Reading Education Delegation to Moscow, St. Petersburg, and Prague
March 8-20, 1998 Delegation Leader: Chip Bruce
Tuesday, March 10, 1998 Moscow, Russia
Our Reading Education Delegation to Russia and the Czech Republic began with a briefing from Jack Hols, the Travel Manager, in Newark, New Jersey, on March 8, 1998. Afterwards, we flew a beautiful Czech Airbus to Prague where we changed our beast of burden and arrived in Moscow a few hours later, onto a snowy runway beneath gray skies.
Mila, a Russian guide, met us at the airport and took us to our large, imposing, Stalinesque hotel, the Ukraine. Our first dinner in Moscow was beef stroganoff and rice, as well as wine and dessert.
The first professional visit began after breakfast on Tuesday, March 10. Our delegation visited the Institute of General Education where we were received by the charming Director, Mr. Vladimir F. Krivosheyev. This facility was formerly the Science Research Institute for Education. It is the oldest system in Russia having originated in 1967. Mr. Krivosheyev has been the director for 15 years.
The Institute considers any problems in education, including elementary students as well as disabled children. There are three laboratories at the elementary level. The Institute develops many different types of books for the teachers and students to use, and will have written 300 to 350 school books before the year is over.
There are two variants of elementary school. One includes three years of schooling and the other has children begin at six to seven years of age. Both models go to fifth grade. One teacher teaches all the subjects and keeps the same class for grades one to four. This teacher tutors students at fifth grade. The school week is only 24 working hours. There are five lessons each day, with an optional Saturday class.
Mr. V. G. Goretskii, the renowned author of many Russian children's books, including the ABC books, spoke about his philosophy. He thinks education should apply to the soul of a child as well as his/her brain. He is concerned about the outside influence of TV and video, since people are reading less. He feels that when a person stops reading, his soul is affected. Thus he is interested in how to bring the book to the child and he wants to develop instruction to attract children to books.
We also heard from another researcher, Deputy Director L. F. Klimanova and a woman colleague. We were impressed to see how everyone cared deeply about children and were eager to experiment with various methods of instruction and materials in order to improve teaching effectiveness. As we left, Mr. Krivosheyev gave us several copies of a twelve-year-school plan they are developing and may be implementing. It was a very informative visit.
After lunch, we visited the Moscow Pedagogical College #1 named after Ushinskiy. Mr. Andrei I. Sarelyev, Director, led us to a classroom where we observed a phonics lesson being explained and 'taught' to us. The teacher used a concrete symbol to link the initial consonant as a memory aid, as we do in the United States. Afterwards, we saw samples of their children's instructional books and visited a computer lab.
Following dinner at our hotel, we spent an entertaining evening at the Circus. Flying acrobats, walking brown bears, jumping goats and amusing clowns were all part of the engaging entertainment. Desserts available during intermission included delicious custard filled bismarks and swirly, pink cotton candy.
We returned to our hotel amidst huge falling snowflakes and snow crunching beneath our feet, knowing that our first professional day in Moscow had been a wonderfully fulfilling day.
Reporter: Bobbi Garrop
Wednesday, March 11, 1998 Moscow, Russia
The ubiquitous gray skies, our constant companions since Newark, were still with us. Today, however, the drizzle had given way to snow—several inches (a record snow in feet) had dusted the city. Traffic was snarled, snow removal crews were busy. Despite the icy wind and blowing snow, everyone's mood seemed lighter as we boarded the bus for the Kremlin. We enjoyed an information filled tour of the Armory Museum, Cathedral Square with its domed churches and Ivan's Bell Tower, and the grounds of the Kremlin. The new Parliament building, all glass and marble, was quite impressive when viewed against the backdrop of 16th century splendor.
We had our lunch at the Yellow Submarine, a restaurant devoted to Beatlemania. All five delegations enjoyed a convivial lunch before setting off for our afternoon professional meetings. The Reading Delegation visited a state-sponsored Educational Complex Kindergarten—School of Music—Esthetic Education #1633.
