„School means more than a place of knowledge transfer“

On this page I have registered a number of questions which I’m asking myself as a teacher in a secondary school again and again. There is no general answer to most of them but they have to be asked regularly and the answers have to be adapted to the certain conditions of everyday life at school.


  • How can teachers achieve that pupils don’t loose there curiosity and enquiring mind which they have when they start at primary school?
  • How can teachers achieve that creativity is more supported and honoured in everyday life at school?
  • How can teachers achieve that also gifts and skills of introverted pupils are recognized and supported at school?
  • How can teachers avoid to notice pubertal boys only as a disturbing factor?
  • How can teachers achieve to give pupils the skills of autonomous learning and figuring out subjects with them?
  • How can teachers give their pupils enough space for social cooperation but also get enough space for learning with them?
  • How can teachers achieve that the working atmosphere in classrooms is dominated by the curious pupils and not by -these pupils who don’t want to go further on?
  • How can we achieve the awareness for the fact that a common pool of general education fit together a society because only then there are subjects on which everybody can communicate?
  • How can teachers show that in times of the www the ability to filter and to judge informations is the most important one?
  • How can teachers show that to pay attention in a focused atmosphere in a lot of situations is the most important precondition for communication?
  • How can teachers give their pupils with them that accurate verbalised language is one of the most important basis of human culture and that this is essential in sciences and arts?
  • How can teachers achieve that pupils experience mathematics as a positive subject – although they are not really gifted in logical thinking?


  • How can teachers introduce “Classical Music” to their pupils when they never have the opportunity to listen to a complete classical composition?
  • How useful is the discussion about “better” and “worse” music – and who decides about the criteria for that?
  • Should music lessons show new musical experiences to the pupils or should we work on music they already know?
  • How can teachers do justice to these pupils who are very involved in music and who know much more about music than the others?
  • How can teachers give to their pupils that there are not only performers in a concert but also a receptive audience which is absolutely necessary to create the special atmosphere of a life concert?