European Classroom

When we speak about school - can

not escape the classroom as an
essential element of school.
• A report by the Ministry of
Finance in 2006 regarding
public expenditures in
Bulgaria, says that most
teachers in Bulgaria use
traditional training methods,
based on the leading role of
the teacher in the classroom.
Through this Among the
training will be weaknesses of the
achieved: frontal training are:

• solid knowledge of • lack of innovation;

the facts;
• lack of communication;
• fast, smooth and
• not encouraged the
meaningful oral independence and
answers; ability to solve
problems.
• a discipline.
Recently, we speak too much about the lack of
motivation in students to participate actively in the
learning process for their poor discipline during the
lesson, for their reluctance to prepare a thorough
homework ...
 What is the reason?
 
Surely it is not one.
 
Does anything depend on teachers ?
If something depends of him is it connected with finance?
Aggression of the society was
brought to our classroom ..

Students do not talk, not debate -

they quarrel!

Why?
Perhaps we ourselves confront the need to
communicate with the reluctance upgrading the
working environment in the classroom.
Each person crossing the borders of Bulgaria is convinced
that the world behind our borders is different and unreal,
unfortunately, even in the most triviality things ...
And the schools in Europe are already very
different ... not unmeasured more modern, not
necessarily bright, not necessarily for elite
students ...
In these schools there is discipline in class, but students are not
listeners, there is order in the breaks. But pupils are not bored, they
talked, but not loudly ... They discuss with each other stimulated by
their teachers in the classroom ...?
At this point of view I wonder why the opposition
of the Bulgarian teacher is so much in changing the
style in the classroom. But I know he/she is not
less competent in their professional field
compared too teachers all over Europe. Bulgarian
teachers don’t make less effort in the classroom.
He/she has no lower order to the knowledge of
their students, but do not initiate changes in the
workplace. They don’t begin to seek the reason for
the failure in themselves. Bulgarian teachers don’t
share their own ideas with their colleagues. They
only work only for him/herself and by
him/herself.
Why?
Beyond my competence to formulate clear and
concise answer to this question, I'm sure that
changing the classroom is only the first step in
catching up with the good old stable Bulgarian
school.
Let's try ...