Veronika Střítecká

Germany • Münstermaifeld • Kurfürst-Balduin-Gymnasium
20 – 26 September 2026

In September 2026 I spent a week job shadowing at the Kurfürst-Balduin-Gymnasium, a German grammar school in the small historic town of Münstermaifeld in Rhineland-Palatinate. It is a modern school with roughly 800 students and around 65 teachers, and the course of study lasts nine years. The school feels friendly and open, and throughout my stay I met with a very welcoming attitude from both teachers and students. It has two spacious gyms, an outdoor sports field, two libraries/study rooms and a "clubroom" where teachers are not welcome. In warm weather, students spent every longer break outside in the yard or garden. There is, however, no snack bar or canteen. My coordinator was Robert Schlaubitz, who prepared my timetable and helped me find my way around the school. I was able to visit a wide range of lessons, though I mostly observed German language and literature and English. I was interested in how German teachers run their lessons and what methods and materials they use. The conversations with teachers were also very valuable, as we could compare the German and Czech education systems and share experiences from our own practice. Lessons start as early as 7:40 and usually last 45 minutes (sometimes joined into double periods). Students change classrooms according to the subject throughout the day and, like the teachers, move between different rooms and buildings. For most, school ends at 12:50, while some year groups have afternoon lessons until 15:15.

School climate and relationships

The teaching staff at the Kurfürst-Balduin-Gymnasium wasn't very diverse in age; younger teachers predominated. Throughout my stay I met with a very friendly and open attitude. Colleagues readily answered my questions, printed materials for me and lent me textbooks to look through. I found it interesting that they don't have their own offices, but share one large, modern staff room. It is a natural place for meeting, brief chats and dealing with everyday matters. Anyone bothered by the noise went to work in one of the school libraries. The friendly atmosphere was also evident in relationships between teachers and students. Teachers were open and mostly informal with students, using the informal "you" and addressing them by their first names. Overall, the school came across as a modern, friendly and open environment where it is a pleasure to work.

Differences and similarities in teaching

Like its Czech counterpart, the German Gymnasium aims to prepare its students for university. This is supported by a system in which older students choose whether to take a given subject at a basic or an advanced level, which allows them to specialise according to their interests and intended field of study. Almost all the lessons I attended were not especially varied in terms of method. Teachers did not switch between different activities during a lesson, but focused on one longer, more demanding task. With very few exceptions, the lessons I observed had one thing in common: they centred on working with text - reading it (together or individually), understanding and analysing it, or writing a text of one's own. This was no coincidence. After looking through the German textbooks, I understood that students are guided this way over the long term. Theory (grammar, selected chapters of linguistics) plays only a small role, while reading and the subsequent analysis of texts get by far the most space. It was clear that students are used to reading taking up as much as half a lesson. In some lessons they had already read the text at home, which requires preparation outside class. I noticed that homework is common here, but it isn't graded. It was refreshing that students did not answer in single words, but automatically explained and supported their answers with arguments. Older students don't bring notebooks or textbooks to class; they work with tablets holding all the materials they need. A tablet can be connected to the projector so they can share their notes with the class. The digitalisation of teaching has, however, brought technical problems into lessons: teachers sometimes had to deal with a weak internet connection or a frozen screen. I was very interested in the system for assessing written work at the German Gymnasium. It is laid out in fairly detailed tables that make it clear what students are assessed on and, of course, how. Once every six weeks, students are also assessed on their work in class (whether they volunteer, whether their answers are meaningful, whether they are prepared for the lesson), again on the basis of predetermined criteria. This system of so-called epoch grades most likely contributes significantly to students being active in lessons and frequently raising their hands.

Inspiration

The biggest impression was made by the focus on working with text that I mentioned above - and not only in German lessons, but also in history and civics. The range of texts was very wide: students read ancient authors, academic literary theory and contemporary literature. I would love to bring this inspiration into all of my own lessons. I also really liked the detailed assessment-criteria tables for written work, which would make feedback many times more effective. I was also struck by the fact that students keep all their written work for a given subject archived in a folder that teachers bring to class along with the test. Students can look back at their previous work and learn from past mistakes, and it also offers a chance to look back, after a shorter or longer period, at how far they have come. What I would love to see in every school is a modern, welcoming school library with furnishings that invite you to sit down and read. I was able to visit exactly such a library at the Münstermaifeld Gymnasium. Teachers and students alike value it and take good care of it. Another project worth following is the school's "fair vending machines" - vending machines selling fair trade chocolate. The school uses the profits to buy smaller items of equipment it needs and to fund tree planting in Mexico. Students help with the project as part of a voluntary afternoon club.

Shadowing tips & tricks

In my view, the foundation of meaningful shadowing is a sufficient command of the language. It lets you not only follow the lessons, but also communicate with teachers and students. When choosing a school, it's a good idea to look for one that is as similar as possible to the type of school you teach at yourself. Before you leave, I'd recommend thinking carefully about what exactly you want to see and find out during your stay, and getting to know the structure of the school and its education system. Ask teachers about everything that interests you or that you don't quite understand, and don't be afraid to approach the students themselves. I took a notebook to every lesson and wrote down as much as I could. With so much new information, I would surely have forgotten a good deal by the evening. If possible, try to get hold of the materials teachers use in their lessons. Ask to see textbooks, worksheets or written assignments - they can be a significant source of inspiration. Above all, be open, active and curious.