The founder and director, Ms. Mariya Tsapenko (an educational psychologist) described her program as experimental and very child-oriented. She has developed a program for multiage children that stresses musical as well as academic development. The school is open to any children in the micro-district (local neighborhood); musical talent is not a prerequisite. About 400 students, aged two to ten, attend the school. Ms. Tsapenko's program is unique in that it serves nursery/pre-school, pre-kindergarten, and elementary school-aged children within the same complex; the strong emphasis on aesthetic development is also unique.
The children are brought to school at 8:00 by their parents and remain until 5:00. Very young children attend pre-school in the morning and child care in the afternoon. The small children were not in school when we arrived. However, we were able to observe two groups of pre-kindergarten children, four- and five-year-olds, as they participated in reading lessons.
Phonics is an important component of Russian schooling and phonics instruction is evident at the complex. In both classrooms, teachers introduced new sounds; the children practiced the sounds as a group and individually. The four-year-olds moved to various stations in the room to play games and "read" words. The children practiced identifying sounds in different syllables of words and putting the new sound before and after vowels. The teacher did a great deal of modeling for the children. She was animated and enthusiastic, and she encouraged and praised the children. Activities changed frequently, facilitating student engagement. Interestingly, teacher and students stood for most of the lesson.
The five-year-olds were seated at tables arranged in a square with two bars connecting polar sides. Here, too, the teacher introduced the new sound and the students responded as a group. She, too, was very animated, speaking quickly and forcefully. Children read words/formed with the new sound from cards. The teacher read a riddle and chose a student to select an answer from the words on the board. If the student found the correct answer, (s)he read the next riddle. The students used a variation of Elkon squares to form new words. The lesson was long; however, engagement was high as activities were changed frequently. It is obvious the children in this class are reading.
Ms. Tsapenko says literature is introduced in first grade as soon as the child can read and write. Children read classic Russian tales and reader response and discussion are encouraged. Evidence of literature instruction was obvious in the short music/dance program a multiage group of children presented. They performed Russian folk dances and music related to the works of Pushkin. In response, a member of our group, Claire Schonaerts presented a version of The Carrot Seed in English and Russian. She also left a copy of the book with Ms. Tsapenko.
Children with reading difficulties are sent to another center for special help.
The day ended with a banquet at which members of the 5 delegations were able to continue discussions with great representatives of the sites visited.
Reporter: Nancy MacGregor
Thursday, March 12, 1998 Moscow, Russia
Our cultural visit began in the midst of Moscow's most severe storm of the season. The solemnity of the two young militia guarding the Tomb of the Unknown Soldier precluded our visit to Red Square. The eternal flame was a sharp contrast to the snow and ice that covered the area.
Red Square was once known as the torg or market place. The present name dates from the 17th Century when the word Krasniy meant "beautiful" or "red." Before the November Revolution Red Square was the scene of markets, fairs and religious festivals.
St. Basil's, the beautiful church which dominates the Square, was the setting for Palm Sunday processions from long ago. Some of our group entered the church and were awed by the ancient interior markings of the grooves left behind by the footsteps of other faithful followers.
Others went on to the G.U.M., which stands for Gosudarstvenniy Universaling Magazin (State Department Store). This building dates from 1888-1893. The stores are filled with both American and European products.
The trip to Lenin's Mausoleum was a moment of somber demeanor. After Lenin's death on January 21, 1924, his body was preserved so that the citizens could come to pay homage. The viewing lines are now much shorter, but the building is, nevertheless, impressive.
We dined on our own and chose to shop at the Arbat, an area that holds much interest for our eager-eyed bargain buyers. Others chose to venture the metro and see the magnificent icons at The Tretyakov Gallery.
Our final meal was a delicious beef stew. Leaving Moscow under a blanket of snow was a sad time for all of us as we boarded the night train for St. Petersburg.
