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Leslie Baker's Fulbright Journey to Finland

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Leslie Baker's Fulbright Journey to Finland

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Leslie Baker's Fulbright Journey from Taos, New Mexico to Jyvaskyla, Finland.

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The Smartest Kids in the World and How they got that way

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The Smartest Kids in the World and How they got that way

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by Amanda Ripley

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Center on International Education Benchmarking

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Center on International Education Benchmarking

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When the first PISA results became public, and Finland topped the league tables, a steady stream of researchers and educators began trekking to Finland to see if they can divine the Finnish secrets of success. The Ministry of Education has had to create a unit devoted solely to helping foreigners interested in learning about their system. Since that first PISA administration, Finland has remained among the top-performing countries, though it has slipped to 13 th in math, 5 th in science and 4 th in reading on PISA 2015.

The Finnish story was the result of a long, slow, and steady process, not the result of a single policy, program, or administration. Each step in the development of the modern Finnish education system built sensibly on those that went before, from the creation of a unified comprehensive education structure, to national curriculum guidelines, to a restructuring of teacher education, with responsibility for teacher training moving to Finland's universities.

Most observers have come to believe that, if there is a key to the success of the Finnish system, it is the quality of their teachers and the trust that the Finnish people have vested in them. But, when one examines the way in which the intense focus on teacher quality is matched to the Finnish approach to accountability, curriculum, instruction, and school management, then one begins to see that teacher quality in Finland is not the result of an unmatchable culture, but rather of a specific, integrated system of policies and structures that other nations can emulate.

Finland is not resting on its laurels. Every four years, the government prepares a development plan for education and research, using that plan as a vehicle to make sure that the Finnish system is constantly adapting to the changing needs, including the economic needs, of the country. Though Finland's population is very homogenous, that is changing and the Finns know that their education system will have to change to adapt to more diverse demographics. Lower-skilled work is also being exported to other parts of Europe and a greater proportion of Finnish jobs will require ever-more-sophisticated skills, another factor that is accounted for in Finnish education planning.

Most recently, in response to a rapidly changing global economy and the need to prepare students to innovate, particularly in the technology fields Finland emphasizes, the Ministry of Education implemented a new national curriculum. Released in 2016, the new curriculum aims to teach students "how to learn" instead of "what to learn" and to help students develop broad competencies across multiple subjects.

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When the first PISA results became public, and Finland topped the league tables, a steady stream of researchers and educators began trekking to Finland to see if they can divine the Finnish secrets of success. The Ministry of Education has had to create a unit devoted solely to helping foreigners interested in learning about their system.

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Education page

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Finnish National Agency for Education - Front page

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How does Finland's top-ranking education system work?

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How does Finland's top-ranking education system work?

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Finland has been a top contender on every Program for International Student Assessment survey.

The country built a comprehensive education structure designed to offer citizens free education with no dead ends.

The inspiration for Finland's approach was American education research and philosophers such as John Dewey.

Finland's education system enjoys a lot of buzz lately. It is considered one of the best education systems in the world. It routinely outperforms the United States in reading, science, and mathematics. And it has been a top performer since the first Program for International Student Assessment (PISA) triennial international survey back in 2000.

But ask someone what's so great about Finland's schools, and you'll typically be supplied with a factoid or three. They have shorter school days. They don't do standardized tests. They all must be smart because the Finnish language is a nightmare.

While these facts are true - except for that last one - they miss Finland's well-raked forests for its trees. Finland's education system works because its entire structure has been around several core principles. First and foremost, equal access to education is a constitutional right. Another important principle is that one should be allowed to choose their educative path, which should never lead to a dead end.

Here's how Finland's education system works to meet those principles.

Early childhood education
(Photo: University of the Fraser Valley / Flickr)
Finland's early education is designed around concepts of learning through play.

Imagine you're a Finnish parent (or you are one, in which case, hyvää päivää). You've received state-sponsored maternity leave, a maternity grant, and even a wee-baby care box that doubles as a bed, so you can enjoy those first precious months in one of best countries to raise children. Now, you're starting to think about your child's education.

Don't worry, you have time. Finnish children aren't required to go to school until age 6, when pre-primary education begins. You are free to spend those early years playing, teaching, and bonding with your little one. If you want to start your child's education earlier, the Finnish system offers an expansive early childhood education and care (ECEC) program, too.

The program adopts a "learning through play" model to promote "balanced growth," according to the Finnish National Agency for Education's website. Although guided by the National Core Curriculum for ECEC, your local municipality handles ECEC services and has broad autonomy, allowing resident administrators to make the calls regarding budget, class size, and educational aims.

There will be a fee, but one that is heavily subsidized. Parents foot roughly 14 percent of the total bill, but the burden placed on individual households is based on income and number of children. The program is evidently popular, as Finland's enrollment rate for children ages 3 to 5 stands at nearly 80 percent.

Basic education (plus a free meal)

Finland education is designed to to support children's "growth towards humanity and ethically responsible membership of society." Photo credit : Lucelia Ribeiro on Flickr

When your child turns 7, it'll be time for basic education. Finland doesn't divide its basic education into elementary and junior highs. Instead, it offers single-structure education for nine years, 190 days per year. As with ECEC, policymakers leave plenty of room for local school administrators and teachers to revise and revamp the curriculum to meet the needs of their unique student body.

"The ideology is to steer through information, support and funding," writes Finnish National Agency for Education (which sets core curricula requirements). Their stated goal for basic education is "to support pupils' growth toward humanity and ethically responsible membership of society and to provide them with the knowledge and skills needed in life." This latitude includes what tests to give, how to evaluate student progress and needs, and even the ability to set daily and weekly timetables.

Such autonomy may sound scary to some parents. What if your child spends all day learning phenomenological regressions of the Konami Code? (Though that would be fascinating). Finland's parents, however, don't have such concerns as teaching is a highly respected and professional field in Finland.

Most teachers hold a master's degree, and basic-ed teachers are required to hold them. Eighty percent of basic-ed teachers also participate in continuing professional development. This level of learning and continuous development ensures Finland's educators are steeped in the science of teaching - ironically, drawing inspiration from the American pedagogy of yesteryear.

"It is understandable that the pragmatic, child-centered educational thinking of John Dewey has been widely accepted among Finnish educators," Pasi Sahlberg, Finnish educator and scholar, wrote for the Washington Post. "Many Finnish schools have adopted Dewey's view of education for democracy by enhancing student's access to decision-making regarding their own lives and studying in school."

Nor are schools left entirely to their own devices. The Finnish National Agency for Education promotes self-evaluation and improvement for both schools and their teachers. In terms of basic education, it's true that Finland does not use national standardized tests; however, they do implement national evaluations of learning outcomes.

However, Finland's evaluations are sample-based, not comprehensive. They are also not tied to school funding nor used to rank schools. Instead, the evaluation looks to assess the school's qualifications and are then provided to the administrators for developmental purposes.

Oh, did we mention that school meals are free to all children? And that guidance and counseling are built in as part of the curriculum? Because they are.

Upper-secondary education in Finland

Finnish students in Helsinki. Photo credit: Ninaras / Wikimedia Commons

After basic education, your child can choose to continue to upper-secondary education. While not compulsory, 90 percent of students start upper-secondary studies immediately after basic. Because of Finland's devotion to no dead ends, the other 10 percent can choose to return to their education later at no cost.

Upper secondary is split into two main paths, general and vocational, and both take about three years. General education takes the form of course work, but students have a lot of freedom to decide their study schedules. At the end of general, students take the national matriculation exam, Finland's only standardized test. Their scores are used as part of their college applications.

Vocational education is more job focused and incorporates apprenticeships as well as school learning. About 40 percent of students start vocational education after basic. This path ends with competence-based qualifications after the student completes an individual study plan.

It's worth noting that students aren't locked into these paths. As part of Finland's devotion to education and decision-making, the two are permeable so students can discover new interests or create a path that threads between the two.

Higher education and beyond

University of Oulu's Pegasus Library in Linnanmaa. Image source: Wikimedia Commons

With your child exceling in upper secondary, you're probably worrying that your child's nest egg may not be sufficient for higher education. Not to worry. Higher education, like basic and upper secondary, is free.

Remember, equal access to education is a constitutional right in Finland. Students are only required to pay for books, transportation, and other school supplies - and student financial aid is readily available.

Finnish colleges are divided into two types: universities and universities of applied sciences. Universities focus on scientific research, while universities of applied sciences emphasize practical applications. Students usually receive a bachelor's degree in four years of full-time study, comprising studies, electives, and a project. Master's degrees take five to six years, and as a rule, students are admitted to study for a master's right away.

If your child chose the vocational path, they can continue their education at a university, typically a university of applied science. But again, Finland's educational paths are highly adaptable.

It will come as no surprise that Finland supports robust adult education to promote social equity and a competent labor force. Companies can purchase in for staff development, and labor training is provided for the unemployed. While not free, adult education is (and sorry if we're getting a bit repetitive) highly subsidized with costs dependent on personal circumstances.

How is Finland able to provide such comprehensive, universal education for all citizens? Simple: Everybody is on board. Beyond enshrining the right to education in their constitution, the Finnish people value education and put in the time to build a system that adheres to the best education research (80 percent of which comes from the U.S.; hello irony, my old friend).

If other countries want to follow Finland's model, they needn't photocopy its education model; however, they will need the country's gusto for education's importance.

Related Articles Around the Web

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How does Finland's top-ranking education system work?

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Finland's entire education structure works around several core principles. First, equal access to education is a constitutional right. Another is that one should be allowed to choose their educative path, which should never lead to a dead end. We explore Finland's education structure to see how these principles are put into action.

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School in Finland: the key to the nation's success

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School in Finland: the key to the nation's success

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A great deal of international attention has been attracted by the repeated success of Finnish 15-year-old pupils and their level of ability as measured in the PISA (Programme for International Student Assessment) studies organised by the OECD (Organisation for Economic Cooperation and Development).

One of the Finnish education system's major strengths is its ability to guarantee the same educational opportunities for everyone, regardless of social or economic background. Instead of competition and comparison, comprehensive school focuses on support and guidance for the students as individuals.

