, you can make a difference.

Real change only takes place if those involved – the teachers – understand the change and see that it makes things go better in their classroom. It means that support has to be created among the stakeholders, that is, the head teachers and their teams. The motivation has to come from within education. This can be achieved by taking the well-being and the commitment of these teams into consideration. ‘People cannot be changed by just saying it’ (Pascale 1990). People should be given time to acquire experience, to become familiar with things. During the process, people become more and more competent. There is no need to set everything out in specific terms. That is fatal to the motivation process. But directions have to be given. Attempts at change will have a better chance of success if the people themselves are involved in the process of innovation. Education and teaching is not filling the child’s head, but it is fuelling the fire of self-motivation and the exploration of one’s own talents. This will have maximum effect, if we, adults, fully respect the child’s basic needs. The basic needs include unconditional acceptance of the child’s autonomy. Respect for children and their needs is concretized by arranging a wellprepared and relaxed learning environment. This is fitted out with informative material and what is supplied by a parent or a teacher, from which the child may choose freely to do whatever his inward-controlled development drives him to do within the context of rules and the definition of children’s freedom. ‘It is what teachers do, what teachers believe and what teachers do in the classroom which will ultimately create the education that our

115

children receive’ (Kansanan 2000). So change is chiefly the creation of the ‘new understanding’. As soon as a greater understanding of change has been brought about, it will have effects on the teachers’ attitude. When dealing with change, we should think more in terms of what is exactly means to the teacher and the pupil (Ruddock 1998). Teachers like to take care of children. They love their pupils. They want to make a difference. Education can only be reformed on the basis of optimism: I believe in you!

Tips and information • The school is the centre of change. This implies that external innovations have to be adjusted to the individual school instead of basing them on the assumption that schools are all alike. Innovations must not be imposed on education from the top down, but should be developed from the bottom up together with the schools. • A systematic approach to change is required. Educational innovation and school improvement are a process that has to be planned and managed carefully and will take years. • The internal conditions of the schools are the major focus of change. The internal conditions do not only refer to the activities of teaching and learning in the school, but also to the procedures in the school, the duties and roles and the means which support the processes of teaching and learning. 116

• Educational goals have to be made visible at school, teacher and pupil levels. They represent the school’s mission. This points to a broader definition of the results than that only focused on learning results. Schools have to work at more general development goals for pupils, the professional development of teachers and the needs of society.

• Even though the school is the centre of change, the school is not an isolated institution. The school is part of an educational system, the various parts of which have to collaborate in harmony to reach a high quality level. This means that the roles of teachers, head teachers, governors, parents and policymakers must be defined and that they have to make every effort and commit themselves to the process of school reform and school improvement. • A change can only be considered successful once it has become part of the teacher’s day-to-day practice, the procedures and the structures of the school organization. The innovation must be permanent. It is insufficient to pass just through the stages of adoption and implementation. • Large-scale innovations in education will be more successful as and when the following seven elements are taken into consideration at the national level: concepts and goals, standards, guidelines for curriculum and related material, coherent policy, an information system to monitor the innovation, finance and administration, and involvement of external support, and the three elements at local or school level: teacher’s motivation and capacity, school management and work situation.

