Teach Like Finland: 33 Simple Strategies for Joyful Classrooms pdfdrive com

Start with freedom
In my graduate training as a teacher, I had always heard that scaffolding was a
wise thing to do. Specifically, I held onto one theory: the gradual release of
responsibility, which suggests that we teachers limit the autonomy of students

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responsibility, which suggests that we teachers limit the autonomy of students
until we see that our children are ready for greater freedom. For years I worked
hard to maintain a tight grip on classroom activities, from the very beginning of
a particular learning experience.
But when I started teaching in Helsinki, somehow this philosophy of the
gradual release of responsibility didn’t feel right anymore—my fifth graders
already seemed so capable, and when given freedom outside of the classroom,
they appeared to thrive. I began to wonder if the philosophy of gradually
releasing responsibility could be more effective if it was flipped around: what if,
instead of starting with significant restriction in my classroom, I started with
significant freedom? My breakthrough moment occurred several weeks into the
school year.
For Camp School fundraising, my fifth graders wanted to host a bake sale
during the school day. Honestly, I didn’t like the idea at first, because it sounded
like another responsibility for me to manage. But my students insisted they could
arrange the event without my help. So I gave them the green light, and they
surprised me. My fifth graders created advertisements, managed a class sign-up
form, carried in loads of baked goods, set up furniture, and priced all of the
treats. All of these things were completed without my direction. I made myself
available through supervising my students, but I didn’t hold their hands
throughout the process. That first bake sale was a success in my mind not only
because my class raised a large sum of money for Camp School but also because
they had demonstrated what they could accomplish individually and collectively,
when provided with a greater degree of autonomy.
Later that first year, the other fifth grade teacher and I experimented by
offering an “Independent Learning Week.” (Several of my students’ subject
teachers participated, too.) At the beginning of this week, we provided our
students with a list of tasks to complete in nearly every academic subject. And
we told them that we wouldn’t have regular lessons for the next few days.
Instead, they would have open blocks where they could finish these tasks at their
own pace. We trusted them to reach out to us when they needed help.
During Independent Learning Week, we weren’t circulating around the
classroom and peering over their shoulders. Instead, we provided our students
with opportunities to wrestle with their work first. My grade-level partner and I
were trusting our fifth graders with a significant amount of instructional time—
nearly fifteen hours’ worth—and yet, surprisingly, I didn’t feel anxious. From
the bake sale experience and other occasions, I knew my students were capable
of being successful while having a large degree of autonomy. Ultimately, my
students continued to impress me. All the children finished their work, even if
they needed extra time.

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they needed extra time.
In America, I’ve heard teachers discuss the importance of evolving from the
traditional model of the “sage on the stage” who transmits knowledge to students
to the “guide on the side” who stands back, encourages students to construct
meaning, and offers coaching along the way. I think there’s wisdom in this latter
approach, but the strategy I’m suggesting here, start with freedom, differs
slightly.
Based on my experiences in Finland, I’m recommending we teachers provide
children with more low-stakes opportunities to approach their learning. Over
those two years, I kept finding that my Helsinki students would rise to the
occasion, surprising me with what they could already do on their own.
Start with freedom, in a parallel way, is similar to the practice of a pretest (an
assessment administered before instruction), in which students have an
opportunity to demonstrate what they already know during the early stage of
learning. Pretesting is a wise practice because, when designed well, it can inform
teachers about appropriate starting points for instruction. It paves the way for
more efficient teaching.
Before moving to Finland, I used to be wary of giving my students greater
autonomy in the beginning of a school year, classroom activity, or project,
because I feared that they’d get off track without my handholding, but
nowadays, I think it makes sense to begin with freedom, because it allows me to
see what the children are already capable of doing, just like a good pretest.
In the classroom, sometimes children want to do things we suspect are too
hard for them to accomplish independently, like reading a book beyond their
reading level or solving an incredibly complicated math problem. During these
occasions, we basically have two options as teachers: we can either let them dive
into those challenges or steer them away. In my teaching experiences, stretching
back to my time in American schools, my students have looked encouraged
whenever I’ve given them the green light, signaling that I believe in their
capabilities, even if I can foresee the potential pitfalls. If my students fail to do
the challenging things they hope to accomplish, no harm done. At least they’ve
proven to themselves that they weren’t ready, quite yet. And at this point in the
learning process, it’s likely that they’re more open to my guidance.
During my second year of teaching in Finland, I received an e-mail from one
of my students who suggested that we incorporate a quiz website called Kahoot!
in our classroom. He provided a brief testimonial saying he had used the website
outside of school and loved it. Initially I was skeptical of this idea, just as I had
been when my Helsinki students told me they wanted to host a bake sale. My
first thought was that a quiz website would raise the level of competition among
students, which was something I wanted to avoid completely. Not only that, but

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students, which was something I wanted to avoid completely. Not only that, but
when I received this e-mail, I felt like I didn’t have the bandwidth to learn a new
program like Kahoot!
But in my reply, I didn’t provide a flat-out no to my student. I told this sixth
grader that we should discuss this idea in ethics class. (Ethics, by the way, is a
subject in Finland, which can be taken in lieu of a religion class, such as Islam or
Lutheran Christianity, in grades one to nine.) With this student and his
classmates, I wanted to explore the ethical implications of using a quiz website,
which engages in ranking students.
During this classroom conversation about Kahoot!, we agreed that the best
way to discern the appropriateness of this quiz website would be to test it out—
and this is where I saw my students rise to the occasion again. Led by the student
who emailed me, several of my sixth graders independently designed a Kahoot!
quiz, which posed questions coinciding with the content of an ethics unit. Later,
I’d see for myself that the setup was low maintenance, but my students’
ownership, at the time, made such a difference.
When we finally tested out the quiz with the other students in ethics class,
the excitement in our classroom was palpable. My sixth graders, who owned
smartphones, used their devices to participate in the quiz, working either alone
or with partners. Not only did we have a lot of fun answering those multiple-
choice questions, as suspenseful music played in the background, but I think
everyone was inspired that this playful assessment was designed not by me but
by them, the students.
If I had dismissed my enthusiastic sixth grader’s idea over e-mail, I doubt I
would have discovered this fun classroom tool, and most important, I would
have missed seeing what he and his classmates were capable of doing on their
own. For me, it was yet another anchor lesson, where I witnessed the value of
letting go of control and inviting my students to take on more responsibility,
from the start.