Differences and Similarities

          Overall, Italian schools are very similar to American schools - at least the ones that I have had the opportunity of working at. At its most basic level, there are students who are there to learn, and teachers who are there to teach. However, there are several logistical differences between the two countries. 

          One major difference is the schedule. In Italy, elementary students attend school six days a week, Monday through Saturday. However, they are in school for a much shorter time each day, from about 9 am to 1:30 pm. The total time per week that students are in classrooms is about equal in both countries, but Italian students are there for less hours per day. This is an interesting schedule to consider, as a seven hour school day, typical of 8 to 3 American schools, could be taxing on children whose brains need a break. 

           Additionally, when the school day ends at 1:20, the students are given the option to stay for an after school program, which includes a hot lunch, or leave school, presumably to have lunch with their families. About 50% of students do both. This is entirely different from American schools, where only high schoolers are allowed off campus for lunch (never mind that they have class after lunch and have to return), and even then usually only seniors or upperclassmen. In a city like Florence, where most students walk to school every day, schools do not have to assume the responsibility for student drivers or public school buses, like in many American towns or suburbs. However, this type of scheduling allows for less of an opportunity for free lunch programs, and children might not be getting the nutrition they need, since the after school program is an additional tuition fee. 

         Another difference is the Special Ed program. It is similar to the Least Restrictive Environment class, in that most students with special needs are placed directly in the general education classroom. However, all are placed with an aide or special education teacher. This teacher assists the student one-on-one, managing behavior, explaining directions, helping take notes, or modifying the activity as he or she sees fit. In this way, the main classroom teacher does not have the responsibility to modify the lesson for the student, but allows the special education teacher, who is with the student all day, to make that decision. The aide also helps with general classroom management, decreasing the ratio of student to teacher. This is almost always a benefit when trying to meet the needs of so many diverse learners. However, it also draws more attention to that student with an aide.

          Although there are many logistical and policy differences, children are remarkably similar everywhere. Their curiosity, their fascination with the world around them, and their misbehavior. No matter in Italy or America, students will misbehave if the material is too challenging for them, outside their zone of proximal development. One student is new to the school this year, and had pervasively attended a public school with a much lower emphasis on English. Compared to his classmates, who have been studying English together for four years, he was very behind. In order to keep the high paced environment of the classroom, the student was recommended to hire a private tutor to catch up. However, his parents were not able to afford a private tutor, so he continued to struggle in the classroom. He was constantly acting up in class - out of his seat, sharpening pencils, throwing trash away, getting books from his cubby, talking to his classmates, distracting them with jokes. Yet, as his English started to improve, so did his behavior. It has been really encouraging watching both his competency and behavior improve over the course of five weeks. He is now very interested in his classwork, and always wants to participate. He is still not always correct, of course but it is remarkable to see him try. 

         Another similarity between Italian and American schools is the use of Universal Design for Learning. Although I am not sure the actual theory is being used to inform curriculum, many teachers try to use a huge variety of materials and media to reach different types of learners. So far we have used games, pictures, music, worksheets, and speaking exercises. The school also has a smart board, with compatible textbooks, that is really remarkable. What students see on their desk is what is on the screen - but better yet, they can interact with and physically touch it, and see it move. The students favorite part of English class is when they sing American pop music. Presenting the material in a variety of ways helps reach all learners, but it also helps keep the students interested in the subject and encourage them to learn more.