Epilogue June 2007 marked the start of this unique project, which gradually grew into two beautiful, inspiring products: this publication and the DVD that goes with it. I am greatly impressed with the wonderful dreams and numerous suggestions that have been put forward for the educational sector. Reforming education is indeed dreaming and daring, but certainly thinking and acting as well! The views about better and different education, as discussed in this book, focusing on the pupils and learning, give an inspiring orientation to the much-needed innovations in education. Eventually, the project has resulted in six interesting chapters, in which the authors have established many links between dream and reality. For the purpose of providing inspiration, orientation and support, we see quotations and wonderful statements about the children that we together guide on the way to adulthood by means of schooling, guidance and education. Because of the changes now taking place in the world, the discussion about educational reform also has social and political relevance these days. Investments in our education are therefore of great importance. The development of our future adults will determine our country’s future to a great extent. A lot has been set in motion in education so far. A sound direction continues to be important, both for the ongoing activities and the new activities to be introduced in the future. The pupil’s learning and the role of the adults (teachers, parents, authorities) form the thread that runs through the book. The pupil is inquisitive and he wants to learn by nature. The teacher offers the pupils structure and something to hold on to in a safe learning environment, so that they can develop in peace and quiet, treat one another respectfully, feel they are welcome and belong. This goes for all children. The wellbeing of pupils is a vital basic need for learning and enhances the pupils’ personal development. The last chapter deals with educational reform. Innovations in education will have to involve investments and research. The authorities can be of great importance in this respect. They can make the difference and see to it that the teacher is allowed full play to actually carry through innovations in the classroom. Without this government support, the necessary developments cannot take place. We subscribe to the importance of life-long learning. It is possible, if the authorities and the educational institutes consciously further the pupils’ interests on the basis of their social and educational task. This is a dynamic process that is forever in motion, and is discussed and assessed critically in all openness. Only then will it be possible to carry through educational reform on a large scale. It requires institutional reform.

It is probably for the first time in history that a book so emphatically presents a positive picture of the future of our education. It is very special that so many people in our country have joined to think so intensively about educational innovations at pupil, class and school levels. The result is a colourful collection of ideas, experiences and guidelines, which forms a sound basis for what it is hoped will be an intensive, meaningful discussion about the need for and orientation of innovations in education. I hope that this book will play an important part in the discussion about the further substantive structuring of educational reform and the educational policy of MINOV, the educational sector and administrative Suriname. The book is a new beginning and a starting point for workshops, refresher courses, strengthening of the teachers’ training colleges as well as a stimulus to the strengthening of the MINOV departments. Who believes in the future of Suriname, believes in our youth, and, consequently, in stimulating the many talents found in school every year. I wish to recommend this book warmly to everybody who is well disposed towards education and our future, but particularly to the many teachers who may work out and adopt concrete ideas from the book straight away. If we join forces, believe in one another, dare to dream together and act together, the result can only lead to something wonderful and valuable for the future of our country.

Ruben O.S. Soetosenojo 117

Acting Permanent Secretary for Education Ministry of Education and Community Development

Acknowledgements Good things cannot but generate something good! We appreciate everybody’s contribution and expertise From August 2007 the initiators, MINOV/VVOB/UNICEF, met once a week

Yet more quality and coherence thanks to the advice on the Dutch text given by Effendi Ketwaru and Els Moor. Jan Bongers managed with great precision to remove the last mistakes from the manuscript. They got in touch with the following writers: Ismene Krishnadath, Rappa en Marylin Simons

Henri Ori MINOV Liesbeth Roolvink UNICEF Loek Schoenmakers VVOB With the support of Loes Brijobhokun VVOB (finances) Monique van Brussel UNICEF (logistics) Saskia Plein VVOB (logistics) The group was expanded in August 2008 by Carl Beel VVOB Lilianne Hercules VVOB Thank you all for your valuable contribution to this project

Safe transport was provided for two years by Patty’s taxi Mahinder Moennalal and his drivers and the UNICEF drivers Jerry Maijpo and Ramnares Oedairadjsingh

The Dutch text was translated into English with painstaking care by Nel Bakker. The quality of the English text was further enhanced by the useful advice of Sebastian Meaney Valuable feedback was provided regularly and at the end of the writing process by U. Adhin, M. Barrow, E. Boschmans-Valies, H. Blinker, S. Hanoeman, R. Jhagroe, T. Wolf, H. Hermelijn, P. Hirasingh, A. Kallan, A. Kramp, E. Lang, A. Marshall, E. Marshall, H. Ramdin, S. Tjin A Djie, S. Tjoe A On, G. OlivieraToendang, I. Tseng, J. van den Akker, J. Van Ewijk, M. Valkenburg, N. Vromant, K. van der Wolf, J. Zijler, Minister E.Wolf

Fifteen inspiring Surinamese were interviewed and gave their valuable ideas/views. Gerrit Barron Humprey Bendt Henri Blinker Carl Breeveld Walter Dwarskasingh Bert Eersteling Lilian Ferrier Eddy Jharap