Reporters: Claire Schonaerts, Patricia Growing
Friday, March 13, 1998 St. Petersburg, Russia
The gentle motion of the train lulled most of us to sleep in a short time. We arrived in St. Petersburg before 7 a.m. and proceeded to the lovely Hotel Pribaltiyskaya. After a few hours of rest and revitalization we left to lunch at the Nikolai Restaurant.
Our first professional meeting in St. Petersburg was held at Secondary School #86, 4 Mira Street, telephone (812) 2326301. Principal, Ms. Svetlana Ivanovna Borisova, greeted us warmly and enthusiastically. We were escorted to the second level of the school for a brief orientation.
Dr. Bruce requested that we visit classrooms first and then come together to share with our counterparts. This suggestion was eagerly accepted. We were asked to break up into three groups so that each group could see three different presentations.
One group of the delegation was escorted to a second grade classroom of 26 students and three sixth-graders. The younger students were dressed in colorful native costumes. The delegation members received a group greeting in English upon entering the room as the students rose and faced them.
The teacher began the class period of 45 minutes with an animated story telling time. Following this, the students proceeded to the front of the classroom where each group had an opportunity to retell the story in sequential order led by the student leader. There was an additional performance in pairs which included light hearted "teasing."
The students also read in unison as a class from a teacher handout. At the close of the session, the three 6th graders addressed the delegation members in a well rehearsed English presentation. As the members left the students were lively engaged in a musical movement exercise and stood as they bade "good-bye" in English.
A second group of delegates attended a classroom of seven and eight-years-olds. Greetings and salutations, focused listening and active participation also marked this visit. The teacher read to the students, asked pertinent questions, introduced vocabulary and asked students to show their painted illustrations in the front of the room. The subject matter was both in the arena of science and language arts. Students were told about the author Gorky, read about him in class, discussing his notes, on Spring, shown a tree branch that was budding, listened to a song about spring and asked to give some "signs of spring" in contrast to the falling snow visible from the classroom windows.
As a final activity, the children were told to follow the virtues spoken of by Gorky; to love each other, the world around us and to be kind. Each student marked the grade they received for the class period as the teacher assessed them individually before we left.
At our professional exchange we learned that this is a public school, now 60 years old. Classes are divided by ability designated by test results. By the age of nine or ten the students are asked to select an area of specialization in chemistry and biology, literature and language, mathematics and sports.
Bobbi Garrop gave an excellent presentation on open-ended creative thinking using a mandala approach. This led to a lively discussion with our Russian Counterparts.
Reporter: Claire Schonaerts
Saturday, March 14, 1998 St. Petersburg, Russia
After breakfast, we boarded the bus to enjoy a day of cultural enrichment and sightseeing in St. Petersburg. As we approached the palace square, the enchantment made us feel like we were entering one gigantic palace surrounded by canals and rivers. We soon learned that in spite of gray skies, St. Petersburg was still beautiful regardless of weather. This city of five million people is the second largest city of Russia, "built upon the blood and bones of the people." St. Petersburg changed its name four times and was the cradle of three revolutions. But somehow its beauty prevailed. The five green buildings of Baroque splendor known as the Hermitage Museum and Winter Palace overlooking the embankment caught our attention. The fort-like character of the buildings couldn't help but evoke our curiosity as well felt connected to the chamber of curiosity down river. Through the bus windows, the pastel colors of blue, green, and yellow hues felt like a soothing massage against the gray skies. The Orion Domes of Cathedrals etched shapes of angels and crosses making signatures in the sky. Images of statues, sphinx, bridges, canals and cathedrals came into view. We stopped to take pictures of the Cathedral, (Savior) on the spilt blood "built as a memorial on the spot where Alexander II was mortally wounded by a free-will terrorist. Its elaborate outline and unique colorful domes painted designs of blue, green, and gold against the sky. Each pattern on the domes were different. We looked for the face of the building glazed with brick and ceramic tiles.
