Kerstin Schwitters: Missing focus on relationship between teachers and students makes educational work difficult

Kerstin Schwitters: Missing focus on relationship between teachers and students makes educational work difficult

Are the educational goals in schools still up to date? A conversation with Kerstin Schwitters on the Berlin testimony day, which says: There is too much focus on the evaluation of performance - and too little on improvement and further development.

Mrs. Schwitters, what factors have to be right so that students can learn:
At the center of successful educational work is always the relationship between teachers and learners. Without relationship work, which enables, among other things, to find out strengths and weaknesses of students: to find out inside, lessons cannot be motivating, sustainable and effective. Unfortunately, this factor, even if it has long been proven by meta examinations such as the Hattie study in 2009, is too often forgotten or at least neglected in the discussions as well as in everyday school life.

Kerstin Schwitters is a high school teacher for German and French and deputy headmistress at the Köpenick Evangelical School.

How important are the teachers' own school experiences?
They always flow into their own lessons. Without reflecting on your own school history, nobody should go to the apprenticeship. Because in the end I can only pass on what I embodied myself. Unfortunately, this aspect has so far been almost completely missing in the training. Sentences like "that didn't hurt us" witness to this blind spot and are anything but contemporary.

What are the requirements for teachers: can build a good relationship with their students: can build on the inside?
This requires teachers who are satisfied in our wonderful profession. Who feel valued, have enough time for communication and relaxation. The constant excessive demands, which teachers are exposed to, among other things due to the lack of teachers at schools and many small unpaid extra tasks, are poison for physical and mental health. And with it also poison for a healthy relationship between teachers and students: inside.

"Teacher: Inside, they have to ask themselves where their share of bad grades is and how they can achieve an improvement inside:" says Kerstin Schwitters.

What has to change on the part of education policy?
For example, at least one hour a week should be paid for the collegial exchange and supervision. Functional agencies such as the school management would have to be shared and, as in every modern company, team and communication structures are strengthened. Many structures such as career orientation are far too rigid. And the training would have to become dual, the students would have to go into schools much earlier.

What do you do at your school so that the teachers: find satisfaction inside?
In addition to additional supervision options, for example, we have set up an afternoon once a month where the teachers have time to talk to each other in peace or work together on projects. At the end of this day there is the possibility of common leisure activities. There is also a relaxation room with yoga mats that can be used by teachers: inside and by students: inside. In addition, every teacher has their own workplace at our school.

also the health of the students: so the focus should be on the inside?
In any case, especially in view of the increase in mental and social abnormalities among the students: inside. According to my observation, the number of anxiety disorders has increased significantly since Corona and also since the war of aggression on Ukraine. For example, we have rhythmized our schedule so that there is a 45-minute lunch break with offers such as boules, handicrafts or chess. A moving dance break was very well received by the younger children. Two years ago we set up the focus of the topic at our school, which was just completed with a big project week.

notes are a useful instrument for assessment, but have only limited performance increase effects.

How do grades fit into the concept of healthy school?
Notes are a useful instrument for assessment. Children and adolescents want to know where they stand and have to learn to deal with assessments and performance requirements with regard to training and work. And also with - mind you temporary - experiences of failure. But you have to make it clear: grades only serve in individual cases to increase performance. For example, if a: e itself: R student: suddenly writes a bad note. Presumably she or he will make more efforts next time. But if you take home consistently bad grades, you will be demotivated. Then, as a teacher, I also have to ask myself where my share is in it and what I can improve together with the student: in. In this respect, there are intensive regular feedback talks between teachers: inside, students: inside and parents at least as important as grades.

notes are not enough to prepare the students: adequately for future social tasks?
Exactly. Notes are only part of the system system. The framework curricula also leave more scope than can sometimes be heard in the discussions. Another part can be, for example, a petrol -free project work. The eighth classes at our school recently worked on their own projects for the top topic "Poverty and Wealth" in small teams, the results of which, among other things, in the form of present