Teachers are highly trained; teaching at all levels of education requires a master's degree, including extensive studies in educational science and in school subjects. The teaching profession is held in high regard.

Young pupils have the same teacher for all or most of the subjects, which supports them emotionally and provides a sense of security. The same teacher also makes sure the class atmosphere remains free of discrimination and harassment. Graded evaluation of learning performance usually starts only once students reach the fifth year. Relations between the students and teachers are friendly and relaxed, and motivation is based on encouragement rather than punishment.

After comprehensive school, all students have the opportunity to focus their attention on general and professional education according to their inclinations. People can continue to study in various forms throughout their lives. Twenty-five percent of all Finns hold a degree from a university or polytechnic; the figure is 36 percent for the 25-34 age group.

Education is free from preschool through university. Using tax revenues to finance education ensures high quality and equal opportunities for all.

Finland ranks at or near the top in all the PISA studies, organised every three years since the year 2000 by OECD. PISA measures the competence of 15-year-old pupils in mathematics, science and reading literacy. It is particularly noteworthy that among Finnish schoolchildren the difference between top-scorers and low-scorers is small, and that ability levels are strong in all types of schools.
* J.V. Snellman (1806-1881), a philosopher, scholar, journalist and politician
who played a unique, important role in forming the Finnish national identity
As early as the 1800s, major decisions sowed the seeds for the continuing success of the education system. Finland decided on education for the entire nation. In this way, the country avoided social inequality between an educated elite and an uneducated lower class. The population's desire to learn has also contributed to a general faith in education. People are expected to stay informed about a wide range of issues and societal concerns.

Solving global problems through education

Finding solutions to the challenges facing society - climate change, global economic fluctuations, an ageing population, risks connected with modern technology, pandemics and mass migration - calls for lifestyle changes and new kinds of activism. In Finland and everywhere else in the world, a growing flood of information and the movement of people are now creating new challenges for traditional education. No matter how strong an education system is, it needs constant development and renewal to maintain its success. The better educated a nation is, the better it will be equipped to face the complex challenges of today's world.

Education forms the cornerstone of democracy and modern society

"The high level of the Finnish school system is backed by a clear national ethos that says the people are the nation's most important resource and they have a right to a quality education," says the director of general education Jorma Kauppinen of the Finnish National Board of Education.

By Salla Korpela
Published May 2012, updated July 2014

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The key to the nation's success - thisisFINLAND

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A great deal of international attention has been attracted by the repeated success of Finnish 15-year-old pupils and their level of ability as measured in the PISA (Programme for International Student Assessment) studies organised by the OECD (Organisation for Economic Cooperation and Development).

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When I left my 7th grade math classroom for my Fulbright research assignment in Finland I thought I would come back from this experience with more inspiring, engaging, innovative lessons. I expected to have great new ideas on how to teach my mathematics curriculum and I would revamp my lessons so that I could include more curriculum, more math and get students to think more, talk more and do more math.

This drive to do more and More and MORE is a state of existence for most teachers in the US....it is engrained in us from day one. There is a constant pressure to push our students to the next level to have them do bigger and better things. The lessons have to be more exciting, more engaging and cover more content. This phenomena is driven by data, or parents, or administrators or simply by our work-centric society where we gauge our success as a human being by how busy we are and how burnt out we feel at the end of the day. We measure our worth with completed lists and we criminalize down time. We teach this "work till you drop" mentality to our students who either simply give up somewhere along the way or become as burnt out as we find ourselves.

When I arrived in Finland I did not find big flashy innovative thought provoking math lessons. I did not find students who were better at mathematics or knew more math content. In fact the Jr. High and High school math classrooms have been rather typical of what I have experienced in Indiana. And most of the struggles (like students not remembering their basic math facts) were the same. The instruction and classroom structure of a math classroom in Finland follows the basic formula that has been performed by math teachers for centuries: The teachers go over homework, they present a lesson (some of the kids listen and some don't), and then they assign homework. While some lectures have been wonderful and I have gotten to observe some fantastic teachers, I would say that on the whole I have seen more engaging and interactive secondary math instruction from teachers in the United States. It is rare to see a math lesson that is measurably better than those found in my district and I have seen several that were actually far worse.

So, what is the difference? If the instruction in secondary mathematics is the same or sometimes worse than those found in the US, why are Finnish students succeeding and ours are failing? The difference is not the instruction. Good teaching is good teaching and it can be found in both Finland and in the US. (The same can be said for bad teaching.) The difference is less tangible and more fundamental. Finland truly believes "Less is More." This national mantra is deeply engrained into the Finnish mindset and is the guiding principal to Finland's educational philosophy.
Less IS more.
They believe it. They live by it. Their houses are not larger than what they need in which to comfortably live. They do not buy or over consume. They live simply and humbly. They don't feel the need to have 300 types of cereal to choose from when 10 will do. The women wear less make-up. The men don't have giant trucks (or any vehicles at all, really). Instead of buying hundreds of cheap articles of clothing the Finns buy a few expensive items of high quality that will last for decades rather than months. They truly believe and live by the mentality of less is more.

Conversely in the US we truly believe "more is more" and we constantly desire and pursue more in all areas of our lives. We are obsessed with all things new, shiny and exciting and are constantly wanting to upgrade our lives. Out with the old in with the new! This mentality of "more is more" creeps into all areas of our lives and it confuses and stifles our education system.

We can't even stick to ONE philosophy of education long enough to see if it actually works. We are constantly trying new methods, ideas and initiatives. We keep adding more and more to our plates without removing any of the past ideas. Currently we believe "more" is the answer to all of our education problems- everything can be solved with MORE classes, longer days, MORE homework, MORE assignments, MORE pressure, MORE content, MORE meetings, MORE after school tutoring, and of course MORE testing! All this is doing is creating MORE burnt out teachers, MORE stressed out students and MORE frustration.

Finland on the other hand believes less is more. This is exemplified in several ways for both teachers and students.
Less = More
1. Less Formal Schooling = More Options

Students in Finland start formal schooling at the age of seven. Yes, seven! Finland allows their children to be children, to learn through playing and exploring rather than sitting still locked up in a classroom. But don't they get behind? No! The kids start school when they are actually developmentally ready to learn and focus. This first year is followed by only nine years of compulsory school. Everything after ninth grade is optional and at the age of 16 the students can choose from the following three tracks:

* Upper Secondary School: This three year program prepares students for the Matriculation Test that determines their acceptance into University. Students usually pick which upper secondary school they would like to attend based on the school's specialties and apply to get into that institution. I think of this as a mixture of High School and College. (In recent years a little less than 40% choose this option.)

*Vocational Education: This is a three year program that trains students for various careers as well as gives them the option to take the Matriculation test to then apply for University should they so choose. However, the students in this track are usually content with their skill and either enter the workforce or they go on to a Poly-technical College to get further training. (A little less than 60% choose this track.)

(But wait! Shouldn't everyone take calculus, economics, and advanced chemistry?! Shouldn't everyone get a University degree?! No, not everyone has to go to University! Hmmm..... interesting..... What if we provided options for those who want to become successful (and very profitable) welders or electricians? What if we didn't force students who know that their talents reside outside of the world of formal academics to take three years of high school classes that they found boring and useless? What if we allowed them to train in and explore vocations they found fascinating and in which they were gifted? What if we made these students feel valued and like they had a place in the education realm?)

* Enter the workforce. (Less than 5% choose this path)

2. Less Time in School = More Rest

Students typically start school between 9:00 and 9:45. Actually, Helsinki is thinking of creating a law stating that schools cannot begin before 9:00 am because research has consistently proved that adolescents need quality sleep in the morning. The school day usually ends by 2:00 or 2:45. Some days they start earlier and some days they start later. Finnish students' schedules are always different and changing; however they typically have three to four 75 minute classes a day with several breaks in between. This overall system allows both students and teachers to be well rested and ready to teach/learn.

3. Fewer Instruction Hours = More Planning Time

Teachers have shorter days as well. According to the OECD (Organization for Economic Cooperation and Development) an average Finnish teacher teaches 600 hours annually or about 4 or less lessons daily. An average U.S. teacher almost doubles that teaching time with an average of over 1,080 hours of in-class instruction annually. This equals an average of six or more lessons daily. Also, teachers and students in Finland are not expected to be at school when they do not have a class. For example, if they don't have any afternoon classes on Thursdays, they (both teachers and students) can simply leave. Or if their first class on a Wednesday starts at 11:00, they don't have to be at school until that time. This system allows the Finnish teacher more time to plan and think about each lesson. It allows them to create great, thought provoking lessons.

4. Fewer Teachers = More Consistency and Care

Elementary students in Finland often have the SAME teacher for up to SIX YEARS of their education. That is right! The same teacher cares for, nurtures and tends to the education of the same group of students for six years in a row. And you had better believe that during those six years with the same 15-20 students, those teachers have figured out the individual instructional needs and learning styles of each and every student. These teachers know where each of their students have been and where they are going. They track the kids' progress and have a personal invested interest in seeing the kids succeed and reach their goals. There is no "passing the buck" onto the next teacher because they ARE the next teacher. If there is a discipline or behavior problem, the teacher had better nip it in the bud right away or else deal with it the next six years. ( Some schools in Finland only loop their elementary children for three years at a time instead of six, however the benefits are still the same. )

This system is not only helpful to a child because it gives them the consistency, care and individualized attention they need, it also helps the teachers understand the curriculum in a holistic and linear way. The teacher knows what they need to teach to get them to the next step, while also giving the teachers freedom to work at the pace of their students. Teachers don't feel the pressure to speed up or slow down so that they are "ready" for the teacher next year. Again, they are the teacher next year and they control the curriculum! They know where the kids are and what they have learned and will plan according to the students' needs! I really believe this is a HUGE part of Finland's success story and it does not receive enough attention.