After lunch we waded through lines to visit the Hermitage Museum and Winter Palace, which we learned meant place of exclusion, second in size only to the Louvre in Paris. Upon entering the museum, it didn't take long to realize that it was second to none with its ornate gold plated grandeur on the high cathedral ceilings and walls. Precious green malachite pillars and vases added a sense of awe to the surroundings. We stopped at the picture of Catherine the Great as we uttered a quick thanks. Then we went onto marvel at a sculpture of Michaelangelo and paintings of the masters such as Monet, Picasso, Rousseau, Rembrandt, Van Gogh, only to highlight a few familiar ones. We topped off the evening with a wonderful performance of a ballet called Corsairs. Dinner was served late and we fell off to sleep satisfied with memories of rich cultural experiences.
Reporter: Jean Landis
Sunday, March 15, 1998 St. Petersburg, Russia
Sunday, March 15, 1998, this was our third day in St. Petersburg, Russia. After mounds of snow, high winds, cold temperatures and a sun that has remained in the shadows, we thanked God for a bright sunny day.
Breakfast was served from 7:00 to 9:00 to accommodate the early risers, as well as those who wanted to enjoy every minute of sleep possible. Dr. Bruce, "Chip", our delegation leader had a brief meeting after breakfast. We discussed the itinerary for the day and shared journal entries.
We boarded the bus at 10:00 a.m. for the Saints Peter and Paul Fortress. Upon arrival, Sergei, our translator/tour guide led us to the entrance of the Saint Peter's Gate. He gave us the historical background before entering. The Peter and Paul Fortress is the city's first building, once a political prison in czarist Russia. Sergei emphasized that Saint Petersburg was built on the blood and bones of the people. Once inside the fortress it appeared we had stepped back in time.
First, we visited the Saints Peter and Paul Cathedral that had served as a burial place for all the Russian Emperors and Empresses except Peter II, Ivan VI, and Nicholas II. The weathervane of the spire of the Cathedral is an angel with a cross. It appears the angel is watching over the city.
Next, we visited a facsimile of one of Saint Petersburg's most treasured possessions, Peter the Great's boat. He used the boat to train himself in the art of navigation. The boat is known as the "Grandfather of the Russian Navy." The building that housed the boat was also a souvenir shop. We purchased a few souvenirs and continued the tour.
Before leaving the fortress we witnessed the firing of the cannon, a Saint Petersburg's tradition. We left the fortress, had lunch at the Imperial Restaurant, shopped and the tour continued to Saint Isaac's Cathedral.
Once in front of Saint Isaac's Cathedral, everyone automatically began to look up. The large columns forced you to look up. The building towering above the whole city is remarkable for its painstaking, intricate details evident throughout its interior. The architect Auguste de Montferrand designed this classical style monument. The Cathedral interior is decorated with unique art. It took forty years to build Saint Isaac's Cathedral, 1818-1858.
The evening continued with a beautiful Russian Folk Show followed by a later dinner at our hotel.
The beginning of a sunny day ended with sunny thoughts of the weathervane of the spire—the angel watching over the city.
Reporter: Christeen Owens
Monday, March 16, 1998 St. Petersburg, Russia
On Monday, March 16, the -10° Celsius weather was still winter. On the drive to the suburb on the Gulf of Finland, we passed fields of white snow and tall, bare-branched trees. We could be driving past these wood or brick houses in this landscape in a horse-drawn droshky. However, today many houses or mansions belong to the affluent "new Russians." Teachers are among the underpaid professions, along with doctors. With changes in the economy have come rising rents, free-for-service health care, devalued pensions, bank failures, inflation, unemployment, and loss of economic security, especially for older people.
