you're reading...
The Finland Chapter

Two Days In A Finnish Elementary School

Back in Singapore the prospect of visiting a school in Finland was always exciting, especially with the country’s prominence in the international education landscape, so when I received the email invitation I jumped at the opportunity. Framing the experience was important: I was not seeking to compare formally across systems or dispel myths, but to immerse myself in the lessons and interactions between teachers and students. And armed with a presentation on Singapore and the Chinese language, and with questions scribbled, I made my way to the school.

I spent two days at Kivistön koulu in Vantaa, a city and municipality which borders Helsinki. Away from the city centre and tucked away in a sparsely forested neighbourhood the two buildings of the elementary school housed well-equipped classrooms, an indoor sports auditorium, a music room, as well as a computer room and a crafts-and-carpentry workshop. The 300 students were from the first to sixth grades (aged seven to 12), and for the week the classes did special multicultural projects on various countries of the world.

Informality and Flexibility

A classroom in Kivistön koulu. On the second day, I translated the Finnish names of the schoolchildren into Chinese characters.

The informality struck me the most. The young students, clad in home clothes with different hairstyles, addressed their teachers – Heidi and Minttu, whom I was attached to – by their first names. Lessons were 45-minute long, with 15-minute breaks in-between classes. Lunch lasted 30 minutes. Even in winter the kids ran around the courtyard, playing sports and games. I was part of a circus-themed extra-curricular activity, and we spent the hour juggling rings and balls, fiddling with diabolos and hand-sticks, and balancing on gymnastics still rings (not me, of course).

There was learning and teaching, yet laughter and chatter filled the air.

On my first day, as Heidi wheeled in a portable stove-set for her students to prepare tom kha in the classroom (her class was exploring Asia, and Thailand was the country for the day), I asked about her design of curricula and pedagogies. She is granted tremendous autonomy in her instruction methodologies, chooses the appropriate textbooks, and often crafts her own material and lessons plans. Faith in the educators is well-justified because the profession is very well-respected, and they must hold a Master’s degree to qualify for the training college.

There is also great flexibility in assessments. While it is true that the standardised, nationally graded matriculation examination is administered only after upper secondary education, educators themselves decide how to grade the annual report card. Continual evaluations can take the form of reading assignments, verbal exercises, written projects, or they are usually a combination of the aforementioned. They determine if homework is necessary too.


A selfie with Minttu.

Classes in the elementary school are small, and they move up the grades together. Heidi has 17 students in her class, and Minttu has 23.

The Experience

On regular weeks Minttu would go through the subjects of language, mathematics, science, ethics, and physical education, but for this special week on multiculturalism she shared about the United States with her students, who then did handicrafts of American flags and magnet woodwork of the iconic yellow taxicabs. Beyond the classroom-based engagements the students take classes in arts and craft, music, as well as carpentry and textiles. Minttu was particularly enthusiastic when she showed me the carpentry room, where students use saws and metal tools to carve wooden robots, stationery holders, and other paraphernalia.

Communicating with the young schoolchildren was challenging. They had only been learning English for a few months, and my Finnish extended no further than mitä kuuluu (how are you?) and minä olen Jin Yao ja singaporelainen (I am Jin Yao, and a Singaporean). On the second day while translating their Finnish names into Chinese characters my questions to the children about their experiences in the school were often greeted with a simple hyvä (good).

When I delivered my presentation to a few classes the teachers had to translate phrases and questions. After telling them about my city-state – Singapore on pieni maa, Suomi on iso maa (Singapore is a small country, Finland is a big country) – the students were fascinated by the ubiquitous high-rise buildings (compared to the apartments in Helsinki and Vantaa, where there is an adequate supply of land), even if there were initially a little shy and reticent. As one would be, when a strange Singaporean makes a rare appearance. Our assortment of hawker food and the Singapore Grand Prix around the Marina Bay circuit were popular topics.

Beyond the classroom-based engagements the students take classes in arts and craft, music, as well as carpentry and textiles.

There were little cases of misbehaviour and conflicts between some students after a long week, but the teachers handled them brilliantly. Heidi shared the behaviour passports she had for her class, and how three consecutive weeks of good behaviour earned the students an hour of free reading, time at the computer, or to plan a period of lesson for their peers. And if the class performed well collectively they could decide how to spend a period together, such as watching a movie or having some meaningful free-time.

A Bird’s Eye View

Two days is a short time, and even though my observations differed little from what I had read and understood I went away honoured and impressed. Honoured that I had been offered a first-hand glimpse into the system, and impressed by the dedication and proficiency of the educators. On my bus ride to the school on the first day I was worried that I might impose upon them unnecessarily, yet I was warmly welcomed to the classes.

My anecdotes will add little to the already-extensive discourse on Finland’s education system, and I understood that from the get-go. At the very least, on a personal note, the two days were a simple affirmation of the universal value of great teachers and great teaching, and how the Finnish education system brought the best out of teachers and their students.

