Thomas Nordahl er en kjent skoleforskere i Norge. Han er kritisert for å bruke John Hatties forskningsresultater på en ureflektert måte.
Når vi ser på hvilke faktorer Thomas Nordahl mener skal til for å gi elevene gode skoler og god læring, syns jeg at kritikken er ufortjent. Selvfølgelig er vi enig i dette:
Venner er viktigere en skolen
Et ungt menneske som ikke har venner og kanskje blir trakassert, krenket eller mobbet har også dårlige muligheter for å være en god elev.
Voksne lærere
For å få til god undervisning må læreren være en god leder. Som lærer kan du ikke være ungdom når du står foran klassen. Dette er noe mange lærerstudenter sliter med. Voksenrollen er viktig og elevene ønsker seg lærere som er voksne. Det skal, i føge Nordahl, være et grunnleggende asymmetrisk forhold mellom lærer og elev. Lærerne må også anstrenge seg for å være mer proaktive enn reaktive. De må si fra på forhånd, framfor å kjefte etterpå.
God struktur på skolen
Skolen må ha tydelige normer og regler. Strukturen er viktig og det må finnes rutiner på plass for å holde skolen ryddig og i god stand.
Foreldre som snakker positivt om skolen
Dersom foreldrene snakker bra om skolen, så synes elevene at skolen er bra. Opplever elevene at det snakkes mye negativt om skolen eller lærerne får elevene sannsynligvis også et negativ forhold til skolen og lærerne.
Fedre som engasjerer seg i skolen
– «Forskning vi har gjort viser at det ikke er bra for gutter at fedrene deres engasjerer seg så lite skolen», forteller Nordahl. Han foreslå at lærerne gjør som man gjorde før i tida da lærerne tog seg en tur hjem til foreldre som bryr seg lite om elevenes skoleresultater, og slå av en prat med dem.
Elevene jobber på skolen
Elevenes eget arbeid på skolen er det aller viktigste for god læring.
Økt læringstrykk på skolen
Lærere bidrar til dette gjennom å være tydelige, forvente mye, gi tilbakemeldinger og vise oppmerksomhet. Foreldre kan også bidra til dette. Læringstrykk handler også om tolaranse. Det er en god ting å prøve og feile.
Lærerne bruker de pedagogiske metodene som virker best
Det som later til å fungere, konstaterer Thomas Nordahl, er at lærere samarbeider om å drøfte sin egen praksis ut fra forskningsbasert kunnskap. – «Godt læringsmiljø og god undervisning handler ikke om å bruke én bestemt metode. Det finnes mange metoder og strategier som har god effekt. Det finnes også noen tilnærminger som har liten effekt på læring».
Thomas Nordahl er professor ved Senter for praksisrettet utdanningsforskning (SEPU) ved Høgskolen i Hedmark. Deler av forskningen det refereres til i denne artikkelen er utført der.
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