Our destination was the Center for Intellectual and Creative Development in Nursery Schoolchildren," with pupils age two months to seven years, when they enter first grade. Each of the 180 pupils is individually evaluated, and the intensive health care, speech therapy, sports, as well as intellectual programs are adapted to his or her needs. Emphasis is placed on memory development, for example, through cognitive games and exercises. Creativity is fostered through music, dance, art, drama, folklore and folk singing.
We were fortunate to observe a lesson by a teacher who has the highest credentials, a specially honored designated teacher, Tatiana Alexeiavna. The lesson began with very expressive poetry recitations, continued with reading word cards on the board and providing associations with the words, word puzzles involving spelling and stressed word parts, missing letter fill-ins, riddles requiring a change of middle vowel, and finding small words in a big word. The teacher called on students who had raised their hands, praised lavishly, and gave the class a "key of knowledge" after each successful activity. Implementing a metacognitive approach, she asked them what they had learned, and they offered such responses as increase of knowledge and reading ability, success after struggling to achieve a goal, and other valuable achievements.
A brief dictation exercise using earphones followed, and then teams of volunteers went to the board to make sentences with word cards. Finally the students posed riddles to us, and awarded prizes to the solvers.
Such 30-minute lessons are given three times a day, in different subjects, to six- to seven-year-olds, shorter lessons to younger students. Subjects covered are math, nature study, speech development, and various art media. After Claire regaled the class with The Carrot Seed in Russian and English, we were shown the health improvement room with massage machines and other equipment, and the gym. Particularly impressive was the drawing or art room, with plants, reproductions of masterpieces of art and folk art, and much student work on display. We also saw a room with small beds for nap time.
Next we were treated to a musical and dramatic presentation of "Once in a Forest," a variant of the seven little goats and the wolf story, with piano accompaniment by the music teacher.
We also visited the nursery group of two-year-olds.
Finally we were the audience for a big production by staff and children of a song and dance show, including participation by an adult prize-winning folk singing and dancing group. There was even a dancing "bear."
Unfortunately, we had to rush through the delicious lunch, in order to make our next meeting. We thanked profusely our gracious hostess and explicator, Valentina I. Babushkina, Director of the Center.
At the Russian State Pedagogical University, a 200-year-old institution whose Elementary School was begun in 1945, we were greeted by Chair Larissa Savelieva. Also contributing were Marina Voushina and Galina Shegoleva. English interpretation was provided by a professor of English. Their emphasis is on text analysis and meaning, rather than on the Ushinskiy emphasis on decoding and recall favored in Moscow. The pedagogical approach here seems to be on the higher order thinking skills of Bloom's Taxonomy. Emotional and intellectual feedback are stressed, and writing is integrated into the course of study. Grammar and spelling are pretaught as writing needs dictate, and students check and edit their own work. The university department also serves as a resource for teacher in-service training and problem solving.
Bobbi presented her rubric for creative thinking and it provoked some stimulating ideas. This very full and busy day ended with a banquet at the Nicholas Palace, where good music and delicious food and the celebration of Pat Gowing's birthday in that beautiful setting were enjoyed by all.
Reporters: Vita Rosenberg, Marcy Childre
Tuesday, March 17, 1998 St. Petersburg to Prague, Czech Republic
Tuesday was a travel day, but first we were able to preview the excellent video of our St. Petersburg sightseeing and some professional visits prepared by Basil. After spending the rest of the morning packing and doing last minute shopping, we boarded the plane for Prague (Praha). The two and a half hour flight was short, partly consumed by a nice lunch, and we disembarked quickly and efficiently. A ride through the city to the hotel oriented us to many of the landmarks and the geography of the city. A generous and very tasty and varied buffet dinner at our hotel ended the day. We also added two hours to our clocks. And there was no snow in Prague.
Reporters: Vita Rosenberg, Marcy Childre
Wednesday, March 18, 1998 Prague, Czech Republic
The day began under an overcast sky but not nearly as cold as Russia's as we boarded the bus for our first professional meeting in this city. We arrived at Charles University, one of the oldest universities in the world, founded in 1348. it is situated in "Old Town," one of the 4 quarters that this city is divided into. It was founded in the tenth century. "New Town," on the other hand, is a mere 650 years old.