5. Fewer Accepted Applicants= More Confidence in Teachers

So......children have the same teacher for three to six years. What if your kid gets a "bad teacher"? Finland works very hard to make sure there are no "bad teachers." Primary education is THE most competitive degree to get in Finland. The elementary education departments in Finland only accept 10% of all applicants and turns down thousands of students annually. A person not only has to be the best and the brightest to become a primary teacher, they also have to have passed a series of interviews and personality screenings to get in. So, it isn't enough to be the smartest in your class, you also have to have the natural ability and drive to teach.

Finland understands that the ability to teach isn't something that can be gained from studying. It is usually a gift and passion. Some have it, some don't. The few universities with teaching programs in Finland make sure they only accept applicants that have that gift. On top of excellent grades, and a natural disposition to be a teacher, all teachers must get a Master's degree and write a Master's Thesis. This generates a lot of confidence and trust in Finland's teachers. Parents trust the teachers to be highly qualified, trained, and gifted individuals. They do not try to interfere or usurp their authority and decisions. I asked a math teacher how many emails they typically get from parents. They shrugged and answered "About five or six". I said, "Oh, I get about that much a day too." They then answered..."No! I meant five or six a semester!" Again, what would it be like to live in a society based on trust and respect?

6. Fewer Classes= More Breaks

As I stated before, students only have three to four (or rarely, five) classes a day. They also have several breaks/recesses/ snack times during the day and these usually happen outside come rain or shine. These 15 to 20 minute gives them time to digest what they are learning, use their muscles, stretch their legs, get some fresh air and let out the "wiggles." There are several neurological advantages for these breaks. Study after study supports the need for children to be physically active in order to learn. Stagnation of the body leads to stagnation of the brain and unfocused, "hyper" children.

The teachers also have these breaks. The first day I was in a school in Finland a teacher apologized for the state of the "Teacher Room." She then commented on the fact that all teacher rooms must look like this. I laughed and politely agreed, but in my head I was thinking; "What is a teacher room?" A teacher's room is what used to be called the teacher's lounge in the U.S...back before they went extinct. In Finland these rooms are always full of teachers who are either working, preparing, grabbing a cup of coffee, or simply resting, socializing, and mentally preparing for their next class.

Secondary level teachers usually have 10 to 20 minute breaks in between classes and often have a few skip (prep) periods as well. These rooms are different depending on the school, but from what I can tell the basic formula is a few tables, a few couches, a coffee pot, a kitchen, a selection of free fruit and snacks, and teachers to talk and collaborate with. A few of them even have massage chairs! Ha!

So, why don't these rooms of collaboration, support and solace exist in the U.S.? We do not have TIME! Every day we teach six to seven classes in a row with no breaks. The three to five minute passing periods we do get are often used to answer emails from parents, erase the board, get ready for the next class, make copies, answer student questions, pick up the mess left behind by the students, and (heaven forbid) go to the bathroom! If we have a spare moment we are then expected to monitor the hallway because we can't trust students to get to class without supervision. The luxury of actually sitting down for 10 minutes and enjoying a cup of coffee with some colleagues is an absolute dream, and having a day with only three classes-that is a fantasy!

7. Less Testing = More Learning

Imagine all of the exciting things you could do with your students if there wasn't a giant state test looming over your head every year. Imagine the freedom you could have if your pay wasn't connected to your student's test scores. Imagine how much more fun and engaging your lessons would be!

Although it still exists, there is overall less pressure on the teacher in Finland to get through the curriculum. The teacher is simply trusted to do a good job and therefore they have more control over their classroom and its content. The teacher is able to take more risks and try new things and create exciting, engaging curriculum that allows students to become skilled individuals ready for the real world. They have time to teach skills that allow students to develop into individuals who know how to start a project and work systematically to accomplish a goal. They have time to teach craft education where students get to learn how to do real life skills like sewing, cooking, cleaning, woodworking and more! And while they are learning these amazing skills they are also learning math and problem solving and how to follow directions!

8. Fewer Topics = More Depth

I have observed several fifth through ninth grade math classes in Finland. I have looked at the curriculum covered over these five years of education and I realized that I attempt to teach the content of five years of Finnish math education in one year. Each math topic presented in every grade level I have observed here is include in my seventh grade curriculum.

Again, the American mentality of "more is more" simply does not work. If I am to get through everything I am expected to do in one year I have to introduce a new topic/lesson every other day and I always feel "behind". Behind what, I am not sure, but the pressure is there pushing me and my students along. In Finland, teachers take their time. They look deeper into the topic and don't panic if they are a little behind or don't cover every topic in the existence of mathematics in a single year.

Also, students only have math a few times a week. In fact, after Easter Break, all of my seventh graders only have math ONCE a week! My heart still panics a little when I hear this! I can't believe that is enough math time! How will they be ready for the tests?! Oh- wait. There are no tests. There is no need to rush through. The students get to actually understand the material before they are forced on to a new topic. One teacher showed me a course book and said that it had too many topics for one five week grading period. I looked at the entire book and had to stifle a chuckle because it essentially covered what would be found in ONE chapter from my textbook. Why do we push our kids in the U.S. to learn so much so quickly? No wonder they are stressed out! No wonder they give up!

9. Less Homework = More Participation

According to the OECD, Finnish students have the least amount of homework in the world. They average under half an hour of homework a night. Finnish students typically do not have outside tutors or lessons either. This is especially shocking when you realize Finnish students are outscoring the high performing Asian nations whose students receive hours of additional/outside instruction. From what I can observe, students in Finland get the work done in class, and teachers feel that what the students are able to do in school is enough. Again, there is not pressure to have them do more than what is necessary for them to learn a skill. Often the assignments are open-ended and not really graded. Yet, the students work on it in class diligently. It is very interesting to see what happens to the students when they are given something to do. The students who were not listening to the lesson at all put away their phones and start working on the task set before them. Even if it is just a suggested assignment, they give it their full attention up to the end of class. It is almost like there is an unspoken agreement: "I won't give you homework if you work on this while you are in my classroom." This system has really made me think about the amount of homework I assign on a daily basis.

10. Fewer Students = More Individual Attention

This is obvious. If you have fewer students you will be able to give them the care and attention they need to learn. A Finnish teacher will have about 3 to 4 classes of 20 students a day- so they will see between 60 to 80 students a day. I see 180 students every single day. I have 30 to 35 students in a class, six classes in a row, 5 days a week.

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11 Ways Finland's Education System Shows Us that "Less is More".

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When I left my 7th grade math classroom for my Fulbright research assignment in Finland I thought I would come back from this experience with more inspiring, engaging, innovative lessons. I expected to have great new ideas on how to teach my mathematics curriculum and I would revamp my lessons so that I could include...

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General education comprises pre-primary, primary, lower secondary, general upper secondary education and other non-vocational studies, such as those at liberal adult education institutions. It also includes morning and afternoon activities and basic art education. General education also incorporates matters related to pupil and student welfare.

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McKinsey article on how the world's best performing school systems come out on top

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McKinsey article on how the world's best performing school systems come out on top

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OECD report: Lessons from PISA for the US

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OECD report: Lessons from PISA for the US

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What Americans Keep Ignoring About Finland's School Success

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What Americans Keep Ignoring About Finland's School Success

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The Scandinavian country is an education superpower because it values equality more than excellence.

The Scandinavian country is an education superpower because it values equality more than excellence.

Sergey Ivanov/Flickr

Everyone agrees the United States needs to improve its education system dramatically, but how? One of the hottest trends in education reform lately is looking at the stunning success of the West's reigning education superpower, Finland. Trouble is, when it comes to the lessons that Finnish schools have to offer, most of the discussion seems to be missing the point.

The small Nordic country of Finland used to be known -- if it was known for anything at all -- as the home of Nokia, the mobile phone giant. But lately Finland has been attracting attention on global surveys of quality of life -- Newsweek ranked it number one last year -- and Finland's national education system has been receiving particular praise, because in recent years Finnish students have been turning in some of the highest test scores in the world.

Finland's schools owe their newfound fame primarily to one study: the PISA survey, conducted every three years by the Organization for Economic Co-operation and Development (OECD). The survey compares 15-year-olds in different countries in reading, math, and science. Finland has ranked at or near the top in all three competencies on every survey since 2000, neck and neck with superachievers such as South Korea and Singapore. In the most recent survey in 2009 Finland slipped slightly, with students in Shanghai, China, taking the best scores, but the Finns are still near the very top. Throughout the same period, the PISA performance of the United States has been middling, at best.

Compared with the stereotype of the East Asian model -- long hours of exhaustive cramming and rote memorization -- Finland's success is especially intriguing because Finnish schools assign less homework and engage children in more creative play. All this has led to a continuous stream of foreign delegations making the pilgrimage to Finland to visit schools and talk with the nation's education experts, and constant coverage in the worldwide media marveling at the Finnish miracle.

So there was considerable interest in a recent visit to the U.S. by one of the leading Finnish authorities on education reform, Pasi Sahlberg, director of the Finnish Ministry of Education's Center for International Mobility and author of the new book Finnish Lessons: What Can the World Learn from Educational Change in Finland? Earlier this month, Sahlberg stopped by the Dwight School in New York City to speak with educators and students, and his visit received national media attention and generated much discussion.

And yet it wasn't clear that Sahlberg's message was actually getting through. As Sahlberg put it to me later, there are certain things nobody in America really wants to talk about.

* * *

During the afternoon that Sahlberg spent at the Dwight School, a photographer from the New York Times jockeyed for position with Dan Rather's TV crew as Sahlberg participated in a roundtable chat with students. The subsequent article in the Times about the event would focus on Finland as an "intriguing school-reform model."

Yet one of the most significant things Sahlberg said passed practically unnoticed. "Oh," he mentioned at one point, "and there are no private schools in Finland."

This notion may seem difficult for an American to digest, but it's true. Only a small number of independent schools exist in Finland, and even they are all publicly financed. None is allowed to charge tuition fees. There are no private universities, either. This means that practically every person in Finland attends public school, whether for pre-K or a Ph.D.

The irony of Sahlberg's making this comment during a talk at the Dwight School seemed obvious. Like many of America's best schools, Dwight is a private institution that costs high-school students upward of $35,000 a year to attend -- not to mention that Dwight, in particular, is run for profit, an increasing trend in the U.S. Yet no one in the room commented on Sahlberg's statement. I found this surprising. Sahlberg himself did not.

