Forum Replies Created
-
Posts
-
Gender stereotypes can significantly impact students from a young age, shaping their interests, self-esteem, and academic choices. Gender stereotypes can differ from culture to culture and a child’s home environement, nationality, religion, socio-economic background can all influence the stereotypes a child may be exposed to and the expectations placed on someone based on their gender.
In a 3rd class setting, I have observed a scenario where boys were encouraged to play with construction toys like lego and girls encouraged / expected to play with dolls/fairies etc. This subtle reinforcement of traditional gender roles through expectation can limit students’ exploration of interests and talents beyond these stereotypes.
To combat these stereotypes, Development Education methodologies can be integrated into the classroom. For example, teachers can use activities that challenge traditional gender roles, such as mixed-gender group projects where students take on various roles, regardless of their gender. Lessons can include inclusive materials, role-playing activities, stories and role models from diverse backgrounds, with diverse careers and interests, highlighting achievements across all fields and encouraging students to pursue any interest or career path. It is important to celebrate a variety of acheievments in the classroom also instead of only celebrating traditional academic and sporting acheivements.
Incorporating these approaches into the School Self-Evaluation (SSE) process can ensure that the school promotes gender equality and inclusivity. By assessing and adapting teaching practices to address and reduce gender biases, schools can foster an environment where all students feel empowered to explore their full potential.
Hi Karen, I love the idea of bringing awareness to how difficult it is for children to access education in different parts of the world by showing the YT video on ‘most dangerous ways to school’. Sounds very engaging and I look forward to showing it to my class this year
I have 3rd class this year and I think given the current state of climate concern it would be great to focus on Goal 13: Climate Action.
Children are being exposed to alot of anxiety about climate change and I think it would be beneficial for them to learn about how they can be empowered to take action at a local level in line with ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions. Children will be disproportionately affected by the effects of climate change so it is especially important for them to be educated on the risks and potential outcomes locally and globally.
Locally, in Ireland, children may experience increased flooding and temperature changes impacting their daily lives and well-being. Globally, children in vulnerable regions are at risk of displacement and loss of access to essential services due to climate-related disasters. Children in Ireland are becoming more familiar with these ideas as there is a growing number of children from vulnerable regions taking refuge in Ireland. Development Education can play a crucial role by empowering students with knowledge and skills to understand global challenges and think critically about local solutions.
Classroom activities could involve observing weather patterns and discussing affects of various weather patterns on various aspects of life; growing and taking care of vegetables or flowers, learning about the importance of local food production and reducing carbon footprints. This hands-on experience can be linked to lessons on food security (SDG 2: Zero Hunger) and environmental stewardship. Another classroom activity could be doing an Energy Audit to involve students in a simple energy audit of the school, where they identify ways to reduce energy consumption. They can monitor lights, heating, and electronic devices, and propose actions like turning off lights when not in use or advocating for energy-efficient bulbs. This encourages responsibility and ties into SDG 7: Affordable and Clean Energy.
To encourage students to take action on a whole-school level, educators can integrate climate action into School Self-Evaluation (SSE), ensuring that the school assesses and improves their environmental impact. Through projects like creating school gardens, promoting energy efficiency, or participating in local climate initiatives, students can actively contribute to SDG 13 while supporting ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions.
I have never used Google Classroom with my class and I am somewhat apprehensive about the task of setting every child up with their own personal email account and walking everyone through the steps of navigating the platforms.
I had never come across the ‘applied digital skills with google’ website before and I’m excited to use it this year with my 3rd class students.
I loved the simplicity of the set of lessons to ‘introduce yourself in google slides’, linked below. I think this would be a brilliant process to ascertain the level of comfort the students have with digital literacy in a meaningful way. I love how naturally they are exposed to various skills of creating a personal slide – adding a background, inserting relevan images, changing font and formatting text etc. I can imagine the students would have great fun collaborating and exchanging ideas and skill sharing. I love that it results in a collaborative digital project that gives voice to each child’s interests through a digital medium.
As a side note , I would appreciate being directed to somewhere which will show me how to set up Google Classroom for use, and guidance as to whether it is necessary for each child to have a personal email address and whether permission is required for same from their guardians. Sorry for my ignorance and thanks in advance for your support.
