“School should not be a museum of the past.” Global Teacher Prize Finalist Turns Education Into a L
18 ǀ POSITIV 4/2025
VZDĚLÁVÁNÍ
“School should not be a museum of the past.”
Global Teacher Prize Finalist Turns
Educaon Into a Living Experience
This year’s Global Teacher Prize CZ nalist, Petra Helebrantová from the 1
st
Internaonal School
of Ostrava – internaonal grammar school, is one of those teachers who are transforming school
into a place of genuine learning, respect and humanity. In her teaching, she combines experienal
educaon, literature and current social issues, teaches children with diverse cultural backgrounds
and shows that a teacher today is no longer just a source of informaon, but above all a guide
on the journey of discovery.
What does being a finalist of the Global Teacher
Prize CZ mean to you? Was it a moment
of reflection, or more of an encouragement
to continue what you do?
It is a great honour to be part of such an inspiring group
of teachers. This year in particular, because among
the finalists are people I deeply respect and with whom
I share similar pedagogical values, a love of learning,
respect for students and, above all, a sense of humour—
without which school simply wouldn’t work. I see
it more as an encouragement and a commitment. After
several previous nominations, I decided to accept it this
year because I feel ready to be part of a community
of people who are actively transforming education.
How would you describe your teaching methods
to readers who do not work in education? What
should we imagine under “experiential learning”?
Experiential learning turns education into a living
experience. It is not about handing over ready-made
information, but about allowing understanding
to emerge from genuine experience. When we read,
go to the theatre, travel - we look for what these
experiences can tell us about the world and about
ourselves. School should be a place where students
make sense of things.
Your approach shows that a teacher today doesn’t
have to be merely a transmitter of curriculum,
but rather a guide or mentor. Do you think this kind
of teaching will be crucial in the future? And how
can we prepare the education system to support
such teachers?
At a time when we can look up information
within seconds, the idea of a teacher as the sole
source of knowledge loses its purpose. What truly
matters is helping students develop the skills they
need to thrive—critical thinking, collaboration,
understanding of context. A teacher should be a guide
who accompanies students as they discover the world
and themselves. To have more teachers like this,
we need a system that trusts them, gives them space
to grow, and supports their creativity.
Your students come from diverse linguistic
and cultural backgrounds. How do you teach
Czech language and literature in a way that
is understandable even for those for whom Czech
is not their mother tongue?
The foundation is a relationship and a sense of safety.
When students aren’t afraid to make mistakes,
they learn the language much more naturally.
Especially in classes with varied linguistic and cultural
backgrounds, it’s important to use group work, pair
activities and project-based tasks. The key is to adapt
methods so that everyone has room to grow, regardless
of where they come from or what their language level is.
Such teaching allows students to excel in areas where
they are strong, even if language isn’t one of them.
They experience success, their confidence grows, their
attitude towards learning improves, and step by step
they move forward.
At a me when we can look
up informaon within seconds, the idea
of a teacher as the sole source
of knowledge loses its purpose.