Markéta Hofmanová
France • Ploërmel • Lycée La Mennais
3 March - 8 March
At the beginning of March 2025, I went on my first Erasmus Job Shadowing. Until then, I had only known the Erasmus+ programme from the perspective of a student who had gone abroad for a semester, so this was a completely new experience for me. As I later found out, it was also new for the school I visited – no foreign teacher had ever visited their institution before. Perhaps that’s why many teachers approached me with genuine interest. They asked about the purpose of my visit, about teaching in the Czech Republic, and about my travel experiences. Each of these interactions was very pleasant, and I believe mutually beneficial.
Lycée La Mennais is a private Catholic secondary school in the small historic town of Ploërmel in Brittany. It is attended by approximately 1,650 students, who choose between general, technological, and vocational tracks. Tuition is around 4,000 CZK per month (often even less), including meals. According to the local teachers, this amount is very reasonable, and thanks to discounts for enrolling multiple siblings, the school is accessible to almost everyone. Until recently, Lycée La Mennais was the only secondary school in town. However, a new one is expected to open next year, which has raised concerns among teachers about a potential loss of students.
School climate and relationships
The atmosphere at Lycée La Mennais felt very friendly and open. The school creates an environment not only for teaching, but also for socialising and informal contact among students. The study room, two cafeterias, outdoor spaces, and hallways were all lively places where groups of students regularly gathered and actively communicated. It was clear that the school encourages natural interaction between students. Although mobile phones are now only banned in classrooms (not in hallways), students do not abuse this freedom, and face-to-face communication prevails.
Shadowing tips & tricks
First, I would mention language preparation. From the start, I knew I’d be working with English teachers and mostly attending their lessons, so I hardly studied any French. I managed the entire stay using only English, without any problems or misunderstandings. Still, I believe the experience could have been even richer if I’d been able to speak some French too. As for the stereotype about the French refusing to speak any language but their own—I never encountered that in Brittany. I communicated with restaurant staff, shop assistants, and school employees. Often we understood each other with just a few words, a translator app, and goodwill—and it was always enough.
Next, I’d suggest coming with an open mind and not being afraid to talk to people. Chat with local teachers—ask them about their work, their approach to students, their view of the world. If the opportunity arises, go on a trip or to dinner together—those informal settings often lead to the most valuable conversations.
And finally, one small thing that I think matters a lot—try to find a moment before and after each lesson to briefly speak with the teacher. Introduce yourself at the beginning and make sure they’re expecting you. After class, share your impressions. Enter each lesson with respect, without feeling the need to compare or criticise. It’s much more enriching to ask why students were doing a particular activity, what the aim was, what the outcome was, etc.
Differences and similarities in teaching
There were many differences between Božena Němcová Grammar School and Lycée La Mennais. At first glance, the schedule stands out—classes are 60 minutes long, with breaks only after every two lessons or at lunch. When one class ends (a short melody plays instead of a bell), the next starts immediately, resulting in a busy shuffle through the school. However, no one seems stressed—students usually arrive within 10–15 minutes, and the teacher waits patiently.
The lunch break runs from 12:10 to 13:00. Students can buy a snack at the cafeteria, heat up their own food, or eat in the canteen where meals are prepared by culinary students.
There is no classic homeroom system as we know it—students are placed in new groups each year, and teachers also get different classes. Most teachers repeatedly teach the same subjects and grades, but lessons are not monotonous—topics and plans change. Teachers often prepare new materials. In English classes, no textbook is used—the teaching is based on thematic units that touch on current events, history, art, or psychology. Topics included Environment, Women’s Rights, Slavery, and Staging Yourself. Students receive worksheets that they collect in portfolios.
Another noticeable difference was the class size—sometimes up to 35 students. This makes it difficult for English teachers to systematically focus on developing speaking skills. Even the teachers admit it’s evident in the students’ abilities. They appreciated our approach, which places greater emphasis on everyday topics and communication skills, even at the expense of vocabulary range or cultural depth.
The approach to mobile phones is also interesting. As in our school, teachers sometimes use them during lessons—for example, for Kahoot quizzes or searching for information. Otherwise, phones are strictly banned in the classroom. This rule is consistently followed—I didn’t see a single phone on a desk or in a student’s hands during any lesson. Phones must stay in students' bags. If someone breaks the rule, the phone is confiscated and can only be retrieved from the office after the student apologises. It may not be returned immediately, but only at the end of the day. The rules are outlined in the school code, which both students and parents sign.
Finally, at the end of the year, students receive not only grades but also written evaluations reflecting their overall approach, activity, and progress in class.
Inspiration
First and foremost, I was impressed by the fact that it's truly possible to teach students not to use phones during class while still occasionally integrating them meaningfully for research or apps. I believe this is something many teachers struggle with, and this model seemed effective to me. I noticed students were more focused, which was also confirmed by a student from our grammar school who was doing her study stay at the same school and whom I had the chance to speak with. Teachers at the school praised the phone ban and could no longer imagine effective teaching without it.
I also found the written evaluations very inspiring—teachers write a brief summary of each student’s performance at the end of the year, along with recommendations for improvement. Of course, it takes time, especially with larger groups, but sometimes I feel grades alone don't fully reflect a student’s progress.
Every English lesson I observed was carefully prepared. Teachers admitted that their lessons required many hours of work, but the advantage is that they can reuse their materials. They also benefit from sharing materials with one another, as well as from resources provided by a government platform developed as part of a curriculum reform. It reminded me that English is a subject with great potential for interdisciplinary connections and discussions on current social issues. In France, they are not afraid to tackle controversial topics either.
I was also struck by the physical environment of the school—particularly the emphasis on shared spaces. Teachers have access to a dedicated staff room with a kitchenette, coffee machine, armchairs, and even table football. They also have a separate dining area with excellent food—including starters, dessert, and a cheese-and-baguette board. Students enjoy good facilities too—with two canteens and a well-equipped study room with computers, textbooks, and academic resources. The study area also includes several rooms designed for project-based learning, which teachers can use freely with their classes.