André Kramp Archie Marshall Cynthia Mc Leod Marcel Meyer Allan Li Fo Sjoe Hans Lim A Po Centhia Rozenblad

The presentation and the launch of the book at the Torarica Hotel were taken care of by Tille van Horenbeeck and Hilke Meerman, with the cooperation of Art Lab dancing school and Karin Refos (Stradius)

A lot of typing was done by Myrthe Lionaris and Renie Sastropawiro when working out the numerous interviews

Sunil Puljhun

118

Enthusiastic artists were prepared straight away to cooperate free of charge and make their work available Steve Ammersingh Pierre Bong A Jan Daniël Djojoatmo Sri Irodikromo Kurt Nahar Monique Nouh-Chaia (Readytex adviser) Marcel Pinas Sunil Puljhun George Struikelblok Jhunry Udenhout Michael Wong Loi Sing

Our photographer Luciën Chin A Foeng joined us on visits to artists. Thanks to his professionalism and flexibility some excellent pictures were taken. Professional camera work and the DVD were produced by Norman Deekman Camera work and editing Norman Deekman Sergio Fong Tin Joen Byorn Hasselbaink Educational radio and television division Loes Trustfull and her team

The trainers of the workshops in the districts managed to touch many hearts. Sharda Ahmadali-Doekhie Schubert Asmowidjojo Edith Elizee-Tilon Iwan Ganga Hellen Hermelijn Prya Hirasingh Sheila Ketwaru Maggie Schmeitz Levina Schüller-de Lange Marja Themen-Sliggers Ria Verwey-Deley

Graphics Graphoset Design Harold Hoeseni Layout Benito Defares Administration Marion Hoeseni Printers Quick O Print (Dutch edition) Glène Calor Drukkerij Sintjoris (English Edition) Kurt Overmeire

Participants in the workshops held in the various districts included staff members of several Departments of the Ministry of Education and Community Development (like guidance, Inspectorate, Research and planning, Curriculum Development, Examination Bureau, Educational Radio and Television), district commissioners and members of districts councils, school leaders, teachers and other members of school teams, teachers and students of the Teachersâ&#x20AC;&#x2122; Training Colleges and the University, representatives of Non-Governmental Organizations, members of the Boards of denominational schools and officials of other Ministries Participants from the district of Paramaribo U. Adhin V. Alspeer A. Alvares-Linger P. Aveloo M. Bakboord M. Barrow K. Bell, V. Bidesie N. Bijlhout S. Binda E. Blackman-Dulder M. Blijd-Wasbloem H. Blinker Y. Blokland E. Bosch-Valies M. Brown JF. Chin-Chan-Sen

S. Chotoe A. Codrington-Sawat M. Creton S. Debi W. Demon P. van Eer L. Esajas S. Ghisaidoobe S. Hanoeman M. Hoepel T. Van Horenbeeck B. Hulsman F. Hulsman-Jimidar A. Jonathas C. Kalloe L. Karg-Dankerlui

District Commissioners I. Esajas, Coronie M. Ghisaidoobe, Saramacca R. Landburg, Sipaliwini H. Pinas, Para V. Prijor, Brokopondo B. Shankar, Nickerie R. Strijk, Paramaribo R. Soekarnsingh, Wanica H. Soekimo, Commewijne Th. Sondrejoe, Marowijne

R. Kenswil R. Khoesial M. Koemar W. Koster O. Kotzebue M. Kramp S. Lall I. Landolf-Robinson E. Lang S. Linger-Refos H. Melcherts R. Morroy A. Naipal-Soerjbalie L. Niamat T. Oedit-Ramlal O. Philip N. Pinas

O. Process D. Ramharakh H. Ramnewash-Ashruf E. Rellum-Gummels R. Riedewald A. Ritfeld C. Sandvliet Sanmoeradja-Kromosemito K. Sardjoe K. Sardjoe B. Sariredjo H. Sarodjeniedewie S. Simons L. Slengard-Gravenberch S. Lioe-Anjie M. Somedjo-Goedar S. Spier