Kiitos, Kivistön koulu. Thank you for having me.

Check out The Finland Chapter, from start to finnish.

About guanyinmiao

A man of knowledge lives by acting, not by thinking about acting. Carlos Castaneda.


18 thoughts on “Two Days In A Finnish Elementary School

  1. Great article. I am happy you got the chance to visit a Finnish school.

    Posted by Christina Snellman | April 2, 2014, 12:34 pm
  2. Looks super fun! Though it reminds me of the private enrichment schools I use to attend after school time in Singapore run by European educators as well – though my mom tries to run similar enrichment courses at her before and after school care center and it’s been popular as well with parents and kids. Makes me wonder if there is anything to do with our Asian/Chinese heritage that makes schools in Singapore run the way they do – in the name of preserving heritage than to be adopting what’s deemed universally best education practices necessarily. Anyway, am happy for your experiences abroad!

    Posted by fivetwosix | April 2, 2014, 3:28 pm
    • How was the experience like? I think the informality of the school was most striking for me: addressing teachers by their first names, the number of breaks in between classes and the time to play outdoors (even in winter!), some of the activities done in the classroom.

      Yes, am very thankful for the experiences! Beyond the generic travelling and touring I’ve seen things and interviewed people… Exactly how I envisioned it would be like a few months ago (perhaps even more).

      Jin Yao

      Posted by guanyinmiao | April 2, 2014, 5:14 pm
      • Yeah I think formality is typically an Asian education thing with discipline and respect being huge on the agenda. Many “western” elementary education have informal settings too. So what you’ve described in your post is quite common in most elementary schools in Europe and America, but I think what sets the Finns apart is probably how their “play” as you’ve described is a lot more intentional and teachers are expected to be super thoughtful in their teaching approaches. Other than their English, which is why most Scandinavians grow up while being able to converse in English, their English conversations remains in surface level, and can hardly write a decent prose.

        An American friend of mine who taught in both America and Scandinavia took a while to adjust to how her Finnish principal ran like weekly “group therapy” sessions with all teachers to raise their creativity expected of them in teaching at the school – she finds it ‘bo liao’ as back in America the informality was just ‘programmed’ and doesn’t matter if a child turns wayward into a delinquent or a school bully (and that’s why there is so much of that), while Scandinavian teachers are expected to find a subtle way to still ‘control’ kids, reign them in, despite the informality.

        My mom runs a similar before/after school program at hers though suiting the Singaporean taste and to cater to as many different kids as possible.

        The one my mom sent me to in my primary school years, was British-focused and very informal as well – a lot of storytelling, hands-on activities and word games, British films, learning about European affairs, etc. The snack times were the highlights though ha ha as I could barely speak English so I was just listening most of the time.

        My mom sent me there for the afternoons because I was sent to a Chinese primary school in the day and hardly got to speak English until I was 13! So that private school became the place that built my English foundation through listening to British English, and instilled a “European” awareness, so it wasn’t as daunting when I went to SC for my secondary education and started using English daily, or for my Australia and UK residencies later.

        Posted by fivetwosix | April 2, 2014, 5:55 pm


  1. Pingback: Daily SG: 2 Apr 2014 | The Singapore Daily - April 2, 2014

  2. Pingback: Universal Universities Of Business | guanyinmiao's musings - April 11, 2014

  3. Pingback: The Reform Of Finland’s Universities | guanyinmiao's musings - April 14, 2014

  4. Pingback: Finnish Lessons | guanyinmiao's musings - April 16, 2014

  5. Pingback: The Finnish Model United Nations | guanyinmiao's musings - April 18, 2014

  6. Pingback: Along The Streets Of Helsinki | guanyinmiao's musings - April 23, 2014

  7. Pingback: The Finnish Line | guanyinmiao's musings - April 25, 2014

  8. Pingback: Our Finnish Obsession | guanyinmiao's musings - September 15, 2014

  9. Pingback: Making It In The Maker Community | guanyinmiao's musings - March 12, 2015

  10. Pingback: Throwback: Five Months In Finland | guanyinmiao's musings - April 1, 2015

  11. Pingback: >Lait condensé> 20150424b School Systems, Curriculum and Pedagogy | La crème du Fouque - April 24, 2015

  12. Pingback: Throwback: Two Days In A Finnish Elementary School | guanyinmiao's musings - June 17, 2015

  13. Pingback: Improve Education Access To Global Exposure | guanyinmiao's musings - September 30, 2015

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

This site uses Akismet to reduce spam. Learn how your comment data is processed.

Follow guanyinmiao's musings on WordPress.com

Enter your email address to subscribe to this blog and receive notifications of new posts by email.

Join 1,404 other followers


%d bloggers like this: