A Comparative Look at Secondary School Life

in the Czech Republic and the United States

by Wendy M. Ehnert

Fulbright High School Teacher

2001/02

Kids are basically the same all over,

but there are several differences

in the way they are educated

in the Czech Republic and the U.S.

The Schools

• Gymnazium

• City in the Czech Republic

(population 100,000)

• 1000+ students

• Ages 12-20

• Student population homogeneous

• Students come from all over the surrounding area

• 100+ teachers

• High School

• City in the USA

(population 65,000)

• 1300+ students

• Ages 14-18

• Student population diverse

• Students come from the neighborhood around the school

• 90-100 teachers

Curriculum

• 4, 6 and 8-year programs

• Students study 10-12 subjects

• 45-minute lessons

• A 2 or 3 foreign languages (German, French, Spanish, Russian)

• All study biology, chemistry, physics

• Focus on 2-3 subjects (in addition to Czech and English) in final 2 years

• Grand Finale - Maturita exams in 5 subjects.

• 4-year program, all in English

• Students study 4-6 subjects

• 80-minute lessons

• Foreign language (German, Spanish, French, Japanese) is available and encouraged

• At least 3 years of science

• AP classes available

• Grand Finale-- Pass graduation qualifying exam in reading, writing, and math and successfully complete 22 credits of coursework.

Expectations of Students

• Take notes from each lecture, work on practice problems during practice sessions.

• Little written homework and few projects

• Study notes each night in preparation for oral examination

• Science labs and activities are very limited due to time, space, equipment and financial restraints.

• Marks are determined based on oral examinations and 2-3 written examinations each semester.

• Take notes from lectures, participate in class discussions and activities.

• Written homework nightly

• No oral examinations given that count towards student’s grade

• Science labs and activities are an integral part of the lesson and are done weekly.

• Most of a student’s grade will be calculated based on homework, lab reports, written quizzes and tests.

Expectations of Teachers

• Be prepared for each lesson.

• Mark students orally.

• Number of student marks/semester must equal or exceed number of days/week the class meets.

• “Dozor”- Hall duty (4-6 times/wk.)

• Mark student absences and lesson topic in class register each day.

• Be at school when you are scheduled to teach or have duty.

• No substitute teachers

• Teachers’ union is mostly a social group.

• Be prepared for each lesson.

• Assign homework, give tests, and prepare information sheet on grading strategy for students.

• No hall or lunch duty required.

• Take attendance; submit weekly lesson plans to department head.

• Be at school from 7:15 until 2:45.

• Planning for substitutes!

• Teachers’ union very active politically

Life at School

• Students spend their entire time at school with the same class.

• Class cohesion and support; tough if you don’t fit in

• Most lessons are taught in the students’ classroom-- the teacher travels throughout the day.

• Few electives are offered-- the students of one class all study the same subjects.

• Very few clubs and no school-sponsored after-school sports

• One well-known chorus group performs musical productions

• Composition of each class varies

• No class cohesion, but peer groups for kids of different interests

• The teacher has a room--students travel throughout the day.

• Many electives (or choices for required subjects) are available.

• After-school clubs and sports teams are a large part of life at Lathrop.

• Sporting competitions, concerts, and plays are a source of school spirit and community participation in the school.

Student Behavior

• Students stand when the teacher enters the room to start class.

• Lots of talking

• Cell phones

• Cheating on tests

• No blatantly disruptive behavior

• Students are mostly on time to the lesson.

• Many students have multiple absences.

• Students enjoy dance lessons!

• Talking can be a problem

• Some students can be disruptive

• Many students come late to class.

• Consequences for absences and tardies

• Hall passes required

• Parent contact

Strengths

• Students have broad-based education

• Students become fluent in a second language

• Students of equal abilities

• Bonding of classmates

• Form teacher

• Individualized education plan

• Opportunities to work with students of differing abilities and backgrounds

• Availability of technology

• Able to explore/expand non-academic talents

Challenges

• Lack of funding for supplies

• Short lesson periods

• Subjects meet only 2-3 times/wk.

• Students have to learn many subjects at once.

• Students are learning in a second language.

• Lack of available technology

• Most talented students not challenged to their ability level

• Lots of paperwork!

• Many meetings

• Students of widely different abilities in one class

• Parental issues

• Priority issues (academics, clubs, sports)

• Competition for grades regarding scholarships, etc.

• High drop-out rate

• Hard to track individual students