Participants from the district of Saramacca O. Alberg M. Amatdarso G. Baidjnath-Panday S. Bhugoea I. Chotkan Kolf Defares J.Duijm M. Gajadien I. Goedhoop S. Gopal K. Kromokario M. Mertodikromo

E. Strang C. de Switt M. Telgt G. Thijn L. Tjen-A-Tak R. Tjou-Tam-Sim H. Tonawi M. Top Van Samson M. Vreeswijk-van Bosse A. Vroom V. Warning D. Wong-A-Pian D. Yflaar

N. Moesafir Hoesein A. Pawironadi H. Pawironadi R. Pawironadi M. Purperhart V. Rambarran F. Resodikromo W. RĂśmer H. Rusland W. Soewarto H. Timmer S. Varranah R. Wongsokarijo

119

Participants from the district of Coronie

Participants from the district of Nickerie

C. Biffe M. Blackson M. Cruden A. Djopawiro D. Doorson R. Hasselbaink M. Khodabaks C. Lord S. Luckson G. Plak N. Sylvester G. Udenhout L. Vriesde J. Wielzen G. Windzak

E. Altenberg Tjen A Tak K. Chatta K. Chotoe-Sanchit R. Edwards J. Emanuelson Esseboom L. Faverus C. Ferreira N. Gokoel P. Gokoel R. Jairam K. Jairam-Kalipersad A. Jainullak Jeffrery-Mie

U. Jiawan J. Kartoinangoen M. Lynch-Lafour D. Marleze L. Pelswijk Premchand R. Ramgoelam S. Ramsaran P. Rambhadjan- Premcharan H. Ramdien S. Ramdin K. Soemoredjo-Abdul L. Tjin A Ton F. Wongsonadi

Kurt Nahar

120

Participants from the district of Wanica

Participants from the district of Marowijne

U. Bardan A. Bhageloe Beeldsnijder-Van Windt M. Blijd I. Boetius J. De Bruin M. Dompig A. Grant R. Jubithana J. Koorndijk M. Liefden D. Martin C. Tjon A Meeuw-Mahangi J. Nandpersad M Pinas W. Ramsodit-Sitaram J. Samson J. Scheuer S. Sitaram M. Sjak Shie D. Soraya M. Tirtopawiro M. Warso B. Zegelaar

V. Alwanahi-Arichero S. Atmopawiro R. Clenem M. Doelkamid-Wirokarso O. Dominie, leerkracht S. Fernand, leerkracht H. Hariwanare S. Hupsel M. Kakie B. Koina M. Martodikromo O. Mersing N. Saudain- Rensch G. Pane-Kiba L. Poeloedja R. Ronowidjojo U. Rozenhout-Hoop A.Toka M. Oberg-Boetius B. Venloo A. Victoriashoop O. Weze

Participants from the district of Brokopondo M. Aboikoni E. Bodoe S. Bonte F. Van Cooten L. Hofwijk M. Jozefzoon G. Jozefzoon T. Kastiel B. Klassie J. Lugard E. Markus F. Nelzon P. Pansa A. Paulus M. Rensch H. Schmidt R. Schalkwijk E. Vrede R. Weimans O. With

Participants from the district of Para I. Baasaron D. Baisie P. Blagrove H. Cronie S. Dors B. Fer-Hardy W. Fris R. Ghisaidoobe M. Hardjodikromo R. Hart W. Hoeseni O. Kensenhuis A. Linger E. Martodikro C. Martosatiman

S. Mohan N. Neus M. Overman R. Panka K. Redjopawiro E. Roseval L. Ruimwijk N. Tan A Kiam P. Tay L. Todirijo-Veux G. Tweeling P. Valpoort M. Van Ravenswaay A. Wesenhagen

Participants from the district of Commewijne D. Asalobi A. Alleyne A. Bansie K. Beckles S. Burnet T. Chotkan E. Claver C. Diran S. Djokart A. Doerga-Soekhai J. Dogodoe S. Emid H. Frijde A. van Hekelen R. van Hekelen B. Jubitane L. Jubitana-Bergtop M. Kantodikromo J. Karijoredjo I. Karta-Bink T. Kartoikromo-Badroen A. Kasiman L. Leter

