PA School Librarian in Germany: Realschule

"Hello, USA!" a student enthusiastically greets me as I entered a local realschule plus here in Mainz. This school is comprised of two buildings: one for grads 5-6 and another for grades 7-10. Much like the grundschule we visited the day before, this middle-level school is comprised of a large immigrant population. The school houses 850 students, many from Turkey and Africa, along with 80-90 teachers. For all students at this level, learning English is compulsory. This particular school has been bestowed the honor of being considered a Europaschule, which translates to "European School." According to Wikipedia (I know it is a librarian sin to use Wikipedia, but it had the best translation!), a Europaschule must follow several criteria: "1. Integration of European issues, 2. Language Learning, 3. Project-oriented school partnerships and internships, 4. Personnel training and development, 5. European School in the Region, 6. Quality Assurance" ("Transnational Criteria"). As part of these criteria, students have an option to receive a three-week work experience in England. 

At this school, a head teacher or principal along with his deputy gave us an understanding of how their school works, but also how secondary education in general is run in the state of Rhineland-Palatinate. In Germany as a whole, the head of the school (what we would call a principal), must also teach classes - minimum four per week. Teachers and students must attend school for 192 days a year, and teachers receive six days of leave for self-chosen, compulsory trainings. Periodically, principals may need to ask teachers to complete paperwork over student breaks, but teachers are guaranteed at least 30 days of leave time.

Included in the school's mission statement are three basic rules: punctuality, respect, and order. I observed these rules in the English classroom I had the pleasure of observing. The deputy principal invited half of our American group into his classroom, while the other half observed another English class. The teacher very kindly incorporated us into his lesson. We each introduced ourselves, along with our state of origin, and the students answered some questions in English about America. Then, we were asked to wander around the classroom and help students to complete a summary of a Mark Twain story they read for class. We were thankful to have the opportunity to work with students, and we were also grateful for the lovely lunch the school provided for us!

"Transnational Criteria." Bundez-Netzwerk Europaschule. 2015. Web. 2 July 2015. <http://translate.google.de/translate?hl=en&sl=de&u=https://de.wikipedia.org/wiki/Europaschule&prev=search>.

PA School Librarian in Germany: Grundschule

Yesterday and today, two local schools very graciously hosted our group. The grundschule we visited is a primary school that serves grades 1-4. Starting at around 6 years old, school is compulsory for all children living in Germany. The school is home to 320 children and 16 total classrooms. More than half of parents in the area are unemployed, and the school provides education for a very large number of immigrants. Families can choose to send students to full or half day schooling. Full day runs Monday-Thursday 8am-4pm with a half day on Friday. Half day school for grades 1-2 is 8am-12pm and 8am-1pm for grades 3-4. Afternoon schooling is often comprised of leisure activities, such as choir. Students learn English or French as their second language - the language instruction is up to the classroom teacher to determine. Students also remain with the same teacher for all 4 years of their primary education.

Our hosts kindly allowed us to observe some lessons. First, I sat in on a lesson for properly telling time, and then I watched a music lesson during which the students identified different instruments. I especially enjoyed hearing students introduce themselves and where they were from because so many had traveled from the Middle East and Africa. I had not considered before my arrival here in Mainz just how many immigrant students would be a part of the German education system. And for these children, German is their second language, and English would be their third! It is not terribly uncommon for children in this area to learn 4 languages before leaving school.

Compared to the US, we noticed a distinct lack of technology in the classrooms, something that also surprised me. The directer of the school told us that to them, basic education and learning the social constructs of school are much more important than technology at the elementary level. For so many of these students, just speaking and learning in German all day can be a struggle.

Several very impressive students made a huge effort to seek out our group and make us feel at home by speaking with us using an astonishing level of English fluency. This very first visit has already opened my eyes to the diversity present in the German education system. With this diversity brings both challenges and strengths that I am excited to explore further.

PA School Librarian in Germany: German Education System

We have arrived in Mainz! This morning, we attended two lectures at the university: "The Beginnings of a Bridge to the New World. The University of Mainz, the state of Rhineland-Palatinate and French post-war policies" presented by Dr. Kissener of the History Department and "Educational Policy as a Welfare State Key Instrument. The Functional Transformation of Educational Policy in Rhineland -Palatinate," given by Dr. Mielke of the Department of Political Science. Both of these lectures gave us the background necessary to engage in conversation about the state of German education today.

