I don’t know about you, but when I was a teacher I had every intention of reading articles such as this to help me reflect on my approach to teaching and learning. Sometimes I managed to find a quiet moment. Other times, the reality of a hectic teaching week meant that articles often sat in my reading pile for far too long!
This is a great thinkpiece from Commonwork, and I wanted to capture some of the key learning points for teachers, so that we don’t miss out.
‘We all, to some extent, retain a residue of this baby sense of entitlement that cries “I should have whatever I want, as soon as I want it, I don’t want to know that anyone has suffered for me to get what I want because that will make me feel guilty”’
Can we see this in our own classrooms and are these some of the challenges that we face when we think about our own students’ complex reactions to global issues? Commonwork suggest some points to consider:
Be aware that bringing up issues with younger primary students could unsettle them
A teacher needs to know how to help students work through the issues that they are presenting
To avoid any feelings of helplessness and powerless, help students to take action, creating a sense of agency
Build stronger links between school and home, to make sure that students are not hearing different messages.
Commonwork definitely provides positive experiences for children in a supportive culture, which is not paranoid, over anxious or massively defended against reality. As teachers, we need to continue to work towards creating this culture in our schools and wider community in order to deliver global learning more effectively.