Participants from the district of Sipaliwini A. Lingers S. Lum Chou M.Overman N. Overman W. Pawiroastro M. Pawirodimedjo M. Ramlochan M. Ramsahai H. Reigman A. Sadi S. Sadloe R. Sanches W. Sanohar-Gharbharan R. Singh J. Soekarnsingh S. Soekhnandan J. Soeroredjo-Djojodikromo I. Sokarijo M. Tamsiran H. Tsie-A-Foeng C. Vincke N. Wazirali

A. Aboikoni W. Adjaiso A. Bappa H. Betian M. Bloemrijk C. Eduards H. Eduards M. Eduards F. Emanuels A. Jabini D. Jeroe K. Wachter C. Linga G. Lugard M. Petrusi M. Poeketie R. Seedo Vrouwen Org. Saamaka Bia, Futunakaba B. Wens R. Zeeman

121

Bibliography Akker J.J.H. Van den, Kuiper W., Hameyer L. (2003). Curriculum perspectives: an introduction in Curriculum landscapes and trends. Kluwer Academic Publishers Dordrecht. Arts J., Hofstede F., Van Hulten N. (2005). Het nieuwe leren, gewoon doen! KPC Den Bosch. Arts J., Kok J., Sleegers P., Verbiest E., De Wit C. (2003). Speelbal of Spelbepaler, over professionele ontwikkeling, schoolontwikkeling en kwaliteit. Q*primair. GION/RISBO Groningen/Rotterdam. Bastiani J. (2003). Materials for schools: Involving parents, raising achievement. DfES Publications(beschikbaar op: http://www.teachernet.gov.uk/ wholeschool/familyandcommunity/workingwithparents/ipratoolkit/). Geconsul-teerd op 12/01/2009. Beek A. Ter (1997). Kwaliteitszorg in zicht. KPC Den Bosch. BEIP (2004a). Operation Manual and Guidelines. IDB Paramaribo. BEIP (2004b). Loan contract no 5121/OC-SU between the Republic of Suriname and the Inter-American Development Bank. BEIP (2006). Annual Plan of Operations, MINOV. Paramaribo. Berg R. Van den, Vandenberghe R. (1999). Succesvol leidinggeven aan onderwijsinnovaties. Investeren in mensen. Samson Alphen aan de Rijn. Blok H., Oostdam R., Peetsma T. (2006). Het nieuwe leren in het basisonderwijs; een begripsanalyse. Kohnstamm Instituut Amsterdam. Boekaerts M. en Simons P.R.J. (1995). Leren en instructie. Van Gorkum Assen. Bolt, Van der L. (2006). De betrokkenheid van de leraar bij onderwijsinnovaties. Onderzoeksrapport, Sardes Utrecht. Centre for Educational Research and Innovation (1997). Parents as partners in schooling. OESO. Corte De E. (2003). Nieuw leren in krachtige leeromgevingen. KU-Leuven. Denessen E. (2000). Opvattingen over onderwijs. Garant Leuven/Apeldoorn. Deniere A. De Wit K, Petegem P. Van (2001). Sociale ongelijkheid wegwerken in het onderwijs. Proceedings ORD. Despondt L. (2000). Hoe maken ze het? Themanummer Zorgverbreding. EGO-echo, 3(1):38. Leuven. Dochy F. Heylen L., Mosselaer H. Van de (2000). Coöperatief leren in een krachtige leeromgeving. ACCO Leuven/Leusden. Doorn F. Van ( 1995). Leerlingvolgsystemen. WSNS APS Utrecht. Duurkoop M., Majoor D., de Pinth D. (2002). Kwaliteitszorg, inventarisatie en beschrijving van instrumenten. Marant Educatieve diensten Nijmegen.