American and German school systems follow very different structures.  German students attend kindergarten and then Grundschule, which is for grades 1-4. Then, with the recommendations of teachers and ultimately parents, students choose from three different tracks for their grades 5-9+ education. It is important to note that education is run by each individual state in Germany, so some information might be specific to Rhineland-Palatinate. Hauptschule offers vocation-oriented schooling and is for grades 5-9. At the end of the 9th grade, students receive their certificate of completion. This Hauptschule track does not exist in Rhineland-Palatinate, but has been incorporated into the next track and into the comprehensive school. Realschule (or Realschule Plus in RLP) is for grades 5-10, and leads to higher education in vocational schools ("German School System"). Finally, the Gymnasium is for grades 5-13 (some to grade 12) and leads to the Abitur certificate. Graduates with the Abitur continue on to Universität. German education costs nothing for students, and a Gymnasium graduate is guaranteed a spot to study at a German university. A newer school system called the Gesamtschule offers a comprehensive system where students can receive the equivalent certificate of any of the three tracks.

Just as with accelerated tracks in the American school system, it is difficult for German students of a lower socio-economic status and immigrant children to break into the Gymnasium learning track.

But German education is changing. Schools once followed a half-day schedule, and now more and more are offering full day education. There is also a push for more students of all backgrounds to work toward the Abitur. These goals are difficult to accomplish amongst the 16 German states, which govern the 16 separate school systems.

Ultimately, my colleagues and I have started to recognize that despite (or in spite of) the differences between American and German education, there seem to be similar goals and obstacles. Both countries seem to desire for their students to achieve unified standards and objectives, but with this standardization of education, individuality (of both students and teachers) is sacrificed. I hope that throughout the next few days, we can start to focus on some small moments of positive change that can be implemented throughout future education practices in both the US and Germany.

"Bildungssystem in Deutschland." Wikipedia.de. 2015. Web. 29 June 2015.

"German School System." How to Germany. 2015. Web. 29 June 2015. <http://www.howtogermany.com/pages/germanschools.html>.

PA School Librarian in Germany

Photo taken from Mt. Washington

I am currently in the air, having just left Pittsburgh International Airport bound for Mainz, Germany*! I have been anxiously anticipating this moment since February, after learning that I was accepted by the German American Fulbright Commission to attend a seminar for high school teachers. For the next two weeks, I will participate in a program entitled “Education in Germany - a Multi-Faceted System,” along with 14 other American teachers. Although the program schedule is very full, I find it important to document my experiences here, whenever I have a free moment. I hope to be able to look back on these two weeks and continue to learn from them, long after the program is over.

Mainz-bound!

“As a school librarian,” I state in my seminar application, “I convey my curiosity and passion for learning through the way I approach my profession and through the way I live my life. This passion for learning continually manifests itself as a desire to be culturally literate for my students, for my peers, and for myself.” I feel incredibly lucky to have the opportunity to learn about the German education system from the teachers at German schools and through the faculty at Johannes Gutenberg University, Mainz. I will be forever grateful to these teachers (and to the German American Fulbright Commission!) for helping me to gain a greater sense of cultural literacy. In turn, I hope to be a good ambassador for my school, the library profession, and my country.

*I wrote this entry in the air, but had to post it when I had access to wifi. So, (update) I have arrived!
** For those interested in joining a similar program (either as a professional in the US traveling to Germany or as a professional in Germany traveling to the US), see the German American Fulbright Commission website. 

On the Main River in Frankfurt

Student Volunteers

Student volunteers are essential to the daily operations of our high school library. As I finish my third year as a full-time librarian, I have a much better grasp on "hiring," training, and working with volunteers. My goals are to have happy volunteers who love the library, while maintaining a productive library and positive learning environment.

Hiring

My hiring practices have changes over the past few years. I instituted an application/mini-interview process along with some advertising. I find that only students who are very interested in the position take the time to apply, and during the interview I have the chance to convey my high expectations for student volunteers. I provide an overview of possible tasks, which gives students the chance to determine if they are willing to put forth the necessary effort. In terms of advertising, I give applications to club advisers whose students may need volunteer hours. I also advertise on the morning announcements during the first week of a new semester.

