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I like the idea of encouraging the children to write to local representatives about climate change. This would integrate so many of our subjects and create proactive learners!
Climate change is undoubtedly impacting our local area. From catastrophic storms to harmful impacts on wildlife, it is clear that (continued) action is needed. Three actions that I believe would make the world a better place and slow down climate change are:
1. Reduce, reuse. recycle – In our classroom, we teach the children about using the appropriate bin for their rubbish (i.e. waste, recycling and compost). We engage in activities with the children that allow them to learn the ‘why’ behind the various bins and the benefits of separating our rubbish.
2. Energy consumption – Children are conscious of leaving lights on or taps running, however, they are often not sure on why we shouldn’t do this. I teach the children how electricity is produced, how we can reduce this or produce it using sustainable methods. Similarly, I teach the children about the value of water, how many countries suffer from droughts and why water conservation is important.
3. Planting – Giving the children the necessary skills and knowledge to plant trees, flowers and vegetables, not only reduces the need to buy produce from shops but also benefits our wildlife and environment.I agree with you about the trauma training for teachers. I think this would enable us as teachers with vital tools to further provide and safe and welcoming space for refugees.
Our school is the school in which the children from the local direct provision accommodation centre come to. We have children from a wide array of countries, all of whom have different backgrounds, cultures and circumstances. The children arrive at the school having just entered the country as refugees. Oftentimes the children have come from devastating situations and it is our responsibility to create a welcoming and warm environment for them. We organise an annual school walk which invites all of the families in our school community to participate in a community to walk. This enables families to create relationships amongst each other in a safe environment. We organise a multi cultural week in school which encourages the children to create projects about their cultures and share it with their peers. The children are invited to dress in their traditional clothes along with inviting parents and friends in to share cultural experiences with the school community.
I believe that all of these concepts promote a sense of belonging in our school and in turn teach the children in our school to provide refugees with a safe and welcoming environment.Hi Helen,
I also spoke about green school policies, however, I hadn’t thought of using stories and case studies from other parts of the world. I really like this idea and will definitely be adding it to my lessons. Encouraging empathy and a sense of shared responsibility is so important for children.
Teaching sustainable development goals to 1st class is always interesting. Their opinions and ideas are often ones that as adults we don’t think of. I believe that adults can often look too deep into ideas and concepts before first looking at the obvious ideas and solutions. Sustainable cities and communities is something I have explored with 1st class. They are eager and enthusiastic to brainstorm ideas and solutions to create a more sustainable country and globe. Once we had finished brainstorming, we then teamed up with 6th class whereby each child was in a pair with a child from 6th class. Each pair created a large, colourful poster outlining ways in which our school community can become more sustainable in terms of saving electricity, not wasting water, walking to school and recycling our rubbish.
This was our first step in taking action in support of ESD to 2030. Starting local will in turn educate the youth and filter to the local community and in turn, hopefully, begin to create a change in our towns and cities.I completely agree. It is not until we question it that the children themselves begin to question these stereotypes. Oftentimes it is not done by the children to use gender stereotypes but more so done as that is what they have been brought up to know. Continuing to encourage the children to question and break down barriers will further reduce gender inequality.
In my 1st class, I brought a large dolls house into the classroom one morning. All of the girls flocked around it and the boys looked on from the background. I could sense from some of the boys that they were curious and interested in the house but felt it was ‘for girls’. The following morning I arrived into the class to see not one girl playing with the dolls house but 5 boys happily playing. What I loved the most was not one child in the class saw anything wrong with this. I felt so proud at this moment.
As teachers we teach and model development education in the hopes that the children will not conform to the gender stereotypes we all know so well. This moment further fueled my drive to continue to teach and model development education. Using teacher modelling and questioning we can create strong and knowledgeable learners who will continue to fight for gender equality.I agree Claire. Having a place where the children can access true and factual information is vital without being influenced by many other aspects of social media. Enabling the children to have the confidence to ask questions and engage in discussions is an important skill to achieve.
Consider why Development Education is important and how you would try to include it in your own teaching and encourage colleagues to plan development education activities throughout your school.
Development Education is important to empower the future generations with the understanding and knowledge that is needed to continue reaching the Sustainable Development Goals. As stated in the article, ‘there has been an increase in concern for issues pertaining to inequality and the mistreatment of humans across the globe’ (Eric Ehigie, 2021). This shows that Development Education is having a positive impact amongst people and continuing to deliver Development Education will further this increase for concern.
In my teaching, I would continue to encourage the children to become proud global citizens. This would be achieved by modelling behaviour for the children and explicably teaching what being an active global citizen looks like. I would ask the children what they believe needs to be achieved in the world and encourage them to fight for that. This would be the same for my colleagues, oftentimes it just takes one person to initiate a task such as development education activities and others will join in.