One-class school
The one-class school , also pejorative as dwarf school , in Switzerland called comprehensive school , is a type of school in rural areas.
One-class schools encompass or comprised five to eight grade classes of the elementary school , depending on the school system . All children are taught by only one teacher in mostly one, and if better equipped, two rooms.
In addition to single-class schools, there are also multi-class schools in which, for example, two or three year classes are taught together.
Germany
The one-class school was the common type of school in rural areas in Germany until the 1960s as a village school close to home. Today, due to the concentration on central school locations, there are only a few single-class schools there, for example on the North Frisian Halligen Hooge , Langeneß , Gröde and Nordstrandischmoor . North Rhine-Westphalia's School Minister Sylvia Löhrmann announced a new elementary school concept in 2011, according to which cities could keep miniature schools.
Other countries
In Switzerland they were and are still quite widespread, especially in the foothills of the Alps and the Alps, as well as in Tyrol and France . More recently, some cities have switched to merging several classes again in the city area instead of closing school houses.
pedagogy
This poorly structured school required a high level of pedagogical skills and was often based on the ideas of reform pedagogy . Diverse forms of internal differentiation in teaching were essential. At the same time, however, the type of school offered the opportunity to work out topics across classes and subjects according to a weekly plan, thus creating a social environment in which older and younger students were involved in a thriving and organic social field of action. Frontal teaching was the exception in the one-class school. Rather, the focus of the school work was on quiet work, independence and independent activity, a variety of exercises and repetitions, action orientation and lively joint learning, oriented towards the living environment and the interests of the children. The subjects did not play a dominant role, because learning content was offered in the form of “comprehensive lessons”, conveyed in a holistic and experience-based manner and, where possible, worked out independently.
A wide variety of work equipment, at that time mostly made by the teacher himself with the simplest materials, enabled individual learning at your own pace. It was quite conceivable, for example, that a class 6 student with poor maths would work with class 4 students and vice versa. Even children with learning difficulties were not excluded, but included in the “school community”.
On the other hand, this type of school should not be idealized in historical retrospect, as especially before the Second World War, the general tendency of the pedagogy at the time meant that corporal punishment or excessive discipline were part of everyday life in the mostly very large classes. In the immediate post-war period, this type of school was often forced by the destruction of school buildings and the lack of teaching staff and was by no means an ideal. Because of these disadvantages, the extensive abolition of one-class schools in the 1950s was seen as progress.
anchoring
School life was embedded in the village community, in festivals and celebrations of the annual cycle, the church and the clubs. In the course of the changes in the years around 1970 ( science orientation , curricula , criticism of popular education, changed living environment, specialist teacher training, etc.), the small schools were gradually merged into larger units (school centers) with year-old classes .
reception
The multi-award-winning documentary by Nicolas Philibert Etre et avoir (“To be and have”) from 2002 shows lessons in a one-class school in Auvergne during a school year. The amalgamation of remote comprehensive schools for demographic or financial reasons in Switzerland was discussed and documented in the films Sternenberg and Die Kinder vom Napf .
literature
- Primary School Working Group - The Primary School Association e. V .: Learning in cross-year classes . In: Grundschulverband aktuell No. 60/1997, pp. 3–7.
- Thilde Battram: A 300-person village in the Swabian Alb. Schoolhouse of a one-class school. Ulm University 2002.
- Ursel Dannemann: Give the floor to the small elementary schools . Berlin 1997.
- Detlef Fickermann: Small elementary schools in Europe . Weinheim 1998.
- Walter Kempowski : The small elementary school . Hanover 1981.
- Diethelm Krause-Hotropp: Small elementary school . In: Elementary School 11/1988.
- Rudolf Krüger: Small Elementary School - Small Opportunity? In: Grundschule 6/1994, pp. 43–45.
- Adolf Reichwein : creative school people . Stuttgart 1937.
- Berthold Otto : Complete Lessons (1913). In: Selected Educational Writings . Paderborn 1963, pp. 120-132.
- Uwe Sandfuchs: Small elementary school and multi-year learning . Bad Heilbrunn 1997.
- Rudolf Schaal: The overall teaching as a task of the school reform . Esslingen a. N. 1952.
- Erwin Schenk: Basic ideas of modern school design with special consideration of the one-class school . cit. 1954 (39 pp.).
- Ulf Seefeldt: Wittmoldt School 1957–1969 . Großbarkau 1996, ISBN 3-928326-15-5
- Horst Wetterling: stepchild elementary school . In: Die Zeit , November 2, 1962 (review).
- Vision village school - Pedagogy takes the elementary school seriously again and tries out new lessons . In: Die Zeit , 37/2002
Web links
Individual evidence
- ^ Website of the Halligschule Hooge
- ↑ site of Eugen carrier School
- ↑ ( page no longer available , search in web archives: school portrait )
- ↑ ( page no longer available , search in web archives: school portrait )
- ↑ rp-online.de: Cities may keep miniature schools (December 14, 2011) New opportunity for miniature schools (December 16, 2011)
- ^ Peter Metz: Comprehensive and multi-class schools: topicality of an old school form . In: Bündner Jahrbuch: magazine for art, culture and history of Graubünden . tape 37 (1995) , pp. 121–132 ( e-periodica.ch ).
- ^ Retter, Hein (Ed.): Reform pedagogy. New approaches - findings - controversies. Bad Heilbrunn 2004 (Klinkhardt)
- ↑ Kasper, Hildegard: Differentiation models for the elementary school. Stuttgart 1974
- ↑ Sandfuchs, Uwe: Small elementary school and multi-year learning. Bad Heilbrunn 1997
- ^ Claussen, Claus: Lessons with weekly plans. Accompany children to independence. Basel 1997 (Beltz)
- ^ Meyer, Hilbert: teaching methods, practical volume Il. 12th edition Berlin 2003, pp. 182–226 (Cornelsen)
- ↑ Schaal, Rudolf: The total teaching as a task of the school reform. Esslingen a. N. 1952
- ^ Glöckel, Hans: From teaching, textbook of general didactics. 4th edition Bad Heilbrunn 2003 (Klinkhardt)