Jan Černoš
Finland • Haukipudas • Haukiputaan lukio
10 March - 17 March
From March 10 to 17, 2025, I had the opportunity to take part in a week-long job shadowing experience at the Finnish upper secondary school Haukipudas Lukio, located north of the city of Oulu. This experience took place within the Erasmus+ programme and was enriching for me both professionally and personally.
Haukipudas Lukio is a school comparable to a Czech grammar school. From the very first day, I was struck by the school’s openness, calm atmosphere, and the sense of trust that permeates daily life. The differences from the Czech system were clear but also inspiring—especially the style of communication between teachers and students, the high level of student independence, and the emphasis on the wellbeing of everyone involved in the educational process.
During the week, I not only observed classes in various subjects but also had the opportunity to actively teach English in selected lessons, which was very beneficial both for me and for the students. My programme also included meetings with school management, conversations with colleagues in the staffroom, and I even attended an evening exhibition of student artworks in the nearby city of Oulu, which gave me a broader perspective on the cultural context of the school and its community.
This week brought me not only professional inspiration but also a number of personal insights into how teaching can be done differently—with respect, calmness, and a belief that students are capable of taking responsibility for their own learning.
School climate and relationships
Already during my first visit to the school, I was impressed by the overall atmosphere—the school felt calm, welcoming, and natural. Students moved freely through the hallways, with a sense of quiet and focus in the air. No one needed to “police” discipline—trust and responsibility were simply expected. The relationships between teachers and students were informal but built on mutual respect. The teacher is not a supervisor, but a guide.
For example, I was surprised to see relaxation areas right in the corridors, where students genuinely went to rest between lessons. No one rushed them into classrooms, no one told them off for being too loud. Breaks were not marked by bells. And yet, there was a surprising degree of order and punctuality that worked remarkably well.
Differences and similarities in teaching
What really caught my attention was the high level of teacher autonomy. There is no single prescribed approach to teaching—each educator chooses methods that suit them and meet the needs of their group. During my stay, for example, I visited an English lesson where students worked in groups to create a radio podcast on a topic of their choice. In other lessons, I actively participated and led parts of English classes—the students were very open and capable of working in flexible formats. In art classes, students worked on their own individual projects—each one different and personal.
Teaching is not lecture-based, but dialogic. Students actively participate, ask questions, and engage in discussions. The teacher acts as a facilitator who supports and guides the learning process, but does not control everything in an authoritarian manner. For me personally, it was a powerful reminder of how important it is to give students space and responsibility.
Inspiration
One of the key concepts in Finnish education is “wellbeing”—the overall mental and emotional comfort of both students and teachers. The school has a psychologist, a guidance counsellor, and a team of additional support staff. The emphasis is placed not only on prevention, but also on creating an environment where one can focus and feel free to be themselves.
The school’s architectural design is no coincidence—light colours, wide corridors, comfortable seating areas, an integrated and always accessible cafeteria, and good acoustics. All of this contributes to the calm atmosphere, which is reflected in the classroom experience as well.
Shadowing tips & tricks
I recommend a shadowing experience abroad to every teacher. It’s not just about comparing different education systems, but primarily about reflecting on one’s own practice. Finland showed me that trust is not naïve—it’s an effective pedagogical strategy. I was also deeply inspired by the emphasis on learning reflection, the ability to work with mistakes, flexible planning, and trust in the professionalism of teachers.
At the same time, I realised that some of these approaches can be applied here as well—even a small change in how we communicate with students or how we organise the space can have a big impact. I believe that sharing this experience can inspire other colleagues to explore ways of teaching with greater ease and more respect.