Sahlberg knows what Americans like to talk about when it comes to education, because he's become their go-to guy in Finland. The son of two teachers, he grew up in a Finnish school. He taught mathematics and physics in a junior high school in Helsinki, worked his way through a variety of positions in the Finnish Ministry of Education, and spent years as an education expert at the OECD, the World Bank, and other international organizations.

Now, in addition to his other duties, Sahlberg hosts about a hundred visits a year by foreign educators, including many Americans, who want to know the secret of Finland's success. Sahlberg's new book is partly an attempt to help answer the questions he always gets asked.

From his point of view, Americans are consistently obsessed with certain questions: How can you keep track of students' performance if you don't test them constantly? How can you improve teaching if you have no accountability for bad teachers or merit pay for good teachers? How do you foster competition and engage the private sector? How do you provide school choice?

The answers Finland provides seem to run counter to just about everything America's school reformers are trying to do.

For starters, Finland has no standardized tests. The only exception is what's called the National Matriculation Exam, which everyone takes at the end of a voluntary upper-secondary school, roughly the equivalent of American high school.

Instead, the public school system's teachers are trained to assess children in classrooms using independent tests they create themselves. All children receive a report card at the end of each semester, but these reports are based on individualized grading by each teacher. Periodically, the Ministry of Education tracks national progress by testing a few sample groups across a range of different schools.

As for accountability of teachers and administrators, Sahlberg shrugs. "There's no word for accountability in Finnish," he later told an audience at the Teachers College of Columbia University. "Accountability is something that is left when responsibility has been subtracted."

For Sahlberg what matters is that in Finland all teachers and administrators are given prestige, decent pay, and a lot of responsibility. A master's degree is required to enter the profession, and teacher training programs are among the most selective professional schools in the country. If a teacher is bad, it is the principal's responsibility to notice and deal with it.

And while Americans love to talk about competition, Sahlberg points out that nothing makes Finns more uncomfortable. In his book Sahlberg quotes a line from Finnish writer named Samuli Paronen: "Real winners do not compete." It's hard to think of a more un-American idea, but when it comes to education, Finland's success shows that the Finnish attitude might have merits. There are no lists of best schools or teachers in Finland. The main driver of education policy is not competition between teachers and between schools, but cooperation.

Finally, in Finland, school choice is noticeably not a priority, nor is engaging the private sector at all. Which brings us back to the silence after Sahlberg's comment at the Dwight School that schools like Dwight don't exist in Finland.

"Here in America," Sahlberg said at the Teachers College, "parents can choose to take their kids to private schools. It's the same idea of a marketplace that applies to, say, shops. Schools are a shop and parents can buy what ever they want. In Finland parents can also choose. But the options are all the same."

Herein lay the real shocker. As Sahlberg continued, his core message emerged, whether or not anyone in his American audience heard it.

Decades ago, when the Finnish school system was badly in need of reform, the goal of the program that Finland instituted, resulting in so much success today, was never excellence. It was equity.

* * *

Since the 1980s, the main driver of Finnish education policy has been the idea that every child should have exactly the same opportunity to learn, regardless of family background, income, or geographic location. Education has been seen first and foremost not as a way to produce star performers, but as an instrument to even out social inequality.

In the Finnish view, as Sahlberg describes it, this means that schools should be healthy, safe environments for children. This starts with the basics. Finland offers all pupils free school meals, easy access to health care, psychological counseling, and individualized student guidance.

In fact, since academic excellence wasn't a particular priority on the Finnish to-do list, when Finland's students scored so high on the first PISA survey in 2001, many Finns thought the results must be a mistake. But subsequent PISA tests confirmed that Finland -- unlike, say, very similar countries such as Norway -- was producing academic excellence through its particular policy focus on equity.

That this point is almost always ignored or brushed aside in the U.S. seems especially poignant at the moment, after the financial crisis and Occupy Wall Street movement have brought the problems of inequality in America into such sharp focus. The chasm between those who can afford $35,000 in tuition per child per year -- or even just the price of a house in a good public school district -- and the other "99 percent" is painfully plain to see.

* * *

Pasi Sahlberg goes out of his way to emphasize that his book Finnish Lessons is not meant as a how-to guide for fixing the education systems of other countries. All countries are different, and as many Americans point out, Finland is a small nation with a much more homogeneous population than the United States.

Yet Sahlberg doesn't think that questions of size or homogeneity should give Americans reason to dismiss the Finnish example. Finland is a relatively homogeneous country -- as of 2010, just 4.6 percent of Finnish residents had been born in another country, compared with 12.7 percent in the United States. But the number of foreign-born residents in Finland doubled during the decade leading up to 2010, and the country didn't lose its edge in education. Immigrants tended to concentrate in certain areas, causing some schools to become much more mixed than others, yet there has not been much change in the remarkable lack of variation between Finnish schools in the PISA surveys across the same period.

Samuel Abrams, a visiting scholar at Columbia University's Teachers College, has addressed the effects of size and homogeneity on a nation's education performance by comparing Finland with another Nordic country: Norway. Like Finland, Norway is small and not especially diverse overall, but unlike Finland it has taken an approach to education that is more American than Finnish. The result? Mediocre performance in the PISA survey. Educational policy, Abrams suggests, is probably more important to the success of a country's school system than the nation's size or ethnic makeup.

Indeed, Finland's population of 5.4 million can be compared to many an American state -- after all, most American education is managed at the state level. According to the Migration Policy Institute, a research organization in Washington, there were 18 states in the U.S. in 2010 with an identical or significantly smaller percentage of foreign-born residents than Finland.

What's more, despite their many differences, Finland and the U.S. have an educational goal in common. When Finnish policymakers decided to reform the country's education system in the 1970s, they did so because they realized that to be competitive, Finland couldn't rely on manufacturing or its scant natural resources and instead had to invest in a knowledge-based economy.

With America's manufacturing industries now in decline, the goal of educational policy in the U.S. -- as articulated by most everyone from President Obama on down -- is to preserve American competitiveness by doing the same thing. Finland's experience suggests that to win at that game, a country has to prepare not just some of its population well, but all of its population well, for the new economy. To possess some of the best schools in the world might still not be good enough if there are children being left behind.

Is that an impossible goal? Sahlberg says that while his book isn't meant to be a how-to manual, it is meant to be a "pamphlet of hope."

"When President Kennedy was making his appeal for advancing American science and technology by putting a man on the moon by the end of the 1960's, many said it couldn't be done," Sahlberg said during his visit to New York. "But he had a dream. Just like Martin Luther King a few years later had a dream. Those dreams came true. Finland's dream was that we want to have a good public education for every child regardless of where they go to school or what kind of families they come from, and many even in Finland said it couldn't be done."

Clearly, many were wrong. It is possible to create equality. And perhaps even more important -- as a challenge to the American way of thinking about education reform -- Finland's experience shows that it is possible to achieve excellence by focusing not on competition, but on cooperation, and not on choice, but on equity.

The problem facing education in America isn't the ethnic diversity of the population but the economic inequality of society, and this is precisely the problem that Finnish education reform addressed. More equity at home might just be what America needs to be more competitive abroad.

We want to hear what you think about this article. Submit a letter to the editor or write to letters@theatlantic.com.

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What Americans Keep Ignoring About Finland's School Success

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The Scandinavian country is an education superpower because it values equality more than excellence. The Scandinavian country is an education superpower because it values equality more than excellence. Sergey Ivanov/Flickr Everyone agrees the United States needs to improve its education system dramatically, but how?

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10 Truths About the Finnish Education System

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10 Truths About the Finnish Education System

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Strangerless...just a friend you haven't met yet.

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The Finnish education system is a surprisingly well-known topic in Latin America. It's everywhere; it's on the newspapers, it's on tv, it's on social media and it's been on documentaries. Just by googling the Spanish words "Sistema educativo de Finlandia" you get 784 000 hits, and by changing the order of the words a bit, the amount doubles. In fact, after hearing that I'm from Finland and after asking me all the basic questions, many people want to know the following: "Sissi, what's so great about your education system?" Here's what.

The thing is, most of the information that the media spreads about the Finnish education system is completely absurd. There's a lot of false information going around, and even when the information is partly right, there's a lot of background information and explanations missing. For example, when Argentina's main newspaper Clarín wrote an article on "Finnish children getting no homework", as their sole reference they used Michael Moore's documentary Where to Invade Next. What I wonder is, how can an important newspaper base an article on a documentary which was shot during one week in Finland, and which function is not only to provide information but to entertain? Moreover, what's the point of giving out "information", without telling the reasons why behind it, or bothering to explain, what's done instead. So, let me try.

Information from teachers and parents

I've gone through the education system myself (whilst also having gone to school in the USA and Austria), I've done my master's thesis on Finnish school books, and I've worked as a substitute teacher in elementary an junior high schools. Even so, I figured my best informants for such an article would be Finnish teachers and parents, who are currently, actively inside the education system. Some of these people have also gone to school in countries like Brazil, Italy and Ecuador, and some have children who have gone to school in countries like Honduras and Spain. I've also closely followed comments on this topic on the Argentinian and Paraguayan media. Therefore, in addition to explaining the key points of the Finnish education system, I also want to address some of the most frequent comments at the end of my text (please see: "Yeah! But that's Finland!").

An example country in education

This post is about the education system, not the Finnish society in general. I don't think that Finland is an example of a perfect country. It's a country with high rates of suicides, burnouts and depression. It's a country where people are taught to follow the law so obediently that they sometimes seem to lack common sense. It's a country where elderly people are left alone, because there's no one to take care of them when they grow old. Finland is a fairly just country to its own citizens, yet definitely not an easy one for immigrants. People generally pay their taxes (although tax evasion exists) and get monetary subsidies when giving birth, when studying, when sick and when unemployed (and some people do also take advantage of these benefits), but, at the same time, this leaves Finns somewhat dependent on the state.

Ignoring many of the things that Finland could definitely improve in, the thing that makes Finland special compared to many other countries is, that all - and I mean all - Finnish citizens have access to basic education. And I am convinced that this is the secret for a functional society. Now, some might argue that Finnish kids are trained to "just be law obedient, capitalist citizens" (in which I partly agree), but I still believe that education is the key to fighting poverty and inequality (in fact, to date there are very few very poor or very rich people in Finland). I will not get into what Finnish school kids are like or what they do after finishing school, but what I will get into is how the Finnish education system differs from the rest of the world's. So, let's begin.

1. Finnish schools are equal

Finland is a country with no expensive elite schools. In fact, it's a country where charging fees for compulsory education is illegal. Theoretically, all Finnish elementary and junior high schools are equal and provide the same level of education for all students. The fact that everyone regardless of their income is granted this education, is the reason why statistically, the Finnish school system is above others in international studies - the emphasis is on good results with large masses, whereas e.g. in the US there is a huge gap between very skilled students and students who know nearly nothing. Moreover, due to lack of elite schools, the whole nation wants the public education to be good. Although the Finnish education system has been criticized for "top individuals" not being able to develop, most Finns still prefer education for everyone regardless of income, over elite education.

2. The profession of a teacher is respected

In Finland, teachers are highly educated, esteemed, independent professionals of education. The education plans are much more loose than in other countries, so teachers themselves are quite free to decide how they teach. Moreover, the entrance exams for teacher education are difficult, and there is a lot of competition. This means that teachers, who nowadays apply for teaching and actually do become teachers, are usually intelligent, talented and motivated individuals. For example, language teachers in Finland know the languages they teach very well, and they speak these languages to students in class. This is not the case everywhere, as in some countries there are people who study to become teachers simply because they haven't been accepted to study anything else. Last but not least, due to its prestige, the job of a teacher is quite well paid in Finland.

3. Kids start school when ready for it

In Finland, kids start school at the age of 7. In many countries, this is unheard of. For example, in Argentina and Paraguay, kids start school at the age of 4. However, it's scientifically proven that at this age, children are in no way ready for sitting down in classrooms and holding pencils in their hands. In fact, not just are they mentally not ready for it, but also their motor skills are not ready for it. Just think, Is it any wonder if a kid's motivation is lost when made to do something they're not biologically ready for? Moreover, when children are in school, their results are controlled. There are certain standards that all students need to fulfill in order to proceed with their studies. For example, one does not make it to 3rd grade without being able to read and without understanding what it is that one is reading.

4. Emphasis on pedagogic research

Finland is a country which puts a lot of emphasis on child development and pedagogic research. The research results of developmental psychology and learning psychology are greatly applied in teaching, and a lot of importance is given to what learning actually means. As far as learning goals go, inner motivation of pupils is perhaps the most important individual factor. So, also teaching is considered efficient when concentrating on finding and nurturing this inner motivation. Very basically and idealistically; Finnish education is about kids not only memorizing different kinds of facts by heart, but about learning to think analytically. It's about questioning information and evaluating references. (Of course, even in Finland, many students fight such harsh social problems at home, that finding "inner motivation" may not be his/her number one priority.).

5. Importance of inner motivation

In student-driven education, pupils are encouraged to think, to understand and to look for information themselves. They are even encouraged to find questions to which even their teachers might not have answers to. In this case, the answers are sought out together. The teacher goes around in the classroom, leads to conclusions and advices those who most need help (as opposed to teacher-driven education, where the teacher teaches and children listen). A teacher praises, motivates and encourages. Moreover, even evaluation does not happen in the form of one final exam, but the pupils themselves participate in it (by, for example, setting personal goals for themselves in the beginning of the school year, or even as often as every week. They are then evaluated together with the teacher at the end of the pre-determined term.). From a very early age, they learn to take responsibility for their learning - and hopefully learn out of inner motivation, not for parents or exams (=outer motivation). Therefore, also cheating in exams is not as common as in some other countries.

6. No strict standards in teaching methods

There are less exams than in other countries, because the point of school is not to pass exams but to learn. There are also no standardized, nationwide tests, except for the matriculation exam when finishing the vocational senior high. This also means that there's not as much competition as in other countries. What's important to note about the Finnish system is that teachers also have a lot of freedom in teaching. There is, of course, a nationwide school curriculum, yet the teacher is free to implement its content with the methods he/she chooses. This not only makes the children, but also the teachers more motivated as they can use their own creativity and strategies in teaching. Here, it's important to note what I said before: Finnish teachers are highly educated, esteemed, independent professionals of education.

7. In-school special education

In every school class in the world, there are pupils who learn things faster than others. And then there are those who don't. In some systems, kids who don't learn things as fast as their peers, are forced to repeat a class. In others, parents who are well off, pay for private teachers and classes. In Finland, however, a lot of emphasis is put on special education. When a kid does not learn things as fast as his peers, a special education teacher is assigned to help him/her. This not only helps the student in question, but also guarantees peace in classroom for others. So, there's no need for costly private classes outside school, because the job of the school is to provide education for the child. Therefore, ideally, no one is left alone. However, as resources are cut down and classroom sizes grow, Finland might be facing challenges in special education in the future.

8. Learning by doing

When speaking about Finnish kids "learning by playing", the question is about utilizing the natural habit patterns of a child in learning by doing. Yet, the playing in schools is not just any kind of playing - there is always a pedagogic purpose within. When learning by doing, one internalizes things better than when learning by memorizing. It also creates a joy for learning, which again raises the kid's inner motivation to learn. In the so-called exploratory learning method, a child is attracted into getting interested in a phenomenon, and studying it by himself/herself. Here, the role of a teacher transforms more into that of a mentor or a motivator - a tutor and guide in the learning process. The student does not just passively receive information but is transformed into an active learner. So, once more: Finnish education is about learning to think instead of learning by heart. It's about inner motivation instead of outer motivation.

9. Little homework and short school days

In Finnish schools, there is statistically a lot less homework than in other countries. According to the Finnish education ideology, kids are supposed to be taught in school, not at home (which, ideally, is what schools are supposed to be about all over the world). Moreover, if the point of homework is doing on one's own and that's already done in school, why should it also be continued on free time? Although this is the ideal, in many other countries kids get more homework than they can handle. What's more, it's usually so difficult that either their parents have to do it for them, or they have to pay for a private teacher to assist their kids with their homework. As for the length of school days, Finnish kids statistically spend a lot less time in school than kids in other countries. This leaves time for children to be children, and to enjoy their free time. For learning purposes, it's important to let the brain rest and allow time for other things.

10. School meals for all!

It maybe doesn't seem important at all and it's a highly criticized topic in Finland, but Finland is a country with great school meals. Firstly, just the fact that there are school meals is very different from the reality of many other countries. Finnish children eat at school, and the food they eat is diverse, nutritive and healthy (at least according to some standards). Moreover, school meals are free (paid through taxation), so no one is left without a meal. This is important, because it provides kids with the needed energy to get them through the school day, whilst also assuring that everyone is fed equally and well - at least once a day.

When speaking about the Finnish education system, there are millions of arguments why people say it will never work in their countries. It's a topic of interest for many in theory, yet when it comes to actual implementation, that's where the interest of people seems to fade. Here are the most common arguments I've heard, and my comments on them.

"Finland is a rich country"

A country is not rich per se. People often mistakingly think that Finland has a good education system, because "Finland is a rich country". However, in the years following the wars (60 years ago), Finland was still a developing country. Therefore, the Finnish education system really is a success story that even many Finns don't realize. In fact, in the middle of the 1940s Finland was still paying its debts to Russia, and the whole country was in crisis. In 1950s, when the education reform was first suggested, the right wing party was against it, whilst considering it communistic. Only in the 1960s, together with urbanization and industrialization and the decision to invest on education, the country slowly started to rise from ashes. A country is not rich just because it was born rich. In fact, considering the natural resources of a dark country covered with snow all the time, there are definitely naturally richer countries in this world.

"In Finland, people pay their taxes"

The second argument why people think that the Finnish system won't work in their countries is that "in Finland people pay their taxes, and here they don't". This, I cannot disagree with. Even though Finland has free education, our parents have generously paid for it in form of taxes their whole lives. In fact, we Finns learn in school and from our parents, that taxes are to be paid. Although Finland also has its tax evaders, most people happily pay their taxes. This, of course, is not true to all countries. Yet, whatever is cultural, is educational and can be changed; honesty comes from education. However, change is slow and even in Finland it has taken generations and a lot of effort. The present situation is due to political decisions and renovations which value equality between individuals. And the situation constantly develops.

"Our politician's won't invest on education"

The third argument is: "our politicians don't want to invest on our education, because ignorance of the masses is good for them". This one is the tricky one. In the end, quality education benefits all. Now, I'm aware that not all school facilities in the world are the same at the moment, but that's not the point. The point is, change needs to start somewhere. Yet, how to begin changing a system when the people in power don't want to change it? How to change a corrupt system? I really don't have an immediate answer for this, but I believe the answer being "people". Marches, social media, whatever. We have seen the power or people in the past and I'm sure we will also see it in the future. When people believe in change, they can make it happen. However, sadly, many don't (as you might notice looking at your own thoughts right now). But people are the answer, so spread the message, if you think it's important!

Myths about the Finnish education system

Last but not least, let me address some social media myths on "why Finland has the best education in the world".

"School is totally free."
Elementary school yes. In senior high school you have to pay for your school books.

"There is no school uniform and you can dress as you like."
You aren't allowed to wear, for example, a cap in class room. Yet, I don't believe this has much to do with a school system being better or worse from any other.

"There are no entrance exams, you only need the will to learn."
This is true to elementary school and junior high school, yet to many senior high schools you need good grades to enter. If a senior high school is specialized in sports or arts, you also need to do entrance exams to get in.

"If you study in senior high school or at the university, the state helps you with 125 dollars a month."
If you live alone, yes (actually, the money is more). Yet, if you live with your parents the state will not provide you.

"Finnish kids are allowed to speak in class and say whatever comes into their minds."
They are allowed to speak in class when the teacher lets them. However, they're not allowed to say whatever comes to their minds.

"It's prohibited to put students into different classes according to their capabilities and intellectual capacities."
In all classes there is a special education teacher to ensure that all kids keep up with the rest of the class. However, there are also schools for children with special needs.

"No one goes to school before turning 7."
Yes, except if your birthday is from August to December. In that case you go to school at the age of 6.

"The pupils evaluate their teachers and if they are bad, they are fired."
Not true. However, if the teacher does something illegal, the pupils are heard.

"Finnish kids never get more than half an hour of homework."
It depends on how fast the kid is in doing his/her homework.

"In case of being good in sports, they give you a personal trainer."
No, even Finland doesn't have the money for this.

"The pupils choose the menu of the week and can eat dessert twice."
No. How could all pupils choose the menu? Maybe a couple get to vote for it out of various options in some schools, but in most schools, children eat what they get. As far as dessert goes, could be.

"Education is done in a relaxed atmosphere where every kid gets to sit where he/she wants."
Depends on the school, but this does not apply to most schools (and as substitute teacher I've been to quite many schools in the capital area).

"Exams can be done in groups."
On rare occasions, maybe. But usually not.

"If a student bullies or sells drugs, he's expelled and there's no turning back."
What would that solve? Maybe the kid is not allowed into the same school, but there are always conversations. First with the kid, then with his/her parents. Then, in the worst case he might be expelled but he will surely be put into another school.

"Each classroom has 3 teachers every 2 students."
No. I wonder with what money would their salaries be paid?

"School starts after 10am (although the human brain is not totally funcional for learning after this hour)."
No. The time of school begin varies, but usually it is between 8am and 11am.

"It's prohibited to take homework home. The idea is to enjoy time with the family and to not have stress."
If it were forbidden, why would teachers even give homework? There's not a lot of homework, but there usually is some.
Thank you for collaborating: Emmi, Eriikka, Ismo, Leena, Linda, Meri, Ninni, Nora, Sini and the Finnish National Agency of Education.
Featured picture: Victor Hannacek/Picjumbo
Picture of kids: Jesse Orrico/StocSnap

For a Spanish version of the article, click here.

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10 TRUTHS ABOUT THE FINNISH EDUCATION SYSTEM

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The Finnish education system is a surprisingly well-known topic in Latin America. It's everywhere; it's on the newspapers, it's on tv, it's on social media and it's been on documentaries. Just by googling the Spanish words "Sistema educativo de Finlandia" you get 784 000 hits, and by changing the order of the words a bit, the amount doubles.

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Pasi Sahlberg | Finnish educator, author, and scholar

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by Pasi Sahlberg

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Teach Like Finland - 33 Simple Strategies for Joyful Classrooms 

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Teach Like Finland - 33 Simple Strategies for Joyful Classrooms 

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by Timothy Walker

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The Easter season just came to an end and now that it's gone the mämmi is too. This traditional Easter dish is somewhere between a pudding and a porridge, an earthier version of cream of wheat. It's made from rye, eaten as a dessert, and topped with vanilla sauce or cream and sugar. I write about this with the self-confident tone of a tour guide, but when I first encountered mämmi in a school cafeteria, I mistook it for some kind of condiment and spread it on a piece of bread. I didn't notice the bewildered eye contact that the Finnish teachers were making as I chatted and ate what I thought was a Finnish version of apple butter or marmite. After finishing my meal, one of these bemused Finns asked, "Do you know what that was?" and preceded to explain mämmi. This colleague handled my faux pas in a way that clarified my confusion and minimized my embarrassment, but now that I understand mämmi, I've tried to think of an analogy for what I did. Mämmi seems to be an odd but beloved treat that people might associate with childhood and their grandmothers. They are sort of embarrassed if they like it but wouldn't pass up a bowl when offered. So in American terms, I think those teachers watched me eat a Jello sandwich.

Another mishap occurred over a lost boot. My husband borrowed ski boots from a friend but unfortunately one tumbled out of the bottom of our stroller during the several bus rides home. My husband retraced our steps in search of the boot and when it didn't appear, I offered to call the bus company to ask about lost and found. The call connected to a recorded voice in Finnish, and I had no idea what this voice was telling me, even after listening several times. By coincidence, I was standing near the library (where I usually am), and since I believe that all things can be solved in libraries, I decided to take my problem to the circulation desk. I explained the situation to the librarian: "boot," "bus," etc., and could she call the lost-and-found for me? So she places the call, explains in Finnish the situation, waits, more Finnish, more waiting, and finally asks me, "What is the title of the book?" Book!? She has misunderstood "boot" for "book." I hold up the one boot we still have. There's a long pause while she holds the phone in one hand and considers the boot. This situation makes so sense. Why has a stranger come into her library to ask for help with a boot? She resets, returns to the person on the phone, starts again - boot. We never did find it, but the search certainly confirmed my faith in the goodness and tenacity of librarians.

Because so many people speak English here, I have often though of my experience in Finland as "travel-light." In general, since I can ask questions and get information in my own language, the newness of the place has felt more refreshing than overwhelming. But over the past three months, the accumulation of moments like the ones described above also keep me feeling like an outsider. Even though many faces and many sights have become familiar, even though Jyväskylä feels like home when we return from a trip, even though I feel different from the utter confusion of the first few weeks, a sense of uneasiness remains and reminds me that a few months is a very short time to make a home in a new place.

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The Easter season just came to an end and now that it's gone the mämmi is too. This traditional Easter dish is somewhere between a pudding and a porridge, an earthier version of cream of wheat. It's made from rye, eaten as a dessert, and topped with vanilla sauce or cream and sugar.

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FINFO - Education in Finland - Finland Toolbox

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Finland 's education system explained from early childhood education and care to universities and liberal adult education, life-long learning in...

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Pasi Sahlberg: How We Teach our Children 

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Pasi Sahlberg: How We Teach our Children 

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IMAGINE reading this story in the year 2000. News about shining educational innovation included how literacy and numeracy strategies had caused steady rises of student test scores in England, how free schools had vitalised education markets in Sweden, and how higher external expectations for all children promised closing the achievement gap between those who have and those who have less in New Zealand. National assessments, digital technologies, and standardised teaching were the key ingredients in education reforms around the world.

At that time in the northern-most corner of Europe, a nation with a population of around 5m, had been building its education system using its homegrown approach instead of following others. Schools needed great teachers and wise principals to get better, of course. They also thought that trust is better than surveillance and control if people are to be encouraged to try new things and supported to succeed. These same people knew from their past that if everybody thinks the same way, no one probably thinks very much. They often pointed to their crown jewel as a living example: Nokia.

Indeed, if this was the year 2000, you would probably be able to think of the world's leading mobile phone brand as the only thing associated with Finland. Even if you were an educationalist, you would not likely have heard that Finland's schools were anything special. If you were an educator at that time, you might have heard about the new international student assessment that the Organisation for Economic Co-operation and Development (OECD) had inaugurated that year. PISA, or Programme for International Student Assessment, compares all OECD member countries school systems by measuring what 15-year-olds know and can do with what they have learned in reading, mathematics, and science. It is the most common international yardstick used to compare school systems to one another.

There were many education ministers back then who thought their own country would be on the top of PISA when results were released. High hopes and big political promises made in England, Germany, Sweden, and New Zealand made these and some other education systems favourites to win the global education race. Up in the north, Finns kept on building their education system based on broad consensus and belief that, to pay off, education reforms need consistent, smart investments, and perseverance. The Finnish adage became that to rush education reform is to ruin it. If there was any expectation among Finnish educators regarding their rank in PISA, the Finns admitted, tongue in cheek, that it was to be better than Sweden.

The news from PISA 2000 hit all by surprise, including the Finns. Top performer ahead of all other OECD countries was difficult to accept and harder to explain. This high international performance has continued until today and Finland has repeatedly been tested to be among the top of the OECD and the best EU country in school education.

T HERE are no short, simple answers to frequently asked questions about what makes Finnish schools so good. It is important to keep in mind that the Finns never planned it that way, it was an accident. Here are three commonly mentioned factors of success.

First, just like in any other walk of life, decisions regarding how to do your best should happen as close to the practice as possible. Therefore, Finland's education policies have pushed the authority from the central administration to local communities and schools. Furthermore, teachers in Finland enjoy a fair amount of professional autonomy compared to their Irish peers, for example. This independence in schools is not a total freedom to do whatever teachers want. It is rather autonomy that is built on professional collaboration and trust within schools. External inspection of teachers' work and testing of students' achievement have also been over time transferred from national authorities to be central aspects of the teaching profession, as well as school leadership. School inspections and student tests have not disappeared, they simply have new forms under the responsibilities of the schools.

Second, again, if you wish your business or football team to flourish, you need to invest in your people. Long ago the Finns understood that the best guarantee of making your education reform succeed is to educate all teachers better than before. As a result, the basic requirement to teach in Finland is a master's degree issued by one of the research universities. Unlike in Ireland, where the Government doesn't regulate how many new teachers are prepared each year, Finland's universities graduate students so that they will all find a job. Teachers are viewed as professional akin to doctors and lawyers. They are organised under one professional association and are paid adequately. No wonder that in the recent national survey, the teaching profession was valued by the people in the top 10 among all 450 jobs.

Third, Finland's education policy has had a strong focus on securing equal opportunities for all children to do well at school.ere's a strong focus on equal opportunities for all children to do well at school. Schools that are the main players in implementing education reforms have been able to focus on betterment of equity in their schools. One government after another since the 1970s has invested resources to equip schools that have more children with special needs, so that they can level up disadvantages that some pupils have due to their family backgrounds. Education reforms that address equity in schools include paid school meals and healthcare services for all children every day, balanced curriculums that give arts, music, manual skills, and other non-academic areas the same importance as traditional school subjects.

Local curriculum design, where schools are the chief architects of the work of their schools, has played a critical role in strengthening equity of education. Interestingly, international evidence today suggests that, according to that Finnish instinct, the best education systems are those that combine equity and excellence. News around the world recently reported that Finland will scrap traditional subjects in schools and replace them with project-based teaching. Take heart, it is a myth. There are also other 'urban legends' about Finnish schools. For instance, some believe that students have no homework. Others think that the Finns have invented supercharged teaching methods that lead to stellar learning results.

