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I don’t work in a Deis band school but the requirement to have small water bottles, plain mini brioche and oaty bars in the drawer is a must. There are only a handful of children who arrive to school with no breakfast or insufficient lunch but I would rather this than them not coming to school at all.
I had a look into Concern Primary debates after I read your post and it looks fantastic. Unfortunately we’re in a junior school so it’s not possible to register but I’ll keep looking for similar projects pitched at 1st and 2nd class level.
I like this too. Within the parent body and local community there are many professionals who would be delighted to visit the school and talk about their careers.
These are some great ideas Nicole. In some situations the children are not exposed to the 3 or 4 bins a household may have. I find that students in my class who are living in an apartment with communal waste disposal don’t have the same regard for the segregation of waste. Introducing the waste bin (black) recycling bin (green) and organic waste (brown) into my classroom created lots of conversation and questions in the beginning. What bin does this go in? and then why? It gave us the opportunity to have discussions about materials on a regular basis..Until such time that they no longer asked the questions as they had the answers.
Climate change has a significant impact on Ireland, affecting various aspects of it’s environment, economy, and society. These effects are evident in multiple areas, including agriculture, coastal erosion, and water supply. Ireland is experiencing an increase in severe weather occurrences such as storms, heavy rainfall, and flooding, which can result in property damage, displacement, and disruptions to transportation and infrastructure. As global temperatures rise, sea levels are also rising, posing a threat to Ireland’s coastal regions, including Dublin, Galway, and Cork. This increase in sea levels can lead to coastal erosion, loss of habitats, and heightened vulnerability to storm surges. The agriculture sector in Ireland is being impacted by climate change. Changes in temperature and rainfall patterns can have an effect on crop yields, livestock health, and overall agricultural productivity. Furthermore, climate changes can alter the timing of planting and harvesting seasons.
Personally I feel I could do better in the collective action against climate change. As a family we are conscious of the energy we use in our home, the goods we recycle and our water consumption. We could do more in the areas of food waste, fast fashion and our carbon footprint.
I think it is important to empower our students by encouraging to make their goals attainable (SMART targets). Let them know their actions, big or small, can contribute to a positive change. These actions could include organising school recycling programs, energy-saving campaigns or utilising the school garden to learn about sustainable food production.
Climate change is a hot topic at present and many young children have heard the phrase but don’t really grasp the implications. In the classroom we can explore climate change at an appropriate level and teach students about the causes, impacts and potential solutions.
It is important to engage students in local environmental issues and encourage them to take action within their communities. This could involve organising a community clean-up event, participating in local climate change protests or initiatives, or inviting guest speakers who work on climate change projects to share their experiences. It is also crucial that we provide hope, climate change is a serious issue, but it’s important to emphasise solutions and positive actions to avoid eco-anxiety.
In our stream we had observed a significant increase in littering in our town. As a result, we participated in the Picker Pals Program. This initiative had such a positive impact on the area that we are going to continue it each year. Community members praised the students for their efforts while out picking up litter. This is a very simple initiative appropriate for all age groups that integrates education, practical involvement and community engagement.
We can encourage sustainable practices among the students and within the community by teaching them about energy conservation, recycling, waste reduction, using public transportation or carpooling. Small actions like turning off lights, unplugging devices, and minimising water usage can collectively make a significant impact. For older students we can promote volunteering for tree-planting initiatives with the local biodiversity groups and participate in local conservation projects. These initiatives all educate students about the importance of preserving biodiversity and ecosystems while we can inspiring them to take an active role in addressing climate change and making a positive impact on the world.I had a similar experience in the classroom this year Fiona with late arrivals to the class. I would have been lost had it not have been for a fluent Russian speaker of Lithuanian descent in my room. I was lucky that 2 of my new students also spoke Russian and they were in a position to then translate again for the 3rd child who only spoke Ukrainian. It was also a huge comfort to them to have people in their group who they could communicate with freely.
Unfortunately I relied heavily on Google translate for a child who only spoke Urdu which was not always accurate and at their age their language was oral. In a busy classroom waiting for Google to read out my responses for the child to hear definitely proved challenging. But they took it in their stride and frustration was minimal.
I don’t know where we could look for this level of support from outside agencies??
This module was the most relevant to the events in our classroom this year. We had a number of students join our class, frightened, nervous, overwhelmed and without English language. For the most part these students mastered communication and made friends. Some students stayed, some moved on to more desirable accommodation. The ripple effect of the changes in the room were felt by all of us and I was so proud of the students for their welcoming nature and their care and compassion for the students who found themselves in this predicament. As education is key, organising awareness campaigns or events is crucial to educate students about the challenges faced by refugees and highlight the importance of welcoming them in an inclusive way. Providing social stories and guest speakers to give the children concrete experience will lend to their development education.
Our school has done a wonderful job to date in providing a welcoming environment for all students and their families. This was displayed during our International Day both last year and this year, celebrating all the nationalities and cultures within our school.
The Wicklow Volunteer Centre have made great headway in linking the Ukrainian community and those living in direct provision to groups and activities such as Tidy Towns, Active Retirement, Chess Clubs, Athletics Clubs, Sports Clubs and more. The organisation supports voluntary and community organisations throughout the county and acts as a go between to enable those wishing to volunteer to find a suitable role in many areas such as translation, English language tutor, counselling, choir groups, providing local information, educational advice or acting as a local area guide alongside being a friendly face.
As an example of the end result of such an organisation, I had the pleasure of watching the Kippure Community choir at Kaleidescope this year and I admired how from a place of forced migration, from a variety of countries, with an array of different languages, they came together and found something beautiful.
