Die Schule dreht sich immer weniger darum, was den Schülern inhaltlich oder fachlich vermittelt wird. Viel wichtiger scheinen Gruppenarbeit, Referate, Mind-Mapping und Stuhlkreise zu sein. Ein Kommentar zur Methodenkompetenz.

Es ist immer das selbe Spiel! Sobald ein Prüfer vom Landesministerium vorbeikommt, die Schulleiterin sich den Unterricht anschaut oder ein ehrgeiziger Elternvertreter aus der letzten Reihe den Unterricht beobachtet, drehen die Lehrkräfte komplett durch. Bereits Stunden vorher wird den Schülern eingetrichtert, zu welcher Minute des “Prüfungsunterrichts” sie sich wie verhalten müssen, wann sie die Gruppenarbeit starten, wann sie die Gruppen wechseln, wann sie die Unterrichtsergebnisse präsentieren sollen. Schließlich will man einen guten Unterricht präsentieren.

Bereits seit Jahren bringen die Unis den angehenden Lehrkräften die neuartigen Formen des Unterrichts bei: Gruppenarbeit, Referate, Powerpoint und vor allem – ganz wichtig – die Anweisung, dass sich die Jugendlichen ihr Wissen selber aneignen. Das hört sich vernünftig an, schließlich sind diese Qualitäten auch im späteren Berufsleben gefragt. Und auch den Schülern gefällt es. Vorerst (sobald es auf die Abiturprüfungen zugeht, fangen einige doch an sich zu fragen, was sie die letzten Jahre eigentlich gemacht haben).

Gruppenarbeit bedeutet meist zumindest für diejenigen, die sie lautstark fordern, dass die Aufgaben an die Erste-Reihe-Streber abgegeben werden können, am Ende aber trotzdem eine gute Note herausspringt. Den anderen gefällt es übrigens auch. Zumindest wollen sie sich nicht beschweren. Bloß nicht dem Lehrer widersprechen!

Zurück in die Realität, bitte!

Solche Methoden, die erlernt werden, sind wichtig und gut, bloß – und das sollte man beachten – ergeben sie nur dann einen Sinn, wenn sie vernünftig in den Unterricht eingebunden werden!

Und in der Praxis sieht die beschworene Methodenkompetenz häufig so aus: Die Gruppenarbeit wird, sobald der Lehrer sich bei einer anderen Gruppe aufhält, zu einem Gespräch über die taktische Ausrichtung der beiden Mannschaften vom Sonntagsspiel der Fußball-Bundesliga. Beim ersten Gruppentreffen des Referatsteams arbeiten maximal zwei, während der Rest die Zeit mit einer Kissenschlacht verbringt. Und die Arbeitsphase im Computer-Raum (wo sich die Informationen selbst angeeignet werden sollen) enden in einer Facebookgruppenunterhaltung der ganzen Klasse.

Es wäre einfach mal schön, mit gesundem Menschenverstand und nicht mit bildungsreformerischer Ideologie den Unterricht zu planen. Dann brauchen wir weder das eine Extreme (ausschließlich Frontalunterricht) noch das andere (bereits beschriebene) Extreme anzuwenden.

Foto: Laura Promehl, jugendfotos.de, CC-Lizenz(by-nc)

72 Kommentare

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    Gruppenarbeit bringt erst etwas, wenn die meisten Teilnehmer motiviert sind, und das erfordert Fähigkeiten der LehrerInnen wie Motivieren, “Couchen”, Beobachten, die sich manche erst noch erwerben müssen. Wenn dann die Mischung aus Gruppenarbeit, Frontalunterricht, … auch noch Spaß macht, ist der Lernerfolg am größten.

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