Im Rahmen des im Schulprogramm der Martin-Niemöller-Schule verankerten Bausteins „Stärken fördern, Schwächen beheben” wird ausgewählten Schülerinnen und Schülern der Einführungsphase in der ersten Woche der Osterferien an vier Tagen die Möglichkeit gegeben, Fertigkeiten in den Fächern Deutsch und Englisch zu verbessern. Nach einer Diagnostik des individuellen Lernstands durch die unterrichtenden Fachlehrer und in Abstimmung mit der Zeugniskonferenz werden bis zu 20 Schülerinnen und Schüler der Einführungsphase eingeladen, an diesem kompensatorischen Vorhaben teilzunehmen.

Die Schülerinnen und Schüler werden ihre Kompetenzen an jedem Tag dieser ersten Osterferienwoche in beiden Fächern fortentwickeln können. Die Arbeitszeiträume sind festgelegt auf 8.30 Uhr bis 12.00 Uhr und 13.00 Uhr bis 15.00 Uhr. Dem Sekretariat unserer Schule liegen die verbindlichen Anmeldungen der Teilnehmerinnen und Teilnehmer bereits vor.

In diesen Tagen arbeiten insgesamt vier Fachlehrerinnen an der Präzisierung  der pädagogischen und didaktischen Ausgestaltung der „Chance auf Erfolg”, die auf die Bedürfnisse der Teilnehmerschaft ausgerichtet wird.

Jahresbericht 2021

School during the holidays? This assumption presumably associates a large number of schoolchildren with an unattractive idea and it is in a certain way contrary to the essential intention of the vacation, namely the enjoyment of leisure and relaxation. After the four days of “Chance for Success”, however, the project turned out to be a recommendable and enriching opportunity for the pupils in the introductory phase of the Martin Niemöller School to compensate for weaknesses in German and English to a certain extent and to develop more self-confidence in your own abilities.

We could go back to school, experience normalcy. Normality, a state that we can only imagine and hope for in the near future due to the current pandemic situation. With the help of the program, at least this year’s participants were able to experience a bit of “normal” face-to-face teaching and communicate with classmates on a physical level instead of using technical devices at home. In addition, there were active class discussions with eye contact between teacher and student. This makes a significant difference to the virtual class discussion during homeschooling – a bit of normality, for which I am incredibly grateful.

In terms of content, we dealt with various strategies and methods aimed at more thorough text work and the improvement of text summaries and analyzes. The probability that the professional skills will be significantly expanded within four days is only realistic to a limited extent, but the focus of the program was rather on practicing methods in order to use them in the future with one’s own commitment and to potentially improve in the process. A kind of “springboard” for further schooling, you could say. Furthermore, the learning atmosphere was very pleasant and there was no pressure to perform by giving grades, which encouraged you to say something, even though you didn’t know exactly whether the answer was correct or whether it met the expectations in terms of quality.

In summary, “Chance for Success” is therefore a very effective and worthwhile project, which, in addition to the technical aspects, gave me motivation for further self-development.

Marlon Kunert, E04

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