Pädagogische Hochschule Kärnten
Viktor Frankl Hochschule
REFLECTION ON SCHOOL VISITS AND CLASSROOM
OBSERVATIONS
Author: Karolina Acsova
Course: Diversity in Education – PBIPFW11WS
Date: Klagenfurt, 2026
VOLKSSCHULE WOLFSBERG – 6th of November
On November 6th, we visited an elementary school in the town of Wolfsberg. From
the moment of arrival, I was struck by the pervasive atmosphere of tranquillity and openness
that characterized the entire institution. During the introductory session, the headmistress
provided us with essential institutional data. The school is notably large, accommodating 312
students across 17 classes. Significantly, six of these classes are specifically tailored for
students with special educational needs. In these specialized settings, a triad of professionals
is typically present: a lead teacher, a teaching assistant for individual support, and a medical
professional to ensure the students' health requirements are met. Furthermore, the school
offers dedicated enrichment sessions for gifted students. I was particularly intrigued by the
"music classes," where the standard curriculum is integrated with intensive musical education.
For students exhibiting behavioural challenges, the school utilizes "time-out" classes. These
provide a temporary intervention for several months, after which the student's progress is
assessed to determine their reintegration into the mainstream classroom. Given that the
student body comprises 21 different nationalities, the school also provides 15 hours of
supplemental German language instruction per week to facilitate seamless integration.
Accompanied by two colleagues, I visited a third-grade special education classroom
consisting of three students with special needs. We were greeted with immense warmth,
allowing us to proceed with our presentations. The students showed exceptional engagement.
I was particularly impressed by their proficiency in English and their lack of inhibition when
participating in discussion. Personally, presenting in such a supportive environment was a
rewarding experience that made me feel quite at ease. During the second hour, we moved to
the corridor with the students with special needs and divided into smaller working groups. I
worked individually with a student who faced profound communication barriers, primarily
expressing himself through non-verbal sounds and basic vocabulary. We practiced a phonics
exercise where his task was to recognize the letter "m" and point to his mouth. Despite my
own limited proficiency in German, our cooperation was highly effective. The student even
shared enthusiasm for his canine-assisted therapy sessions. We concluded the period in the
relaxation room, which allowed us to observe the students’ social dynamics during
unstructured play.
Reflecting on the experience, I felt remarkably comfortable in the classroom. While
this was not my first encounter with special education, the linguistic and communicative
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barriers were palpable and challenging to navigate. Nevertheless, I believe we managed these
obstacles successfully. Even within the span of two hours, I was able to develop a perceptive
understanding of the student I was assisting. I am deeply grateful that this observation took
place within a special education context. This visit provided valuable insight into the Austrian
pedagogical system, offering practical experiences that I intend to integrate into my own
future professional practice.
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INTERNATIONAL SCHOOL CARINTHIA – 27th of November
On November 27th, I experienced a highly significant professional opportunity, a visit
to an international school. This institution represents a modern, private educational model that
firmly anchors its pedagogical philosophy in the prestigious International Baccalaureate (IB)
programmes. The school’s primary pillar is a paradigm shift from the traditional teacher-
centred instruction toward a student-centred approach. Here, educators do not function merely
as purveyors of facts, but rather as mentors and facilitators who stimulate children's natural
curiosity and guide them toward a profound understanding of global interconnections. The
curriculum is implemented primarily through inquiry-based learning, where students seek
answers to their own questions, and through problem-solving methodologies that cultivate
critical thinking, collaboration, and analytical skills. A vital component of the educational
process at ISC is the integration of modern technologies, which are incorporated into
instruction from the first grade. Students utilize tablets, laptops, and specialized software to
create digital projects, thereby acquiring the digital literacy essential for the 21st century.
Beyond state-of-the-art science laboratories and art studios, the school emphasizes character
development through the "IB Learner Profile." This framework inspires the entire community
to be open-minded, principled, caring, and willing to take healthy risks. Consequently, ISC
creates a stimulating environment that not only prepares students for their future academic
careers but also shapes them into international-minded citizens with a lifelong passion for
learning and a sense of responsibility toward the world.
During the observation, I explored the school alongside a colleague. Initially, we
focused on primary-level classrooms, which aligned more closely with my pedagogical
specialization. Our first visit was to a first-grade class, where I was intrigued by the
differentiated instruction. Each student worked at their own pace on individualized tasks. The
teacher acted strictly as a guide, departing entirely from the conventional model of frontal
instruction. Subsequently, we visited a fourth-grade class where students were singing
Christmas carols, and we were invited to join them. The atmosphere was remarkably relaxed
and engaging. During the break, we explored the school premises, which were adorned with
impressive student artwork. In the latter half of the day, we transitioned to the secondary
level, beginning with an eighth-grade history lesson focused on World War I. The students
worked independently on worksheets, utilizing their tablets to conduct research. In this
setting, the teacher again served as a facilitator, available to provide individualized support
when requested. Our final visit was to a sixth-grade history class, which featured a
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competitive activity regarding Greek mythology. This session was particularly inspiring due
to its high level of interactivity and student engagement.
