All -day school in Bavaria: A headmaster about conflicts and solutions

Bavarian rector describes the “worst form of school” in Germany

Helmut Klemm, headmaster of the Eichendorff School in Erlangen, criticizes the structure of many semi -day -school educational institutions in Germany and describes it as the “worst form of school”. In an interview, he expresses that conventional school days from eight to twelve o'clock do not adequately promote the upbringing of the children. This time is often shaped by stress and a functional view of the students, which means that they are perceived little as individuals.

Klemm emphasizes that everyday school life at half -day schools often leaves little space for exchange and personal development. Instead, education is usually only designed in response to the behavior of the students. This form of classic conditioning, in which students are punished, as soon as they violate rules, lead to the fact that they are not viewed as people with individual worries, but are considered objects.

The headmaster defends himself against this reduced perspective of the students and calls for a redefinition of the all -day school model. At his school, which acts as a fully bound all -day school, the students have the opportunity to learn in a supportive environment in the afternoon without burdening the afternoon. This flexibility makes it possible to promote educational justice that is often not given at open all -day schools.

The development of all -day schools in Germany shows a growing trend. The number of these schools has increased steadily since 2002. While 71 percent of all schools already had an all -day offer in 2020, Klemm realizes that not all forms of all -day schools are equivalent. The right implementation as it takes place at his school is crucial to create a real learning and community.

The challenges within the German school system, especially with regard to a lack of teachers and the implementation of the curriculum, require creative approaches, whereby Klemm sees cooperation with external partners and associations as an important opportunity to further enrich the school experience. In his opinion, school should be a place of real coexistence and learning, in which the student is not only recognized as a learner, but as humans.