Training

After being hired, I ask volunteers to read through a volunteer handbook I created. The handbook provides a list of period-specific tasks (certain things have to happen in the morning, some in the afternoon), instructions on shelving, shelf reading, dusting, due date cards, study hall passes, sign in sheets, technology use, obligations letters, processing discarded books, etc. I also have screen shots for properly checking books in and out using Destiny Library Manager. This student handbook can also be helpful for substitute librarians! After reading the handbook, I train students in person during their lunch periods. I find that my sanity prefers to only do two trainings, as opposed to nine or ten. I provide a light lunch as a thank you to volunteers for offering their services and also as a thank you for coming to training during their lunch period. It's a nice time for students to see who else is volunteering, and the afternoon aides get to meet the library secretary who is only in the library during the mornings.

Working

I try to have some sort of a routine for students, even if each day has different tasks. Study hall library aides count and run passes first thing, and then they can check for additional notes on the front desk. I also verbally instruct students on what to do for the class period, so that they know my expectations. I try to provide choices as often as possible. Inevitably, I learn my students' strengths and utilize these as best I can. Often big readers want to work in the library, and I will periodically ask for ordering suggestions (after all, the books I order are for them!). If I have a display idea, I'll ask students to help pull their favorite books that fit the theme. I also find that some of my more outgoing readers are excellent at Readers Advisory. I notice that volunteers will watch me ask students RA questions, and then they are able to model their own RA process after mine. When I have artists, I'll have them make signs and posters for the library. Some of my students even instituted an internship program, where they started training younger students to take over the library the following year. These moments of leadership always make me feel so proud and thankful for my kids!

Appreciation

Finally, I try to show my appreciation for my volunteers as often as I can. When we finish a big job, I like to get doughnuts or cookies. I give gifts to students before Winter break and play movies for them in the library. I purchase senior gifts and small underclassmen gifts at the end of the school year. But your appreciation does not have to cost money. You could allow students to choose a book to be purchased for the library and let them check it out first. You could dedicate a book to each volunteer and place a dedication plate in the front of each book. You could let them pick a day to have a potluck in the library during lunch.

I cannot put a price on the mutual benefit of student volunteers. I gain hundreds of man hours, which frees up some of my time to tutor students, promote the library, collaborate with teachers, or lesson plan. Volunteers gain work experience, a resume-builder, a built-in reference, and necessary volunteer hours for clubs. If you are not already using student volunteers, please consider this valuable experience for you and your students!

But Wait...There's More!

I try to do a book series display for students every year. I find that a lot of teenagers enjoy getting lost in a series. Often, they will read a book from a series in a night or two and be excited to come and get the next one ASAP. I found a concept on Pinterest for this type of display, using the infomercial quote "But wait, there's more!" So, I found a picture of a well-known infomercial actor and pasted book covers in his hands to make it look as though he's selling books. The display has been effective so far: I've gotten some chuckles from students, and a number of books have been checked out from the display. Score for Pinterest and Ms. Kauffman!

National Library Week - Free Fine Deletion and Teacher Recommendations

Photo Credit: Wilson Hutton from Penn State News

It's National Library Week! And this week I find it to be important to recognize everyone that makes the library possible. In the past, I've gotten cookie cakes for my library aides in honor of National Library Worker's Day, and this year we did Dunkin Donuts.

For patrons, I offer free fine deletion every year during National Library Week. I know that fines are sort of a hot button issue in school libraries - some librarians find them to be exclusionary and unfriendly. Personally, I like to think of library fines as preparation for late fees that students might encounter in their adult lives. Whether fines are for late library books, the electric bill, credit card bills, or something else, I think that knowing that there is some sort of consequence is realistic. This is not to say that everyone doesn't deserve a break now and again! We tend to get a lot of books back during National Library Week, which helps students out, but also is beneficial for the library and the main office. We called parents about missing materials the week before NLW, and we were happy to be able to tell them that fines would be waved if materials were returned the following week. I find that having a week of free fine deletion is good PR, but I do not find that charging fines in the first place is particularly bad PR for the library.

I also asked teachers to write book recommendations to be included on the summer reading Doc posted to the library page. Last year, I displayed recommendations in the library, but I thought it would be more beneficial for students to be able to access the recommendations online instead. So, thus our summer read list was born. I am always excited to see what teachers are reading and what they loved enough to recommend to students. I enter all teacher participants into a drawing for a small gift card, just as a token of my appreciation. I hope everyone with a connection to a library had a fantastic National Library Week!