Then there are those who believe that it is Finland's mono-cultural society that has paved the way to educational greatness. If you want to understand what Finland's education is all about, busting these and other myths is a smart point of departure.
Lessons for learning in Ireland
Is there anything that Ireland could take from the Finnish education experience? Naturally, buts trying to imitate Finland in any way is a ticket to failure. Finland and Ireland have similarities in their education systems: attractive teaching profession, a system of small schools, and education as a condition for the nation's prosperity and survival.
Lesson 1:
Ireland needs to build education policies on these characteristics. Imitating neighbours or transporting education models from overseas have proved to be bad ideas. Learn from others, but find your own path.
Lesson 2:
Helping schools and teachers to collaborate, experimenting with new ideas, and learning from one another, are probably better strategies than further standardisation of teaching and tighter grip of the control over schools.
Lesson 3:
Children need more time to play in and out of school, especially now when so much of their time is spent sitting and staring at all kinds of screens.

One hour of physical activity and play each day for all school children, together with a license from parents and teachers to be children, would be another milestone along the Finnish way to happier and healthier children.
Finland facts

Top-performer in OECD's PISA study (15-year-olds tested in reading, maths, science) since 2000.

All 6-year-olds attend half-day preschool, 75% of 3-to-5-year-olds in kindergarten.

Compulsory education is from age 7 to 16 and it is provided by publicly funded basic schools.

No private schools, no school uniforms, very few religious schools.

No stream or tracking during basic education.

Upper secondary education has two pathways: academic and vocational.

About 95% of basic school leavers attend upper secondary schools of their choice (close to 50-50 split between two pathways).

No external census-based standardised tests before matriculation examination at the end of academic upper secondary school.

Finland spends 5.7% of national wealth (GDP) on institutions in primary to higher education (2013).

Teachers earnings at the national average salaries and at the international average teacher salaries.

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How we teach our children: The methods and myths behind Finland's education success - Pasi Sahlberg

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IMAGINE reading this story in the year 2000. News about shining educational innovation included how literacy and numeracy strategies had caused steady rises of student test scores in England, how free schools had vitalised education markets in Sweden, and how higher external expectations for all children promised closing the achievement gap between those who have and those who have less in New Zealand.

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Finland is a small country on a global scale. The population of Finland makes up just 0.07 per cent of the world's population and its area as much of the total world area. But even a small country can jump to the top of the world, and this is what Finland has done: in international country comparisons of positive things Finland is often among the top countries next to other Nordic countries.

In honour of Finland's centenary celebrations, we collected a list of comparisons in which Finland is one of the best in the world. The list below was last time updated on 5 December 2018, when Finland was for the last day one hundred years old. An updated list is available at Independence Day 2019.

Society

Satisfaction and trust

Equality

Environment and energy

Education and human capital

Finland is the most literate country in the world.
J. W. Miller and M. C. McKenna, World's Most Literate Nations: Rank Breakdown

Information society and competitiveness

Finland has the third best economic environment for business growth.
Grant Thornton, Global Dynamism Index 2015

Finland's sustainable competitiveness is the fourth best in the world.
SolAbility, The Global Sustainable Competitiveness Index 2017

Children's well-being and school attendance

Finnish children have the fifth most secure childhood in the world.
Save the Children, The Many Faces of Exclusion: End of Childhood, Report 2018

Health

Capital city

And in these we are also at the top of the world

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Even a small country can jump to the top of the world, and this is what Finland has done: in international country comparisons of positive things Finland is often among the top countries next to other Nordic countries.

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NAEYC report on early childhood education 

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NAEYC report on early childhood education 

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Chapter on Finland by Matti Rautiainen, my faculty host at JYU

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This book draws on detailed case studies from three very different countries and school systems to explore the early adolescent learner and the middle years of learning, both of which are often overlooked in the literature. An abundance of research shows the importance of the middle years in putting early adolescent learners on the path to success in further education, careers, and general wellbeing.

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From the Guardian on teacher assessment vs. standardized

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From the Guardian on teacher assessment vs. standardized

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Teachers assessing pupils could replace formal exams, study says | Exams | The Guardian

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Research recommends wider use of teacher assessment, saying it accurately reflects ability

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Brain Based Teaching Strategies - Download as PDF File (.pdf), Text File (.txt) or read online. best activities

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Never one for taking anyone's word for things, my good friend Ron from England took time to come and see where we'd been living the last five months or so. We met up in Helsinki and toured a few watering holes some more lively than others. Note: Czech bars-good! Irish bars-not so much, although this could be due to our English accents causing friction. Anyway, our focus was to catch up after not visiting for a few years, and this we did.

Ronnie decided to break his English reserve and visit the Alas sauna down at the harbor in Helsinki which has 3 outside pools, one of which is filtered and unheated water from the Baltic Sea. A party of Japanese tourists entered the sauna before us wearing swimwear which by default gave us the excuse of doing so also. I've never witnessed a look of relief as profound as that moment on my friend's face! We also took avantu in the unheated sea pool which although being the start of June, is still exquisitely frigid. My only goal was to immerse myself and enjoy the sisu that comes from such a challenge. Ron's was to not run out screaming like the other tourists...He did well!

In Jyvaskyla, my good friend got to see my kids who had grown from little guys into young adults since we last spent time together. In fact, it was good to see our little town here in Finland through his eyes. Some experiences, like hiking in the nearby forest were beautiful and serene. Others, such as the Finnish line dancing event, were a little odd and confusing. We did like the country version of ACDC tunes everyone was dancing to onstage, although the spectators were silent and still. Ronnie was surprised by the lack of noise and facial expressions, but took it in stride. Liam and Ron jammed with ukuleles one day. We also swam and enjoyed the sun at the lake, toured the town, played pool, and tasted lots of Finnish foods. Of course, right now we are enjoying long days due to only perhaps 3 hours of actual darkness. This means that a person hardly wants to sleep. It does promote lots of time to talk, though. With hardly any visitors who speak English, Ronnie found himself somewhat of a captive audience for our household...

Although Robyn was not in town to participate, it was good to reconnect with my friend of 34 years and have some deeper conversations like our hosts, the Finns.

I have had many nicknames, some of them are a little too silly and embarrassing to write down at the moment. But this past week, I've been given a nickname that I have a love/hate relationship with. Snow White. I dislike it because of its negative connotation of my lack of tan from being in the winter for so long. However, I also love it because it also was used to describe the fact that wild animals seem to love coming up and saying hello to me. For example, there were three hares maybe a touch more than 4 meters from me while I was heading back home from a long walk. I stopped and looked at them without eye contact and they in unison decided to scamper in zigzags over to me, they sniffed at my feet, looked up at me, and then ran off together. These interactions with nature have encouraged me to take more photographs of what I see around me when I'm out and about.

One funny thing happened yesterday that I feel is a great representation of the Finnish character. I was given a lollipop and my brother some candy by a fundraiser I couldn't catch the name of while my dad, brother, and I were walking through town. Of course, I happily accepted and popped it straight into my mouth. A few minutes later, I find this little girl in a stroller rolling by, she too had a lollipop. She so very nonchalantly raised her lollipop and her eyebrow with a little smile in a way of saying cheers. It's hard to describe how comical this (probably) three year old's expression was- but it did make my day; I am sure I will remember this every time I reflect back to my time in Finland.

I have been baking with my grandma for a few years, but while I have been here (in Finland) I have been experimenting with different recipes for breakfast foods ie. pancakes and French toast. I came upon a simple for pretzels as they are one of my favorite foods. They combine bread which is amazing and you can choose if you want sweet topping or just regular salt. So, I tried it and it turned out pretty well.

On another note, my dad's friend came to visit us. We went to the local pub and snooker hall. I have only played a few times before so my dad had to teach me some basics. Five games and one glass of sprite later, it was time for us to head back to our apartment.

There has been a heat wave for the past several days with temperatures into the mid 80's. So today, me and my family went to the lake and rented a canoe. It has been ages since we have been in a canoe or kayak. We had a lot of fun. I also just graduated from the sixth grade. Next year I will be moving to a different school.

Finland has welcomed us with their kindness, caring, and welcoming actions. However, their sharing of emotions is quite contradictory to my typical use of vivid facial expressions. I'm very aware that my face gives it all away. This week I especially felt very unFinnish as I filtered through many visible emotional extremes.

It began with the much anticipated arrival of my moms visit. We were all counting down the days preparing for her stay. She arrived smiling but weary at the tiny airport in Jyväskylä. So great to see her and ready to embark on some good old fashion quality family time while introducing her to the wonders of our temporary home in Finland. Unfortunately, soon after her arrival we were hit with the devastating news that my father had become gravely ill.

Being thousands of miles away with over a 26 hours of travel between us means it has been incredibly difficult to not be by his side. My amazing brothers, aunt, and his partner were quick to be by his side and they all kept me posted every step of the way. Across the miles I whispered goodbyes, face timed, prayed, and cried...a lot. What does a child do when they can't be by their parent's bedside? This feeling of helplessness is far from comfortable. We looked up flights, started to pack, reached out to colleagues, contacted insurance companies, and made a plan. We are ready to fly home at a moment's notice. It feels like holding one's breath. If you've ever met my dad you know that aside from his intelligence and kindness he is wonderfully stubborn which is a good thing.

~Robyn

Dad Part II

This past week I went home to be with my dad. It was a quick journey bookmarked by 2 days of 26 hours of travel each way. However, being able to sit by my dad's side filled our hearts and souls with the nourishment needed to recover from the scare of the past few weeks.

My brother had picked me up at the airport and I literally ran through the last stage of the customs rigamarole to give him and my niece a much needed hug. Despite the late hour we drove to be by dad's side and with tears of emotion streaming down my face I knew I had made the right decision to come back. My dad and his entire family are indebted to the incredible doctors who saved his life. He has a long way to go, but there was even improvement during my short stay and he is completely committed to following doctor's orders. His entire medical team is extraordinary, I had never encountered such a kind, patient, knowledgeable, caring, and hard working team.