After passing the monument of Jan Polchek, a young student who burned himself in protest to the 1969 Russian invasion, we entered this very old building adorned with marble door frames. The classroom consisted of rows of theater seats with a narrow shelf for writing. This theater-type arrangement clearly established the centrality of the teacher's role.
Introduction was made by the head of the Department of Philosophy, Dr. J. Palacha. The Head of the Department of Czech Language, Dr. Housenblaus, presided over the discussion. He requested that questions be directed to the secondary and college level of instruction because there were no elementary educators present. Before receiving questions he gave us a brief overview of Czech secondary school and teacher education programs. In this country secondary school includes grades six to nine. Since the 1960's sixth and seventh grades have studied literature according to genre and eighth and ninth grades have been chronological/historical based. In the 1970's an effort was made to change this program without success. Today the focus is more on reading skill than literature. The purpose is to move students from being naive readers to scientific readers.
The education of teachers is based on two components at this university: content and pedagogy. All students get a broad basis of studies in all disciplines of language followed by coursework in didactics, the language of children, and teaching skills. Students learn through formal lectures and seminars.
Questions were asked and responded to regarding the canon wars, pregraduation testing, vocational instruction, whole language, bilingual education, and writing in the content areas. Since the overthrow of Communism, schools are less rigid, but what is left is chaos, the hangover of the new freedom. Issues now include how to get children to read reading comprehension, and teaching students to write effectively. Peter Bilek, one of the university's professors, told us that most exams are taken orally so until now there has been little emphasis on writing instruction.
After the mandatory nine years of education, students have several options: language schools, schools of other disciplines, vocational schools, and apprenticeships.
At the end of the program one of the delegates, Bobbi Garrop, offered a demonstration of a mandala, a strategy used to increase critical thinking skills.
After our meeting we began a walking tour of Old Town, Old Town Square, and the Charles Bridge. We shopped in the open markets on the square purchasing such items as Bohemian Crystal, garnet jewelry, puppets, and Easter eggs. Crossing the Charles Bridge we continued our walk back through time to the days of knights, dragons, and castles. We strolled along cobblestone streets under the arches of the 12th-century tower and across this graceful bridge, which was constructed in 1357 and crosses the Moldau River.
Enroute to dinner we took a short detour into the Jewish Quarter, a ghetto from the tenth Century, where we saw the synagogues, and the old cemetery whose oldest stone dates back to the 15th century.
Following dinner we attended a showing of "Miss Sony," a blacklight theater presentation which we all found highly amusing.
Reporters: Loretta Stevens, Betty Stewart
Thursday, March 19, 1998 Prague, Czech Republic
After a morning meeting at which two informative journal entries were shared, we started off in high spirits for our last professional visit. patches of blue sky promised a fine day. On the bus, Eva explained her view of the differences between Czech and American systems of education. She deplored the passivity of Czech students and their unwillingness to ask questions for fear of seeming stupid or being ridiculed by their teachers. She also said that tests may be given on any day in any subject without warning. This creates a very stressful situation. A lively discussion of the efficacy of testing ensued and before we knew it, we had arrived at our destination.
Zakladni Skola Vodickova #22 occupies a lavishly decorated building in the heart of downtown Prague. It has a very impressive entry with a double staircase and elaborate chandelier. Very high ceilings contribute to the air of formality.
We were welcomed by the Manager or Head Mistress, Marta Kocova, who informed us that the school is 130 years old. It has 360 students from age 6 to 15. The faculty consists of 30 teachers some of whom are part-time. It is one of 30 schools under contract to the University to allow student-teachers to observe and do research in the classroom as well as to study and participate in the teaching process.
