Svend Gnge Skolen Observation Hello this is observation group of zgr, Nesrin and aban.

Today, we went to Svende Gnge Skolen for analysing education system on both primary and lower secondary schools and it was meant to be honing our observing skills as it was our first experience we done until right now. Because weve observed our new approaches that it has been taught to us during Lauras class. It was quite joyful and surprising to have this opportunity to tour all classes. During our observation we were lucky enough to have some teachers to get conservation with us even though it was small talks. Well try to jot down the data we gathered below according to the approaches with their definition. Ill list them from student centred to teacher centred. Facilitator Approach This learning technique is thought to be the most efficient with mostly involving students actively and teacher takes part too less. It is student centred. Students are thought to be unique. While touring 2nd grades and 3rd grades, we stumbled into very colourful classrooms with a rich materials covered around the room. Not only the material provided by school, students products and helping tools to understand the context of subject such as count numbers as well. From the drawings, knowledge tree, group seats, meadow pots, we inferred these tools and materials made by students are great motivation and help tools to facilitate the subject.

Liberationist Approach In this learning technique outcomes and experiences are more valued than the methods and relations. Knowing the education aims what you want your pupils to turn out and interested with what the students know. Besides the overall point of us which we were quite convinced that classes are mostly designed on basis of the Liberationist approach and teachers play partly more role than the facilitator one. Art and woodwork exhibited in the assembly hall, by exposing the students to the arts learn more from skills, there is also article. From the pictures also we concluded these materials almost used in each class effectively, great helpers

Executive Approach This technique is teacher centred. Teacher must be expert in the subject. Lesson is administered by strict rules. Knowledge plays great importance and the method is half important.

We come across one example in one of the 3rd class. It was spelling lesson and teacher was whistling loudly to get the attention and wanted to silence the class. Also in upper classes like 4th, 5th and 6th grades the classroom environment was designed to draw students attention to the teacher such as desks was arranged in rows, except the tools of student for example technology advancing like tablets to laptops, iPods, iPhones. Weve enjoyed quite a lot and grateful to live this experience even if the lock-out effects was still affecting the teachers. We had the chance of small talks with 2 teachers from 8th grades, 1 teacher from zero grades, besides the approaches weve been surprised by some other things like zero grades were laying in the ground face-towards and massaging each other in math lesson which later teacher explained this is activity to strengthen the group working they learn to know their partner and form an strong bond which really impressed us, toilet and kitchen in the classrooms (were not sure to what extent theyre allowed to use microwave). We saw classes are also accompanied by a pedagogue, couch or assistant with teacher dealing with students individually as much as possible, but on the occasion of one of the 8th class teacher who runs class on her own was thinking of needed an assistant because of number of students in the class and her individually approaching to the students problems, she thought she cannot able to reach each student individually. Not only have the students had their own problems, but also family reflections (drinking, violence, etc.) on students absence from class forms an issue, especially in Denmark where all schools involving multicultural students, and so the required resource, approach, instruments and solutions are insufficient. We learned that for punishment they are dismissed from activities, or calling parents to collaborate on students problem. We also observed the colourfulness, materials, visual objects are lessened from low classes to higher grades, and also it is same for homework too. The good part was all classes have an access to outside which each class got two doors. From the points above, the general idea we derived from classes was we personally agreed that the materials and the rich environment offers a great help, and the liberationist approach and facilitator were preferred and applied in together.