School Leadership 2.0 Editor's Note:

 SL 2.0 members, Kimberly Licato (Westhampton Beach School District) and Jackie Ammirato (Longwood School District) recently toured Finland to see firsthand the school system that is arguably the best in the world.  They share their impressions in a series of blog posts that start today.  Thanks Kimberley and Jackie for sharing your trip with us.

As part of our dissertation studies at St. John’s University, we decided to not only research and read more about the Finnish educational system but to “see” this fascinating system with our own eyes.  This was a unique opportunity to see everything we had previously read in Pasi Sahlberg’s book and various articles published around the world.  

Our first visitation took place on Monday, September 14^th.  We visited the Veikkola Comprehensive School in Kirkkonummi, a school in a suburb outside of Helsinki, Finland.  This small, upper-class neighborhood housed a school for students in grades 1-9.  Finnish students do not start school until age 7, and start school as a first grader.  There is no Kindergarten level in the Finnish school system.  Upon arrival to the school, we immediately noticed the number of bicycles parked in the front of the school and quickly realized that there is no public transportation available to Finnish students.  Teachers, Principals and students either take public transportation or ride their bikes to school.

Jussi Roms, the Headmaster of the school, greeted us to his school.  His gave us a brief overview of his school and explained to us that the classes were forty-five minutes long and students were given fifteen minutes of “free play time” after each class.  The students were required to “bundle up” and go outside to play during their free time, regardless of the weather outside.  It was very interesting to us that the school was located in an area with beautiful forests and woods and there was not one fence in the vicinity of the school.  When questioned about this, he stated that Finnish people do not believe in fences and that students are taught to be “free” and to feel “safe” in their communities.  He stated that the parents “trust” teachers and schools and students are given independence and freedom as early as first grade.  

During the morning, we had an opportunity to observe an English class for 8^th grade students.  The classroom itself was bright and had many big windows.  The walls were white and they were stark, with few posters or pictures up in the room.  Students came into the classroom with their jackets because they had recently had a break in their day.  The English class was communicative and students had very small notebooks.  When we inquired about the size of the notebook, we were reminded that students in English class would not have the need to take many notes because it was mostly a class with speaking and listening activities.  The entire class was conducted in the English language and it was evident that the students were accustomed to cooperative learning activities and the desks were shaped so that students could easily work in groups of two or four students.   Their desks were similar to “puzzle pieces” that formed perfectly together.  As observers, we noted the excellent language skills of these Finnish students.  A second language starts for everyone in the third grade.

In the Finnish schools, all students are given a free lunch, regardless of their economic situation.  Schools prepared a well-balanced meal for all students and teachers were often eating their lunch in the cafeteria with their students and ate the same food as them.  All plates, cups and utensils were sustainable and reusable.  The environment is an extremely important topic to the Finnish people and this was evident in the schools and in the activities students participated in within this particular school.  The English teacher took her students outside to “clean up” the school grounds.  When asked about this, she stated, “we all contribute to our environment.”  Environmental awards are given to schools throughout Finland who demonstrate good environmental practices.  

At the conclusion of the school day, we noted students as young as second or third grade, with their public bus cards, boarding the public bus to head home.  A practice embraced by the Finnish community, allowing students an opportunity to have responsibilities at a young age.

Kimberly Licato

Westhampton Beach School District

Jackie Ammirato

Longwood School District