122

Gerrits J. (1997). De winst van kwaliteitszorg. KPC Den Bosch. Gils M. Van, Mathyssen M. (2003). De genietbare school. Garant Leuven/ Apeldoorn, p. 120-135. Gobardhan-Rambocus L. Onderwijs als sleutel tot maatschappelijke vooruitgang. Walburg Pers Zutphen. Gulikers J. (2004). Leren met computergebaseerde authentieke taken: motivatie, gedrag en resultaten van studenten. Pedagogische Studien 79: 469-481. V.O.R.: Eindhoven. Haaijer R., Linde A. Van der (2003). Kwaliteitszorg is een werkwijze. Kwaliteitszorg in het primair onderwijs. AVS Utrecht. Hallinger P. and Heck R.H. (1998) Exploring the Principal’s Contribution to School Effectiveness: 1980-1995. School Effectiveness and School Improvement, 9(2), 157-191. Taylor and Francis: London. Hargreaves D., Hopkins M. (1993). Schooleffectiveness, Schoolimprovement and Development Planning. In: M. Preedy . Managing the Effective School. Paul Chapman publishing. London Higgins S. (2003). Does ICT improve learning and teaching in the schools? Britisch Educational Research ass. Southwell. Hilhorst P. (2006). Essay Nieuw Leren. Stichting Onderwijs Maak Je Samen. www.onderwijsmaakjesamen,nl. Geconsulteerd op 12/01/2009 Hofman R.H., Hofman W.H.A. (2003). Ontwerp van een beoordelingskader voor zelfevaluatie instrumenten voor scholen. GION/RISBO Groningen/ Rotterdam. Hofman R.H., Dijkstra N.J., Hofman W.H.A. , De Boom J. (2004). Q*primair monitor kwaliteitszorg. GION/RISBO Groningen/Rotterdam. Hofman R.H., Dijkstra N.J., Hofman W.H.A. (2004). Wetenschappelijke onderbouwing van het beoordelingskader voor zelfevaluatie instrumenten voor scholen. GION/RISBO Groningen/Rotterdam. Hogeboom B. (1994). Ouders en schoolsucces. Swets en Zeitlinder Lisse. Hoogeboom B. (2006). Beter leren, beter presteren. CPS Amersfoort. Hopkins D. (1994).Schoolimprovement in an Era of Change ch: 4 Cassell London. Hopkins D. (2001-2004). School Improvement for Real. London: Routledge Huisebos L., Sagasser I., Teten Vergert M. (2005). Hoe bouw je aan Kwaliteitszorg? KPC Den Bosch, CPS Amersfoort. IDB (1998). Studie van de onderwijssector in Suriname. INK-managementmodel. Zaltbommel www.ink.nl. Geconsulteerd op12/01/2009. Janssens A. (2001). Ontwikkeling stimuleren. ACCO Leuven. Janssens E. (2005). Krachtig leren en effectief leren. APS Utrecht. Joos A., Delreuk K. (2000). Puur uit de buurt. Steunpunt Intercultureel Onderwijs-Universiteit Gent.

Ebbens S. Ettekoben S. (2004). Effectief leren. Wolters Noordhoff Groningen. Ernalsteen V. (2002). Brede schouders, een werkboek. Steunpunt ICO Gent. Emst, A. Van (1996). Leiding geven aan onderwijsorganisaties. APS Utrecht. Ernst, A. Van (2005). Krachtig leren: natuurlijk leren, APS Utrecht.

Karsten S., Sleegers P. (2005). Onderwijs en Ongelijkheid. Garant Antwerpen/ Apeldoorn. Koppen D. (2004). De schoolleider als coach van een professionele leergemeenschap. Schoolwijzer.

Fullan K., Schmidt W., Posner B. (1983). Managerial Values in Perspective. American Management Associations New York. Fullan M. (1985). Change processes and strategies at the local level. The Elementary School Journal V85 n3, New York. Fullan M., Miles M. (1992). Getting reform right: what works and what doesn’t. v73 n10 p.744-52 June 1992, Delta Kappan Philadelphia Fullan M. (2001).The meaning of educational change. Teachers College, Columbia University.

Laevers F., Vanhoutte T. (1998). Kansrijk voor kansarm. CEGO Leuven. Laevers F., Van den Branden K. Van den, Verlot M. (2005). Beter, breder en met meer kleur. ACCO Leuven. Laevers F. (1999). Ontwikkeling van een draaiboek voor interne evaluatie in het licht van integrale kwaliteitszorg in het basisonderwijs. Eindrapport - Deel 3. Het Draaiboek. OBPWO-project in opdracht van de Vlaamse minister van Onderwijs. KU Leuven Lagerweij N. (2004). Anders kijken. Garant Leuven/Apeldoorn.

