Dream job for super teacher

Birgit Åberg-Karvonen has recieved positive feedback on her teaching from decades ago. Many students discover the importance of the Swedish language only after moving on to working life.

text and picture Tommi Riekki

”Where have you heard that?”, wonders Birgit Åberg-Karvonen, Swedish teacher at the Language Centre, with slight discomfort when she hears about the praises from her colleagues and students. In her class, Swedish is no obligation, but even the most Swedo-phobic students are happy to come and talk in the second national language.

”Birgit is encouraging and very friendly. She created a relaxing and comfortable atmosphere at the Swedish course, and we didn’t have to be ashamed of our Swedish skills,” one of the students states. ”Many speak more Swedish at my courses than ever before in their life,” says Åberg-Karvonen concerning the importance of an atmosphere that encourages conversation.

”Since the very beginning, Birgit showed genuine interest in our experiences and thoughts,” another student rejoices. ”She emphasised that it was not important to know all the words and grammar, but to be understood,” a third students recalls.

”Language classes are good for contemplating on general affairs. I am genuinely interested in my students’ well-being. I start every class by asking how they are doing,” Åberg-Karvonen states, and emphasises that it is important not to be afraid to put oneself out there and openly tell about one’s own life and one’s own mistakes. That is when the students also dare to engage in the conversation.

Due to her own experiences, it is easy for Åberg-Karvonen to understand language students. As a Swedish-speaker, she started learning Finnish when she was nine years old. ”I understand that many think that Swedish is hard, because I think that Finnish is hard. It is important to create a safe learning environment, where the students are not afraid to make mistakes”, she explains.

The University teaches even the teacher

In addition to everyday affairs, Birgit Åberg-Karvonen’s courses discuss also topics relevant to each field of study. At this point, the teacher often becomes a student. ”Especially technical sciences advance so quickly that the students often have to help out the teacher. You keep learning when you get to know new things,” Åberg-Karvonen says.

”Students are good at giving advice, and they like doing it. It is a valuable thing to have, that teaching is mutual,” she goes on. Åberg-Karvonen considers the best thing about the University language teaching to be that the teacher keeps developing not only his or her skills but also knowledge and interest in new things.

She also has experience in teaching in elementary school and upper secondary school. Those years as a teacher are a valuable experience for her, even though the strict curriculum did not provide equal opportunities for self-development. ”It is good to be familiar with the continuum from school to the university,” says Åberg-Karvonen.

She considers the university to be a nicer environment also because motivating students is easier here. ”The majority of the students are already very motivated, and even if they weren’t in the beginning, emphasising professional language at the courses motivates them, because it makes the courses seem useful in real life,” explains Åberg-Karvonen, who describes her profession as a dream job.

One of the challenges to teaching is that the requirements defined in the Language Act are difficult to fulfil within the time frame reserved for the teaching. ”It is not easy to get everything done in 28 hours,” says Åberg-Karvonen regretfully.

Another cause for concern is the plan to outsource preparatory courses. ”Preparatory courses are important, and it is important that the same teachers teach those courses, because they know what kind of knowledge is needed on the actual courses,” Åberg-Karvonen emphasises.

Furthermore, Åberg-Karvonen is not happy with the cuts that have been made to the elementary courses of other languages. She believes that it is important for the university to offer a possibility for learning a new language, since it is not often possible in upper secondary school.

The teacher’s dedication was rewarded

In addition to the students, Birgit Åberg-Karvonen is very fond of her colleagues. Together they prepare teaching material and take annual study trips, which are funded by money applied for outside the university and collected together.

Cooperation has become tighter over the years, and Åberg-Karvonen has become very well-liked. ”Just like as a teacher, she is a great listener also as a colleague. Birgit always knows how to pose the right questions and she has an excellent sense of humour. At work she concentrates on being a good teacher, investing in her work with the students. Birgit is a super Swedish teacher,” Päivi Jokinen says about her colleague.

The teaching skills of Åberg-Karvonen have also been acknowledged elsewhere, for this year she received the prize by OKKA and Swedish Cultural Foundation in Finland in the amount of EUR 1,000 for her merit in Swedish language teaching and advancing Swedish culture in a Finnish language educational institute.

The teacher is very pleased with the prize, but also embarrassed, because according to her there are many other good teachers at the University of Oulu deserving of the prize.