Knowing he is in good hands, I felt comfortable to return back to Finland and complete this Fulbright experience with peace and a slightly altered perspective. I am incredibly grateful to Fulbright for supporting this decision and for keeping my dad in their thoughts.

Cottage on Seurassari Island

There are times when it is good to be reminded of what is truly important and necessary in life, painful though this can be. As we explored the rustic wooden cottages on beautiful Seurassari Island and Open-Air Museum in Helsinki this weekend, we were all struck by the simplicity of life in bygone eras demonstrated by the spartan interiors lacking many "essentials" we enjoy today. The fixtures and fittings were basic yet often multi-functional and ingenious. Many of the cottages, brought from various regions all over Finland to be preserved, were very small abodes for peaceful visits to lakesides far from towns and cities. Others were larger multi-generational family log cabins originally homesteads or tenant farms. All were built by their owners and demonstrated a lifestyle at once both harder and simpler than our often fast-paced modern lives. Docents clad in period clothing explained who had inhabited the buildings and shared some insights of functionality and customs. Many of the homes had multiple generations and in-laws all living together which must have been interesting during the long Finnish winters and the highs and lows of typical human lives.

And yet, the reminder of being close to family never seemed as important to our little four family as we hosted Robyn's mom these past five days. Back in California, Robyn's dad suddenly struggled with a very serious health issue and we came very close to leaving to be by his side. We all lived hour by hour on both sides of the world. Thankfully, family rallied around and Robyn's dad's strong will served him well. I'm glad to say that he is now beginning to improve and recover.

Last night we all took time to write down five-ten positive things we've noticed or experienced about Finland and put them in a bowl. This was passed around and we took turns reading out the thoughts of others. We'd decided that we wanted to reflect on what we'd experienced in order to make our life back home both simpler and as meaningful as possible. This activity was the part of this process, and interestingly, there were not any mentions of things or stuff; it was all about ways of being. Interactions with people, especially family, friends, and those around us were prominent, as was our relationship with nature. Personal choices and conduct also featured for us.

For me, the Finns have taught that although they don't really engage in frivolous surface chit-chat, they really value deeper connections and meaningful interactions with those dear to them. There is a kindness, patience, and non-judgmental side to their down to earth demeanor that is very refreshing and endearing. Our brush with mortality this weekend while somewhat offset by the close proximity of Robyn's mom, was a tough but powerful reminder of what is truly important. I hope that although we will likely not all be living under the same roof (including my family back in England) we can still enjoy deep and valuable connections with each other and those around us while being the highest version of our best selves.

Meg taking photos

We were consistently excited for the arrival of our grandmother (Gogo to family members) for weeks, up until the day she came. Gogo was our first guest and we were anxious to show her around our new home. It was both a weird and fun experience to not be the foreigners for once, and instead the guides in Finland. It was fun to see her point of view in different matters because even though we have been here for a while, there are many mysteries here that are yet unsolved.

We planned out an entire itinerary due to our excitement. THe first few days in Jyvaskyla were spent cooking traditional Finnish dishes and going on walks around town to give her a feel of the city. We also introduced her to our Fulbright friends which induced some very interesting in-depth conversations. We then took a train over to Helsinki which was good to show her the capital. We went to places such as the community center/library (Oodi) and the local flea market as well as many historical sites and museums. We figured that this visit provided a wide range of sites to show her the history and overall vibe of Finland.

During this wonderful time spent with our grandmother, our grandfather became very sick. He's going to be okay and our thoughts and love are with him always.

Fish and chips Finnish style-I was hoping this was a single portion size 😉

This past week the city of Jyväskylä enjoyed temperatures in the mid to high 70's which on one particularly glorious day was actually higher than our home in Goleta, CA! The city seemed to relax into the warmth as the "spontaneous and cultural experience" that is the Yläkanpingin Yö festival (loosely translated as uptown nights) took hold of the uptown and university area. There were street vendors selling food/bohemian art/clothing/jewelry, live music performances, lectures, art, and theatre performances. Christian bands and what I thought was a Polynesian choral group (all in Finnish so a little hard to tell); rap; pop; and some hard-core thrash metal all competed for attention-often at the same time.

Most of the pedestrian main street shopping area was taken over by Christian booths that seemed to be offering everything from literature to support groups to crafts or even opportunities to serve as missionaries. I was surprised to see so many churches there and asked one of the vendors about it. He explained that 95% of Finns belong to the Lutheran Church and that all the booths were part of this one church. Reading up about the event later I saw that there were some "associations and societies showcasing ideology and causes." This I interpreted as the Lutheran Church vendor(s) and the 400 scouts that were having a campout at the Church park (both the church in the park and the scouts were Lutheran based also....)

Yläkanpingin Yö is meant to encourage people from different cultures living in Finland to meet and mingle. Judging by the varieties of Asian and African food on sale alongside the four-foot diameter grilling dishes offering Finnish favorites such as whole fried fingerling fish with vegetables or meatballs and fries, or even whole grilled salmon, I would say that this was pretty successful even if there are few immigrants in Finland generally. Whatever its intentions, the stomach knows what the stomach wants regardless of labels! The event was started in the early 1990's as a way to help offset the hard economic struggles Finland, and Jyväskylä in particular, was experiencing. Many businesses were closing and selling off their merchandise at flea markets leading a student named Soili Puranen to pitch the idea of a huge flea market and uplifting arts-based festival to help people make money and have a good time. As it didn't really cost anything, the city agreed and put Soili in charge. It's continued to grow each year and now thousands of visitors enjoy the fun. The ice cream vendors seemed especially both exhausted and happy by the end of the weekend as they were running out of stock. For us, it was great to wander through the booths and sprawl out on a blanket in the sun serenaded by the sweet tones of Finnish rap.

Part of the scout camp out-in true Finnish style, it is gender free

These whole sides of salmon on cedarwood had the best aroma

I keep seeing this guy...

Trees finally starting to show leaves

Finland has a few "tendencies" with regards to random things I've noticed thus far. What I mean is no matter the food group for example, there's always a licorice flavor. I'm not kidding, if you looked hard enough, you could probably find a bag of chips with licorice seasoning. Licorice is addicting, and that's why it's everywhere; ask my family- we have all succumbed to its temptations.

When we first got here, we would see flyers and hear people saying that such and such happens in the spring... However, we had lost hope in there ever actually being spring by the time May worked around and the snow was still a couple of feet high and snow boots were still in use. It's more exciting than you can imagine to say that - I hope I don't jinx it - Spring has Sprung. Coming from California, we have finally gotten back into our routine of putting on shorts (not snow pants) and leaving our jackets behind.

Liam and I are officially done with school. Our typical school day was work work work in the morning and then have the afternoons to go outside and do what we wanted (whether it was go to dance, or swim, etc.). But now that we have our mornings free it's been fun to see what Finland is like on a spring day. I think one of the most words used by my family when we go outside is "wow" because it is truly beautiful outside with all the trees and flowers blossoming. Finland has transformed from being rather barren to full of life and color.

Trees at Laajavouri

My family out at the university (we need sunglasses all the time now!)

A few weeks ago I could walk on water. Actually, it was ice covering a lake near my house, but tomato tomoto. The past few days it has been very hot here in Finland, almost rivailling our normal Southern California weather. My family had an amazing idea to check out the lake that was frozen over just over a month ago. We walked down expecting to see maybe one or two people sunbathing in the unusual 70 degree weather, but we soon discovered nearly 40 people either lying in the sand or splashing in the just above freezing water at their feet. We laid out a blanket and took off our shoes to test the water and experience the cold temperature. It was surprisingly similar to the ocean at home although a little colder. I worked up the courage to go out waist deep to find that the depth of the lake didn't go any deeper for at least another 20 yards. I kept going out deeper and deeper until it got to the middle of my chest then promptly ran back out to shore. I laid in the sun after repeating that a few times, and after about another 20 min of sunbathing we started to pack up. As we walked back I thought about home and the ocean. All in all it was a fantastic evening at the beach. Oh, did I mention that it gets dark around 11 o'clock at night now? That is taking a lot of getting used to.

Every educator is impacted by their students, they brighten our lives teaching us as we teach them. And often we have a special student that stays with us even after teacher and student have moved on. For me I often think of her as sunshine, smiling while she looks straight at you, telling you everything she wants you to know. A meeting of the minds, you just have to know to understand her, she is communicating and sharing, you just have to look beyond traditional conventions of communication. Not only can she brighten one's day with her infectious smile she has even captured the heart of some of the toughest kids. While it pains me that not everyone gets her, those that do reap the benefits of the light she brings despite the incredible challenges placed upon her. While lecturing throughout Finland at times it's been challenging to share about my research. However, I am driven to share my passion so that people understand the importance of inclusive education for students with moderate and severe disabilities. I assume that people aren't interested because they aren't able to connect or relate. Maybe it's because they never met someone like her before. When I am advocating for my kiddos because it's what I love to do. I wish others wanted this too but I like to think that with her sunshine I am strong enough.
I spoke recently at a University I was incredibly nervous as I knew that my audience wouldn't "hear" me unless they felt the passion behind my work with such amazing children. Before I stood in front of so many I took a moment to visualize the sunshine she has brought to my life. This moment of reflection ensured that no matter what I said, I knew I wore my heart on my sleeve, and hoped that the participants would better understand how to best support our students.

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Never one for taking anyone's word for things, my good friend Ron from England took time to come and see where we'd been living the last five months or so. We met up in Helsinki and toured a few watering holes some more lively than others. Note: Czech bars-good!

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Teaching with the Brain in Mind by Eric Jensen

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Teaching with the Brain in Mind by Eric Jensen

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Hard Questions on Global Educational Change

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Hard Questions on Global Educational Change

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PISA 2009 Results: Learning to Learn - Student Engagement

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PISA 2009 Results: Learning to Learn - Student Engagement

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Research-Based Strategies to Ignite Student Learning

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Research-Based Strategies to Ignite Student Learning