Landelijk Platform Allochtone Ouders en Onderwijs (2008). Betrokken ouders, open scholen. FORUM, Instituut voor Multiculturele Ontwikkeling (beschikbaar op http://www.forum.nl/paoo/betrokkenouders.pdf). Geconsulteerd op 12/01/2009. Lebeer J. (2003). Bouwen aan leren leren. ACCO Leuven. Leithwood K., Louis K. (1998). Organizational learning in schools: An introduction. In: Organizational learning in schools. Swets & Zeitlinger Lisse. Lenaers S. (2006). Beleving van gelijke kansen in de levensloop. Universiteit Hasselt Letschert J. (2007). De Ontdekking van de leraar. Lezing in de reeks van de Frank Stoteler lezingen. Letschert J. (2008). Stilstaan bij wat je beweegt. Rede bij afsluiting lectoraat Onderwijsninnovatie, Hogeschool Edith Stein. Lindeman H. (2005). Krachtig leren en de 5 dimensies van Marzano. APS Utrecht. Martens R., Bastiaens T., Meerdink J. (2004). De tafel van tien. WESP Garant Leuven/Apeldoorn. Marzano R. (1992). A different Kind of Classroom teaching, Teaching with dimensions of Learning. ASCD Alexandrië. Marzano R. (2001. Classroom instruction that Works. ASCD Alexandrië. Marzano R. (2003). What works in schools? ASCS Alexandrië. Marzano R. (2007). Wat werkt op school, research in actie. BAZALT Middelburg. Ministerie van Onderwijs Vlaanderen, Strategienota ICT in onderwijs. www. onderwijs.vlaanderen.be/ict/english/competencies_know-ledge_society. pdf. Geconsulteerd op 12/01/2009. MINOV (2002). Policy plan Children 2002–2006, MINOV Paramaribo. MINOV (2004a). Nationaal leerplan voor het Basisonderwijs in Suriname. Paramaribo. MINOV (2004b). Sectorplan Onderwijs 2004-2008. Paramaribo. MINOV (2004c). Surinaams Educatief Plan Onderwijs- SEP. Paramaribo. MINOV (2006). Beleidsnota 2005-2010. Paramaribo. MINOV (2008). Modulen Kindvriendelijke Scholen. Paramaribo. MINOV-LEARN (2008). Draaiboek Integrale KwaliteitsZorg. Paramaribo. MINOV-LEARN (2008). Eindresultaten 5 jaar monitoring Learn 2003-2007. Paramaribo Nicaise I. (2001). Onderwijs en sociale achterstelling: opnieuw ontwaken uit een mooie wensdroom. In Tijdschrift voor Onderwijsrecht en - beleid 5-6. KU-Leuven Nieuwenbroek A. (2000). Tienminutengesprekken met ouders. KPC Den Bosch. Nistelrooij A. Van (1999). Collectief organiseren. Een sociaal-constructionistisch onderzoek naar het werken met grote groepen. Lemma Utrecht. Onderwijsraad (2006). Naar meer evidence based onderwijs. Onderwijsraad Den Haag. Oostdam R., Peetsma T. (2007). Het nieuwe leren in het basisonderwijs en voortgezet onderwijs, nader beschouwd. SCO-Kohnstamm Instituut Utrecht. Pascale R. (1990). Managing on the Edge. Touchstone: London Pedagogische Studien. Het nieuwe leren. Pedagogische studien 74: 74-99. V.O.R. Eindhoven. Petegem P. Van (2005). Vormgeven aan schoolbeleid. ACCO Leuven. Peters J.J. (2000). Ouders in de school: losbladig Onderwijskundig lexicon, SB2000, p.1-15. Kluwer Academic Publishers Dordrecht. PLOS (2001). Quick sectorscan Onderwijs. Paramaribo. Prenen R., Wysmans M. (2004). Praten met ouders. CEGO Leuven.

