Arriving at Rygaards School in Denmark, I was immediately struck by the warm atmosphere and the openness of both staff and students. The school’s culture of collaboration and curiosity welcomed me from the very first day, and over the following weeks, I became part of a vibrant learning community that challenged and inspired me in equal measure.
My role was multifaceted: I observed lessons, supported students individually, and gradually took on teaching responsibilities – primarily in mathematics, but also in German and physical education. Early on, I joined classes revisiting topics like partial root extraction and linear equations. It was fascinating to see how students from over 80 different countries approached these concepts, and I enjoyed helping them work through specific examples, often in English, which added an intercultural dimension to the experience.
As I became more involved, I also had the opportunity to teach individual sequences in mathematics on the topics of functions and inverse functions as well as bearings. I provided additional materials to support student learning and discovered other teaching platforms like DrFrostMaths, Corbettmaths, and Twinkl, which offered engaging ways to present mathematical content. These tools, along with the school’s emphasis on student-centered learning, broadened my perspective on how technology and pedagogy can work hand in hand. That said, there are certainly parallels between the use of technology in the classroom and its potential to distract from essential learning 😉.
Beyond mathematics, I observed and participated in lessons across various subjects and grade levels – from Danish and German to PE – and I also had the opportunity to attend the Catholic Games. I led volleyball sessions, organized dodgeball and floorball tournaments, and even joined dance rehearsals for the school prom. These moments outside the classroom were just as meaningful, offering insights into the holistic approach Rygaards School takes to education.
One of the most inspiring aspects of my stay was the school’s commitment to fostering independent learners. Through models like SOUL – See your learning, Own your learning, Use your learning, Live your learning – and structured teaching methods such as the Teaching Circle, students were encouraged to reflect on their progress and take ownership of their learning journey. Weekly assemblies on the theme of friendship reinforced the school’s values and created a strong sense of community.
Intercultural exchange was a constant thread throughout my time in Denmark. In German lessons, I spoke with students about their homes, the seasons, and cultural differences. I also had the opportunity to present the Austrian school system to Danish students and discuss the similarities and differences between IGCSE, IB, and the Austrian Matura with fellow teachers. These conversations were enriching and often led to deeper reflections on our roles as educators.
One particularly memorable moment was celebrating Rygaards School’s 116th birthday – a joyful event that brought the entire school together. It was a reminder of the school’s long-standing tradition of excellence and its forward-thinking approach to education.
Looking back, my Erasmus+ experience was more than just professional development – it was a journey of connection, discovery, and growth. I return to Austria with new ideas, valuable tools, and a renewed passion for teaching. The lessons I learned at Rygaards School will continue to shape my practice and stay with me for years to come.
Daniel Seidnitzer
