Carl Håkon Solheim is not intimidated by the fact that the teaching profession has recently received a lot of bad press in the media.
Undeserved bad reputation
– I think it's an undeserved reputation. It's perfectly fine to acknowledge that many teachers are overworked and you can discuss how much responsibility a teacher should have, but there are many good things about being a teacher. You get to help shape the children's future, lead them on the right path. I think that's the core of being a teacher and it's fantastic! I see it as a great privilege, says Solheim, who knows many people he thinks could have become good teachers, but who don't dare because of everything they hear about the profession.
A well-considered choice
– I myself have had many good experiences from my own schooling and have had several good role models through my teachers. I wanted to give it back to future generations. That's why I chose this education, says Solheim.
With both parents as teachers, he says it may have been in the cards that he would become a teacher. Carl Håkon Solheim knows at least what profession he is entering.
Being a safe adult
What kind of teacher do you think you are?
– I hope I become a generous teacher, but also that I become a fair teacher who is consistent. I'll try to be a little funny too, have a little twinkle in my eye. I think you can get far with that, smiles Solheim.
Many children and young people have different challenges and Solheim himself remembers that the teenage years could be difficult.
– And then being met by a safe adult who supports you through such a period, I see as very nice, he says.
Student life with great freedom
Solheim comes from Frekhaug just outside Bergen, but wanted to explore a new city and moved to Oslo with a group of friends. He has not regretted that.
– Apart from the study itself, student life gives you an incredibly great freedom. You can be very flexible and structure your days yourself, says Solheim.
Practice in education can be improved
Solheim highlights practice in education as the best thing about the study. But he believes the scheme can be improved.
– Personally, I ask for more practice and more practice that goes hand in hand with what you learn in the study. I and many of my fellow students have experienced that what you do in practice and what you learn at school do not always talk to each other. But the experience we have had in practice is worth its weight in gold. I envision a practice scheme where you are in work for two years and take part-time studies alongside, suggests Solheim as an improvement.
Must read up on PE
Throughout his studies, Solheim chose mathematics, religious education and ethics, and music, and from the autumn he will teach eighth grade in mathematics and physical education.
– I don't have competence in PE, so I'm trying to read up, he says. But Solheim has long been a leader in KRIK and is used to leading children in play and sports.
– When I talk to my fellow students, I get the impression that it is not the subjects that are the reason they become teachers. It's the view of humanity. Then you choose subjects according to your interests. That's how it is for me too. I chose my subjects because it is something I am interested in. I could well have taught Norwegian too, and had a good time, says Solheim.
The practice shock
Anyone who is going out to work for the first time can probably experience that the transition is great. Teachers call it the practice shock.
– I think it's very real. It's probably that you're used to a certain amount of work in the study and you don't realize how big a transition it is to go out into a real job, where you have to plan teaching, correct tests, have conversations with parents, attend meetings and so on. It is a responsibility you are released from when you are in practice in the study, explains Solheim.
Mentor scheme in new job
Solheim is looking forward to getting started, but is prepared for it to be a bit tough in the first few years.
– I think I have to grab hold of people who have worked for a while and ask my way forward. It's not that I feel I can do everything, but I feel I have a good enough foundation to start as a teacher and learn more while I work. Where I'm going to work, they have a mentor scheme, so I'm not so worried, says Solheim.
Job is in place, new place to live and the master's is delivered. The positive young man says he feels lucky, and so are probably the students who get him as a teacher!