Raad van Europa (2004). Het recht op onderwijs als mensenrecht - uit: handleiding voor mensenrechteneducatie met Jongeren. Rogers E. (1995) Diffusion of innovation . Free Press New York. Ruddock J. (1998). What pupils can tell us. Fulton Publisher London. Schavelings J. (2000).Succesvol organisaties ontwikkelen. Van Gorcum Assen. Schmidt, Posner 1983. Managerial Values in Perspective. New York: America Management Association. Schoenmakers L. (2007). Op weg naar leerlinggerichte aanpak in Suriname. MINOV-VVOB Paramaribo. Scholte T. (2006). Finaal rapport baseline study and strengthening of MINOV Procedures and Systems Implementation. Paramaribo. Sierens S. (2002). De ICO-scoop. OVGB Gent. Simons R.J. (2007). 6 misverstanden over het nieuwe leren. www.scienceguide.nl. Geconsulteerd op 12/01/2009. Slavin R. (1998). Sand bricks and seeds: school Change Strategies and Readiness for reform. Kluwer Academic London. Stevens L. (2004). Zin in school. CPS Amersfoort. Stoll L., Reynolds D., Creemers B., Hopkins D. (1996). Merging schools effectiveness and school improvement. Routledge London. Unesco (1978). Education and Social Development Analysis and Prospects, Suriname. Volume I. Unesco (1996). Learning: the treasure within. Paris. Unesco (2007). Education for all . Paris Unesco (2008). Education for All, Monitoring report. Paris (www.unesco.org). Unesco (2008). Regional Overview: Latin America and the Caribbean Monitoring report: Education for all by 2015. Will we make it? Paris Uribe C. (1999, 2001). Institutional strengthening of MOECD, diagnosis and recommendations, IDB. Vandenberghe R. (2003). Beginnende directeurs basisonderwijs: een onderzoek naar professionele ontwikkeling van schoolleiders. KU Leuven. Vandenberghe R. (2004). Over stuurbaarheid van het onderwijs. Een analyse van ‘sturend beleid’, resultaten en niet-bedoelde effecten. In: Kelchtermans, G. (red.): Tussen willen en kunnen, tussen mogen en moeten: de stuurbaarheid van het onderwijs. Leuven: Universitaire Pers. p. 89-120. Veenman S. (1993). Effectieve Instructie en Doelmatig Klassenmanagement. Lisse Schwets Zeitlinger. Verhellen E. (2000). Verdrag inzake de rechten van het kind. Garant Leuven Apeldoorn. Verslag Nationaal Onderwijs Congres, Krasnapolsky, Paramaribo, 25-26 juli 2002 VLOR (2000). Inclusief onderwijs als innovatieproces. Garant Leuven/ Apeldoorn. VLOR (2002). Samenwerking tussen school en ouders. Garant Leuven/ Apeldoorn. Waters, Marzano, Mc Nulty (2003). Balanced Leadership: What Thirty Years of Research Tells Us About the Effect of Leadership on Student Achievement. Columbia: Aurora. Weggeman M., (2008). Leiding geven aan professionals? Niet doen! Scriptum Schiedam. White K.R. (1982). The relationship between Socioeconomic Status and Academic Achievement. Psychological Bulletin, 91(3), 461-481. American Psychological Association Washington. Zevenbergen L. (2008). En nu laat ik mijn baard staan. Business Contact Amsterdam.

123

Explanation of the flower symbol Management team • School leader (64-65) • Care coordinator (66-69) • Reform coordinator (70-71)

Head teacher • Didactical approach (47-49) • Education approach (40-41) • Class management (45-46)

• Motivation (18-20) • Background Knowledge (22-24) • Home environment (84-85)

Teacher

Pupil Learning power

Team

124

Powerful learning environment

Parents

• Managing and drawing up programmes (20-24) • Collegiality and professionalism (70-71)

• Involvement of parents and environment (86-87)

• Practicability and sound programme (43-44) • Challenging targets and effective feedback (44) • Safe and orderly environment (44)

Pupil monitoring system

(25-26)