Forum Replies Created
-
Posts
-
Love the idea of a plastic free week! I think it would be harder than it seems, even from a teachers perspective within the classroom. Also, getting local councillors on board is a great call. The stronger the voice, the more that gets done! 🙂
Climate change is affecting Dublin in more ways than one. Currently in my area, there are a lot of new apartments being built (and a new primary and secondary school) which are very needed in terms of population and homelessness, however, the impact that it has on the environment is a negative one.
Children will be encouraged to think about what ways they can help the environment both in school and outside of school. Students can work with the Green Schools committee to come up with ideas within the school a way to take action and support planting projects (especially within the new schools) to create a place for wildlife and biodiversity.
Children can take on a whole school project where they research climate change, come up with ideas that others can implement and create posters to hang around the school to make others aware. They can use platforms such as assembly’s or newsletters to get their message out into the wider community.
Lastly, children will be exposed to a number of books that address climate change. Children can work with different classes, sharing these stories and creating an activity for the class to take part in. For e.g. the book by Ann Terreros-Martin “Can you see the stars tonight”. This book is about a young girl who helps combat light pollution to help the Puffins make their way home. This book can be read to an infants class and then the infants children can discuss how they can be better at turning lights off . They will create posters or colour in posters to take home. This creates a strong home/school link and encourages change and discussion outside of school.
Love that they have provided workshops. I will definitely have to look into this. There is something about students hearing things not from your teacher that makes it feel more important and in turn creates more of a drive to take action. I love the sound of that organisation, it would definitely be a very useful place for many people and will be something I look further into.
The Irish Red Cross is an organisation that works with refugees in Dublin in particular working really closely with Ukrainian Refugees, where they match Ukranian people seeking refuge in Ireland with people throughout the country.
In my school, we have a number of children and families that are refugees. We include their native language in displays and signage across the school. Provide books in their language which helps them feel included and give them an opportunity to read and share their experiences. In order to take action, the school community is very active and live at the school and giving refugee families an opportunity to connect with others in the school who speak the same language and provide support, guidance and friendship would be a really helpful tool help them settle and feel welcomed. As for children, they can create posters and signs for the school and local community promoting the inclusivity aspect that the school and community has to offer!
I love the idea of a water audit! It would be so interesting to see how much we use unnecessarily, especially in school particularly after art activities. It would be interesting to see what ways children come up to reduce water usage at school and at home too.
Sustainable Development Goal 2, Zero Hunger.
This would be a good topic to bring up with a class as it is something that children are so aware of in relation to the current events happening in the world. In Australia we have the option in school to participate in a challenge called 40 Hour Famine. Children will be able to research this challenge and learn about what this is and how it links to the Sustainable development goal 2. Unfortunately it is not something widely known in Ireland and it is not recommended for those under the age of 12. But creating the awareness and providing children with a way to take action or an idea of how action can be taken would be the start.
In order for it to relate to a more local level, children will look into the statistics of children and families who live below the poverty line in Ireland and in turn don’t have access to enough food. Children will be given time inside school and as part of their homework to reflect on how they could best help these families and what they can do to help minimise food waste. Once these ideas have been harvested, we can work with local charities to help bring these ideas to life.I 100% agree, I am very lucky to also work in a school that works well combatting gender stereotypes not only in the classroom but also in the community. I feel very privileged to know that I work with like minded families and colleagues!
I love that you just continue to reinforce gender stereotypes through many different means, it really does make a big difference.
I often see how gender stereo types affect children, especially in the older grades as it is embedded in them and they have a more preconceived idea of what the ‘norm’ is. I work with the younger children of the school and they are less likely to be stereotyped from my experience. During role play activities, I find children are more open to play any role than if they were in the older classes.
In a previous school, I worked at, we performed weekly performances known as extravaganzas where children would perform to the whole school. For the most part, children were happy to take on a role of any gender. One child in particular refused to take on the role of an angel because angels are girls – they wear dresses, they were a halo. What was nice to hear was other children standing up and defending that boys can be angels too. This however is not something that the children learn by themselves. I see it in shops where parents say “dinosaurs are for boys” or “unicorns are for girls” and also hear it in my own family with grandparents using the same narrative with my own child. As a teacher and a mother, it is important to note that children like what they like and to embrace that and nurture different interests in everyone. Once other children and adults see that, it helps to break down the stigma of gender stereotypes. But, like the previous module, it is usually only baby steps. One small step at a time to make a grand difference in the end.
Where you mention:
“trying to be the change we wish to see in the world is both accessible and powerful, no matter how big or small one feels their contribution is” carries a deeply inspirational tone.
I copied this same quote to reflect on in my piece and couldn’t agree more. Any change is good change, big or small. Even small changes lead to bigger ones over time and the important thing is that change is happening. It gives me such motivation to help be apart of these changes!
I enjoyed reading the paper ‘The Role of Global Citizens in Today’s World’ as it really bought to light a lot of the current issues in the news. The attacks on Indian people in particular, shows that there is still racism amongst the Irish communities and as a result many people don’t feel safe to live or commute to work or school.
This should absolutely not be the case and if it is happening in the streets, then it is inevitably happening in schools just maybe not to the same extent. It is up to us as educators to help promote and be role models to children and “set the moral climate” about fairness and equality in the classroom. This needs to be done tirelessly to ensure that fairness and equality becomes the norm and that children (and inturn the wider society) learn to recognise their role as a global citizen and how it can positively impact their lives and others that they come into contact with.
Trying to change every child’s mindset or knowledge or past is not possible, but to even reach one child is powerful!
WOW! that is an impressive list of songs/arts/poems. I will be copying this to use in the class and share with my colleagues. So many songs I’m familiar with that I didn’t think of. Thank you 🙂
onsider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Twinkle Twinkle Little star, which is a nice starter for younger classes for them as they are familiar and it is a good starting point to get the conversation going about the night sky.
Don Maclean – Vincent Starry Starry Night. Looking at the lyrics together, the imagery that is described in the lyrics is wonderful and reminiscent of Vincent Van Goghs Starry Starry night. Looking at this song alongside the Art work would be a lovely connection and art project to work on.
For an older class they could look at the poem Moonlight by Paul Verlaine alongside the song Claire de Lune by Claude Debussy
The children can read the poem, dissect the poem and understand it. Listen to the song separately and then find the connection. Again, creating art around both of these pieces, using colour to depict the night sky, the animals that are softly dreaming in their trees.
Not being Irish, I am so interested to see all of the Irish songs/poems/art that can be used in the classroom. There is so many lovely pieces that can connect to the Irish curriculum that I will definitely be looking at.
I will be taking note of the apps you suggested. I really want to implement my plan that I posted and these will definitely help. I am also so curious myself when I see things at home so will be using these during the holidays too! Thank you for sharing!
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
In relation to the above, I am fortunate enough to work near Dublin Zoo. I also have a connection to the man who bought in the Aye-Ayes in the zoo 2 years ago.I would set up a meeting with him virtually to discuss the needs of the Aye-Ayes and their need to live in darkness and how light pollution impacts their ability to hunt and forage.
Obviously Aye-Ayes are not part of our local biodiversity but it will be the start of how we introduce the topic.
Children will use their knowledge from the special guest to discuss light pollution and what in our area would cause light pollution at night time. Children will head to our local park with a sheet to note down any wildlife or species they see alongside what type of light pollution might cause animals to be affected. Children can choose one of the species they noted down and work in pairs to create a research project on it and if they are affected by the local light pollution.
Children can then share their findings with the green schools and provide them with a goal to work towards how we can as a school and community create a better environment for our own local biodiversity.