Throughout
my time at Maria Luigia, I have observed many differences between Italian and
American school system.
Some
logistical differences I have learned about are the Italian school system
including their testing system and activities. The students I
teach are in the “Scuola Secondaria di Primo Grado” section of Maria Luigia,
meaning they are between the ages of 11 and 14. They attend at least 30 hours
of schooling each week. Their school hours are between 8am and 1:30, and they also have school on Saturdays. The students at my school do not participate in after school activities or school clubs like most American students do. The formal classes such
as “Maths,” English, Italian, History must follow the Ministry of Public
Education’s instruction on lessons. There are no “study halls” or “free periods”
like there are in many American schools. The students I teach seem to have less homework but more tests than I had in American school. They can have up to five tests or assessments each week. At the conclusion of each term,
students receive report cards. At the end of their third year in the “Scuola
Secondaria di Primo Grado” students take a big test that encompasses Italian,
Math, Foreign Language and Science. If students pass this test, they receive a “Licenza
di Scuola Media” which certifies that they can continue onto high school.
The primary language at Maria Luigia is English. This has
challenged me in so many ways, and has taught me a great amount of language
learning and development. Throughout my lessons, I always remind myself to
speak slowly so that my students can understand what I am saying and hopefully
be more comfortable to participate and engage in my lesson. Living in Parma where
not many people speak in English for the past few months, I have experienced
the difficulty of learning a new language. This has helped remind me to put
myself in my students’ “shoes” when planning a lesson and executing it. It has been helpful that Italians are more
dependent on facial expressions and gestures for communicating than Americans
are. My students sometimes presented in English to me about themselves and also
about Italian culture and customs. Hearing them attempt to present fluidly in
English opened my mind to the particularities of English and helped me notice weak
areas where students struggled and needed support. I would try to adjust my
lessons to include focuses on where students struggled. In English, there are
so many irregular verbs. My students often struggled with the verb tenses of
the verb to write. Often, my SP would have me simply read off the verb tenses from
a verb list. Although I saw the benefit of students hearing the verbs, I felt
frustrated that this exercise did not go beyond to check for student
comprehension or clarification in a deeper way.
The
general atmosphere of my school feels more relaxed than the American schools I
have attended and those where I have completed my pre-practicums. Just walking
from one class to my next with my SP, she will walk leisurely, stop and talk to
numerous people in hallway. In my mid-semester conference with my SP, the topic
of what makes a good teacher came up and it was interesting to hear her take
(which really is a common opinion). She emphasized how a good teacher must be
patient, be understanding, create a good relationship with her students and
must overall love students. It was so nice to be able to have this conversation
with her because I agree on all her points, and appreciate how she makes an
effort to put what she believes into action.