Every lesson I observed at this institution was profoundly inspiring. In my own
previous practice, I had not encountered such a pervasive and seamless integration of tablets
and computers, and I was pleasantly surprised by its effectiveness. I was particularly
impressed by the respect for individual learning tempos, which effectively mitigated student
stress regarding academic performance relative to peers. The atmosphere across all
classrooms was consistently relaxed, reflecting a genuine sense of student well-being and
engagement. Furthermore, I found the English-medium instruction highly beneficial; in my
view, early immersion in a foreign language is crucial, and it was evident that the students had
already achieved a high level of proficiency. Overall, the visit to this private international
school was exceptionally enlightening, offering me a broader perspective on contemporary
educational possibilities.
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VOLKSSCHULE ST. VEIT AN DER GLAN – 4th of December
In December, our final institutional visit took place at the primary school in St. Veit an
der Glan. This public elementary school is characterized by a diverse range of educational
pathways, emphasizing inclusivity and individualized student development. Its unique profile
is defined by a specialization in music education and the implementation of reform pedagogy,
specifically through multi-age classrooms. The school aims to foster a motivating and
respectful environment where modern instructional methodologies are integrated with
traditional values. A central pillar of its philosophy is the support of "all-day schooling",
which offers a balanced curriculum of formal instruction, supervised study, and
extracurricular activities. This system enables students to consolidate academic content more
effectively while developing social competencies within a secure community. Beyond its
musical and pedagogical focus, the school maintains active engagement with parents and the
local community, supported by a proactive parents' association and local sponsorships. The
educational process is further enriched by thematic projects, excursions, and certified
activities that transcend the standard curriculum. Situated in the heart of St. Veit an der Glan,
the school positions itself as a space where the joy of learning meets personal responsibility,
providing every child with the opportunity to cultivate their specific talents.
Our observation was conducted in groups of four. Our group began in a third-grade
classroom, where we had the opportunity to deliver presentations regarding our backgrounds
and home countries. The class was exceptionally welcoming. The students appeared highly
engaged and interacted with us with surprising enthusiasm. Their active participation made
the presentation a personally rewarding experience. For the second period, we moved to a
fourth-grade classroom for a purely observational session. The lesson began with students
seated in a circle on the floor, discussing Advent traditions. Each student read a card
describing a specific custom, and the group collectively guessed the corresponding date. This
activity was clearly engaging for the students. In the latter half of the lesson, the students
returned to their desks for a more traditional model of frontal instruction. The teacher
transcribed Christmas-themed vocabulary onto the blackboard, which the students then copied
into their notebooks.
To summarize my impressions of this institution, I must distinguish between two
differing experiences. The first lesson left a very positive impression, characterized by a
relaxed and pleasant atmosphere fostered by both the students and the educator.
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Unfortunately, I cannot say the same for the second classroom experience. At times, I
perceived a certain level of apprehension from the teacher, as if our presence was an
imposition. However, I recognize this may have been a subjective interpretation and do not
wish to overstate its significance. Conversely, I was highly impressed by the classroom's
physical environment. A notable feature was the inclusion of a bunk bed designated as a
relaxation area, which contributed to a positive overall impression of the facility’s equipment.
Both classrooms visited were spacious, with an appropriate student-to-teacher ratio. Despite
the slightly varied interpersonal experience in the second session, I remain grateful for the
opportunity to observe this school and its unique organizational structure.
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CONCLUSION
The opportunity of school visits in Carinthia provided a complex and multilateral
overview of the Austrian education. By observing three different institutions, a specialized
public elementary school, a private international school, and a public school focused on
reform pedagogy, I was able to witness how diversity in education is reflected in everyday
life. This experience helped me better understand that "diversity in education" is not just a
theoretical concept, but a living reality that requires different structural and interpersonal
approaches.
At Volksschule Wolfsberg, I was deeply impressed by the inclusion of students with
special educational needs. The visit highlighted the importance of a multidisciplinary team
and the need for specialized environments, such as "time-out" classrooms and relaxation
rooms, which support each child's unique journey. My individual work with a student who
faced communication barriers taught me that effective pedagogy often transcends language
barriers. Empathy and patience are universal tools that can bridge even the most significant
communication gaps. This visit reinforced my belief in the power of inclusive education when
supported by adequate resources and a welcoming atmosphere.
The switch to the International School Carinthia brought a big but inspiring change.
The shift from a teacher-centered approach to a student-centered one was clear in every class.
Observing the seamless integration of digital technology and inquiry-based learning
convinced me of the effectiveness of modernizing the curriculum to meet the needs of the 21st
century. The emphasis on the "IB student profile" showed me that education is as much about
character development and global citizenship as it is about academic achievement. I was
particularly impressed by the respect for individual learning pace, which creates a low-stress
environment that encourages genuine curiosity.
Finally, a visit to the Volksschule St. Veit an der Glan elementary school provided
valuable insight into how traditional public education can incorporate reform pedagogy and
music-focused specializations. Although the experiences in the two classrooms differed, the
visit as a whole underscored the importance of the physical environment for learning,
illustrated by the creative use of relaxation spaces such as bunk beds, in promoting student
well-being. It also reminded me of the professional challenges teachers face when being
observed and highlighted the importance of mutual respect and open communication between
visitors and educators.
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In conclusion, these insights collectively shaped my vision for future professional
practice. I learned that whether through specialized support, technological integration, or
reform methodologies, the core of successful education remains the same: a deep respect for
each individual child. The "calm and openness" I felt in Wolfsberg, the "international focus"
of ISC, and the "joy of learning" in St. Veit are elements that I aim to cultivate in my future
classrooms. This journey through the Carinthian school system was an invaluable foundation
for my pedagogical education and gave me a broader view of what is possible in
contemporary education.