Primary school teacher jobs in Finland
Primary school teachers instruct students on a primary school level. They develop lesson plans in line with curriculum objectives for the variety of subjects they teach, including mathematics, languages, nature studies and music. They monitor the students' learning development and evaluate their knowledge and skills on the subjects taught through tests. They build their course content on the students' knowledge of previous learnings and encourage them to deepen their understanding on the subjects they are interested in. They use class resources and teaching methods to create an inspiring learning environment. Primary school teachers also contribute to school events and communicate with parents and administrative staff.
Primary school teacher - Which skills are essential?
Promote the prevention, early detection, and management of children`s problems, focusing on developmental delays and disorders, behavioural problems, functional disabilities, social stresses, mental disorders including depression, and anxiety disorders.
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method.
Communicate to others on devising and facilitating creative processes through the use of a range of tasks and activities appropriate to the target group.
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
Follow up on students’ learning progress and assess their achievements and needs.
Instruct primary school students in the theory and practice of a variety of subjects, such as mathematics, languages, and nature studies, building the course content based on students' existing knowledge and encouraging them to deepen their understanding on the subjects they're interested in.
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Help children and young people to assess their social, emotional and identity needs and to develop a positive self image, enhance their self esteem and improve their self reliance.
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.
Work with children and young people to identify the skills and abilities they will need to become effective citizens and adults and to prepare them for independence.
Perform activities with children according to their physical, emotional, intellectual and social needs by using appropriate tools and equipment that facilitate interaction and learning activities.
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
The inner workings of a primary school, such as the structure of the relevant education support and management, the policies, and the regulations.
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Maintain discipline and engage students during instruction.
Support and coach students in their work, give learners practical support and encouragement.
Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
The goals identified in curricula and defined learning outcomes.
Inform children`s parents of the activities planned, program`s expectations and children`s individual progress.
Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.
Primary school teacher - Which skills are useful but not essential?
The importance of a clean, sanitary workspace for example through use of hand disinfectant and sanitizer, in order to minimise infection risk between colleagues or when working with children.
Provide assistance in the planning and organisation of school events, such as the school's open house day, a sports game or a talent show.
Instruct students in the theory and practice of arts and crafts and the fine arts, whether recreationally, as part of their general education, or with the aim of assisting them in pursuing a future career in this field. Offer instruction in courses such as drawing, painting, sculpting and ceramics.
Take students' opinions and preferences into consideration when determining learning content.
Evaluate the different aspects of development needs of children and young people.
Improvise music during live performances.
The different musical instruments, their ranges, timbre, and possible combinations.
Observe students during instruction and identify signs of exceptionally high intelligence in a student, such as showing remarkable intellectual curiosity or showing restlessness due to boredom and or feelings of not being challenged.
Motivate performers to take on challenges. Encourage peer-learning. Establish an environment for experimentation using various methods, such as improvisation.
Accompany students on an educational trip outside the school environment and ensure their safety and cooperation.
Check and maintain musical instruments.
Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.
Recognise and describe the development, observing the following criteria: weight, length, and head size, nutritional requirements, renal function, hormonal influences on development, response to stress, and infection.
Assist students showing great academic promise or with an unusually high IQ with their learning processes and challenges. Set up an individual learning plan catered to their needs.
Set up joined and individual meetings with students' parents to discuss their child's academic progress and general well-being.
Different musical styles and genres such as blues, jazz, reggae, rock, or indie.
Select artistic materials based on strength, colour, texture, balance, weight, size, and other characteristics that should guarantee the feasibility of the artistic creation regarding the expected shape, color, etc. - even thought the result might vary from it. Artistic materials such as paint, ink, water colours, charcoal, oil, or computer software can be used as much as garbage, living products (fruits, etc) and any kind of material depending on the creative project.
The systems used to visually represent music through the use of written symbols, including ancient or modern musical symbols.
Fabricate and prepare prototypes or models of objects to be crafted.
The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
Lead, supervise or help with the assistance of indoor and outdoor recreational or educational activities after school or during school holidays.
The symptoms, characteristics, and treatment of diseases and disorders that often affect children, such as the measles, chickenpox, asthma, the mumps, and head lice.
Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
The study of human behaviour, performance, and psychological development from infancy to adolescence.
Encourage and facilitate the development of children's natural curiosity and social and language abilities through creative and social activities such as storytelling, imaginative play, songs, drawing, and games.
The often emotionally disruptive types of behaviour a child or adult can show, such as attention deficit hyperactivity disorder (ADHD) or oppositional defiant disorder (ODD).
Manipulate purpose-built or improvised instruments to produce musical sounds.
Instruct students in the theory and practice of music, whether recreationally, as part of their general education, or with the aim of assisting them in pursuing a future career in this field. Offer corrections while instructing them in courses such as the history of music, reading music scores, and playing a musical instrument (including voice) of specialisation.
Keep track of the pupils who are absent by recording their names on a list of absentees.
Observe students' recreational activities to ensure student safety and well-being and intervene when necessary.
Incorporate the use of online learning environments and platforms into the process of instruction.
Analyse policy issues which impact on students’ experience of education. Advise on the ways in which lesson plans for specific lessons can be improved in order to reach education goals, engage the students and adhere to the curriculum.
Tend to children by feeding them, dressing them, and, if necessary, regularly changing their diapers in a sanitary manner.
Fabricate/prepare patterns or templates to guide the crafting production process.
The body of interrelated concepts that constitutes the theoretical background of music.
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Supervise and potentially organise educational or recreational activities for the students outside of mandatory classes.
Organise an event in which participants can express their creativity, such as putting on a dance, theatre, or talent show.
The teaching methods, equipment and settings used to support students with special needs in achieving succes in school or community.
Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.