The school occupies a complex of buildings with courtyards. The Head-Mistress led us outside the building and into the elementary school. As soon as we entered the corridor we knew we were in a child-centered environment. Children's work adorned the walls and window sills and we were greeted by the welcome sound of happy children's voices and laughter. The warmly carpeted corridor is used as a place to relax and play or read during breaks. It can also serve as a quiet spot for one-on-one or small group instruction.
We left our coats in a well-equipped ceramics workroom with a kiln and potter's wheel. We divided into two groups—one to observe reading and the other math. We entered a second-grade classroom where a reading lesson was in progress. the atmosphere was orderly but relaxed and there was a warm and pleasant feeling between the teachers and students. In short, we felt much more at home in this classroom. When called upon, the children read fluently and accurately. They were eager to participate and hands were enthusiastically raised when the teacher asked a question.
The reading selection being used was "The Enormous Turnip," a story familiar to all. A variety of activities were used to solidify vocabulary and assess understanding. During a cutting activity (using big, sharp scissors) the children chatted and even moved around, but were immediately ready to focus on the next part of the lesson. When the children read, they used natural voices and not the dramatic, declamatory style of the Russians.
The second group observed a first-grade math class. Students practiced basic math facts using a recall-response technique. They also applied the concepts of greater than (>), less than (<), and equal to (=). Responses were spontaneous and students seemed to really get involved at a level strongly reminiscent of home.
We met in the Head Mistress's office to talk about the school which is considered to be outstanding. Although the district Prague 1, has specialized schools for which children must pass exams, this school is open to all children of the neighborhood. In addition, parents from other districts may apply and if the Head Mistress has an opening, she will accept their children.
The Head Mistress appoints all teachers and they are responsible only to her. All have graduated with Masters Degrees and are fully qualified.
A question was asked about children with reading difficulties. Each district has a psychological center where children are tested and remedied is formulated. As soon as possible, they are reabsorbed into regular classes. In addition, the school's full-time psychologist who will observe the child twice a week and advise the teacher on methods for helping the child. This psychologist also serves as a guidance counselor for children who are about to graduate to help them plan their future course. For any children who cannot be integrated in the regular classroom there are special classes for the dyslexic and the emotionally disturbed.
This school fosters a high degree of creativity thanks in part to an outstanding art teacher. There are two types of after-school activities: 1) artistic and aesthetic and 2) sports and games. Children from this school win many prizes in city-wide competitions in art and gymnastics.
Although the school day starts at 8, the activity room is opened at 6:30 a.m. to accommodate working parents. A hot lunch is served and children may stay until called for. there is a nominal charge of 50 crowns (about $1.70) per month plus 14 crowns for lunch each day.
Lessons are 45 minutes long. By the end of the first grade all children are expected to read fluently and write simple sentences with no grammatical mistakes. Creative writing starts in the second grade.
The Head Mistress feels that TV has influenced the behavior of children by increasing aggressiveness and causing decreased interest in reading. In addition, it has caused a deterioration in communication skills in younger children. A special program has been developed to counteract this as well as to test for speech defects.
As far as parental involvement is concerned, they publish an annual information bulletin for new parents. Open houses are held periodically and parents are invited to visit classrooms and observe instruction. conferences with teachers maybe scheduled at any time.
Mme. Kocova was interested in learning about the status of teachers in American as well as salary, hours of work, holidays, etc. We were very much impressed by the school and its Head Mistress.
After a lunch and/or shopping break, we gathered together for a tour of the Castle of Prague, reportedly the largest castle in the world. It is a combination of Romanesque, Gothic, Renaissance and Baroque elements which allowed us a peek into the history, culture and artistry known throughout the world.
The evening concluded with dinner at the elegant Nebozizek Restaurant with the entire delegations and invited guests. The display of fireworks honoring St. Joseph appeared to have been ordered for us and capped our final evening as this beautiful city said: Until Next Time!
Reporters: Jean Timbrell, Pat Watson
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