As our schools continue to welcome students from non-English speaking countries or places of conflict and persecution we need to continue to develop our specialised orientation programs. The department has facilitated extra hours over the last 2 years to allow for language tuition and emotional support for newly arrived refugee students to help them navigate the school system, understand academic expectations, and access necessary resources. This needs to continue alongside further support from schools and local communities.My reflection on this module touched on some of your points Anna Lucia. The consequences of limited education leads to such disadvantage in the future. The disparity in our classrooms are a complex issue.
Education is a basic human right for all and enables people to make the most of their lives.
Education equips our students to reach their potential with the knowledge and skills they need to develop their talents and pursue their goals. In my opinion education is where tackling all of the sustainable development goals begins. We need to provide our students with knowledge and understanding of complex global challenges like poverty, climate change, and inequality. Without this knowledge, it’s difficult to grasp the scope and seriousness of these issues. Education is the forefront to breaking poverty cycles and promoting equality. It is one of the strongest tools to lift people out of poverty by increasing job opportunities and earning potential. In our classrooms we foster critical thinking, tolerance, and understanding, which are essential for a fair and balanced society but in spite of the recognised importance, we still struggle to ensure access to quality education nationally, internationally and globally. Even in Ireland where all children have the access, barriers remain based on socioeconomic backgrounds. If education is not valued at home this results in poor attendance, no homework support, no bedtime stories, all things that many people would consider to be a given, this creates a ripple effect in a student’s educational experience. The cycle continues.
Tackling poor attendance and negative attitude requires a two-pronged approach: addressing the root causes and making school more engaging. Additional supports are required nationally to assist struggling families.
As was mentioned in Module 3, some children complain about having to go to school and there are children who do not have the opportunity at all. Workshops and support for parents in Ireland regarding their child’s education can be a powerful tool to create positive change, both locally and globally. We need communication and collaboration between parents and teachers. This benefits both parties and creates a more supportive learning environment for the student. On a national level workshops can be tailored to address the needs of all families, regardless of background or socioeconomic status. This can help bridge the educational gap and ensure all children have a fair chance to succeed. It’s important to ensure workshops are accessible to all parents, regardless of location, language, or disability. A model of parent engagement programs can be a valuable resource for other countries. Sharing successful strategies can contribute to global improvements in education. We have the ability to support parents in their child’s education, which in turn can contribute to solving global issues like poverty, inequality, and lack of access to quality education.I completely agree with you Sarah. For Golden Time in our classroom at the beginning of the year I had an array of board games. Towards the end of the year I permitted the children to bring in some toys from home once they fit in their school bags. The boys brought in cars and dinosaurs and the girls brought in dolls and teddies. It was a rare that I saw mixed play with the ‘girl toys and boy toys’ or with the considered neutral Lego or Uno and I did feel slightly torn. I had considered putting a stop to the toys from home option but decided against it. If these are the toys that they have chosen to purchase from Smyth’s and share with their friends then they are the toys they want to play with. Is that ingrained gender bias or simply their preference? It’s a tough one.
Gender stereotypes have proven to have a negative impact in education, placing limits on our student’s potential. Development education methodologies can play a role in dismantling them. In our 1st class group during Aistear role play specific examples of stereotypes are visible. Some of the students have definite opinions on gendered professions such as the boys are doctors, pilots, post people or bus drivers and the girls are caregivers, teachers, air hosts or nurses. It is essential for the students to become aware of and address these stereotypes to achieve an inclusive learning environment that focuses on their holistic development.
Development education methodologies use the learning materials to create activities and generate discussions. By using text books, literature and social stories the children are given the opportunity to explore all the possibilities available to them irrelevant of their sex. Going beyond the materials we can invite guest speakers from diverse fields to our classrooms that defy preconceived ideas. We can encourage collaboration and challenge biases.
The students learn from what they have been exposed to and in Ireland for the most part the firefighters are men, their teacher is a woman, the secretary is a woman and the caretaker is a man. The students make connections with their immediate environment and their family situations so exposure to alternative situations is vital.
Development education has great power in promoting gender equality in our education system which I envisage will make great strides in altering student’s attitudes, behaviour, responses to gender scenarios and career aspirations.Hi Eoghan,
I couldn’t find the feedback link for Missie’s workshop. I’m not sure what I’m doing wrong? Many Thanks,
Janet
Development education is essential aspect in the holistic education of our students. It opens up a deeper understanding of global issues, cultural diversity, and their own role as global citizens.
Teaching beyond academic subjects is crucial and hugely important in developing skills in critical thinking, building empathy alongside a sense of social responsibility. Students are encouraged to think, feel and take action by learning about global challenges, such as poverty, inequality, environmental sustainability and human rights.
Our school staff this year collaborated with the local community to organise an International Day. The various different cultures and countries had a table/stand in our school hall and they shared their foods, information of their religious beliefs, flags, sports jerseys and national history. It was a hugely successful day celebrating cultural diversity within the school and it promoted a more inclusive environment and appreciation for different cultures while bringing the school community together.
The Green Schools initiative is an excellent pathway to generate environmental awareness in the entire school in a manner that links across the curriculum and puts development education into action. Meaningful development education is an ongoing process that requires continuous reflective practice to ensure a more profound understanding, improved teaching and empowering action.
By creating an environment that fosters global citizenship and facilitating the students on a journey of learning, reflection, and action we can equip them with the knowledge and skills necessary to make a positive contribution to the world.