CLASSROOM TALK
BUILDING AND MAINTAINING A CREATIVE, INNOVATIVE AND COLLABORATIVE CLASSROOM IS NOT EASY. THE BEST WAY TO START IS TO TALK ABOUT IT...SHARE IDEAS, RESOURCES, LATEST RESEARCH...
PROPOSED CURRICULUM
FRAMEWORK
Education on war zones in Eastern Ukraine extend beyond learning to read and write. If in operation, schools provide a safe place for many students away from physical and mental trauma of the conflict, offer a hot meal and water, a place to meet friends and find psychological respite. Therefore, future learning spaces in conflict zones in Eastern Ukraine, should consider their role in providing opportunities to build and “develop values, attitude and skills that are conductive to building the peace”. To achieve that, it is necessary for educators to equip themselves and the students of the conflict zones of Ukraine “in knowledge and skills of peacemaking”. This involves a curriculum that will allow students to learn how to avoid, reduce and eliminate violence, strategies of peaceful conflict resolution and human rights education. The aim for the peace education in war zones is to embed generations of children growing and learning with the echo of shelling, with the internal need for “creating a peaceful world”
p.75-76
LIMINAL SPACE ‘WHAT WAS’ AND THE ‘NEXT’
In many ways conflict in Eastern Ukraine turned into war that no one sees anymore. Nevertheless, it continues to threaten the well-being of children throughout the region, especially for these children living in the proximity to constant military intervention. With daily ceasefire violations, the presence of land mines and unexploded ordnance, children are exposed to the danger of armed conflict direct violence and pain and disperse of human rights. Almost four years on since the beginning of the conflict, children and youth are bounded by liminal space with no direction where, how and what’s next?
The severity of psychosocial distress amongst the children from the conflict zones intensifies with the severity, duration and persistence of conflict. With funding from the Office of U.S. Foreign Disaster Assistance, Save the Children have been implementing Healing and Education Through the Arts (HEART) activities to help children recover from the violence and stress they have experienced and adjust to the new situation. Unfortunatelly, adjustment comes with its potential danger of acceptance of the violence situation as a norm. Peace education can enrich liminal learning space for children from the conflict zones, by educating about peace and preparing their minds and hearts for a peaceful existence.
EMBRACING LIMINAL SPACE
Exploring avenues of self-reflecting, healing and recounting events of trauma through encouraging “Journal writing”. Workshopping a good writer skills. Introducing students to online blogging and connecting students with online platforms where they can share their work.
https://tinybuddha.com/blog/10-journaling-tips-to-help-you-heal-grow-and-thrive/
Workshopping strategies of dealing with negative emotions and relaxation techniques such as meditation, music or art therapy.
Joining the global scrapbook project. Encouraging students to share a summary of who they are and where in the world they are located. Individually or collaboratively students can create image that represents what is currently happening in their world.
https://docs.google.com/presentation/d/18a9jFnxUVHYJ9Scd4keCxRpJTNBUtr_ibJ6vupabXzc/edit
image: https://www.republicwa.org/event/paints-and-pints-at-the-brewery/
PERSONAL LEARNING SPACE
For students in war zones, individual learning spaces involves much more than physical environment. It should include a holistic approach to each students’ learning behaviours, preferences, and tendencies and support one another in the process of learning together. Despite the presence of war, every child should have a chance to learn in a unique way that is tailored to their needs and strengths.
Promoting structure and unstructured play with students from mixed age groups to promote positive interactions, develop positive behaviour and learn acceptance of other people’s needs. Such behaviours are important for peaceful interaction and strengthen children’s ability to resolve conflicts without violence.
Creating a ‘peace recipe’, in small groups, with words and/or symbols using ‘ingredients’ and methods that contribute to peace in school the local community or at home. This might be done by role play, making short movies and/or plays, collages, art exhibitions in the school. Please check this lesson plan that can be adjust to specific students needs and circumstances: http://www.globaleducation.edu.au/teaching-activity/personal-peace-lp.html
Playing cooperative games that focus on fun, gender equality and teamwork rather than winning for example: shark, continuum, cooperative hoops, keep it up. For detail instructions please check this website http://howtoadult.com/cooperative-games-elementary-preschool-children-15088.html
Learning to collaborate through work on class or school projects for example exploring other cultures form around the world and exploring the idea of multiculturalism and living in harmony.
FINDING STUDENT'S SPACE
Exploring what makes students feel peaceful e.g. listening to the music, drawing, reading, watching. The aim is to build on knowledge of personal peace to explore factors that promote feelings of security and safety, as well as deepen understanding of the importance of peace in their own lives despite the ongoing military conflict in their environment.
Reconsidering a physical environment and its importance in developing students personal learning space such as: quiet space to read, sensory corner e.g. playing sand/jelly/mud or flexible seating.
Exploring what peace means for students “My peace” through brainstorm, art projects. Please follow the link below to helpful lesson outlines that can be adjust to specific students needs and circumstances: http://www.globaleducation.edu.au/teaching-activity/peace-building-mp.html
Creating mind maps and personal taxonomies that will encourage students to create the vison of peace and to think peacefully. Exploring self-direction, self-efficiency, self-reflection.
Playing games that encourage getting to know each other and building trust, helps children learn more about the positive social skills for making and keeping friends. It is important that educators guide and provide children with opportunities practice to these skills in more structured play. Having fun and making friendships enrich social and emotional development. It can be as simple as playing musical chairs. Please check this website for more ideas: http://howtoadult.com/friendship-games-kids-play-11803.html
Exploring situations of potential conflicts students experience e. g. at school, family, local community. Examining the ways of resolving these conflicts to achieve peaceful outcomes through negotiation, compromise and dialog. Exploring techniques of active listening through role play.
Exploring drama games to encourage children to use their imagination and creativity: http://howtoadult.com/drama-games-primary-school-children-12667.html
Analysing picture books/e-book/stories/novels and poems from the curriculum and Ukrainian folklore tales to identify the causes of conflict and possible ways of resolving it. Please see this websites for some handy titles:
https://humaneeducation.org/blog/2015/childrens-picture-books-war-peace/
https://thereisabookforthat.com/picture-book-themes/picture-books-on-peace-and-war/
GROUP LEARNING
The biggest benefits of cooperative learning in in a conflict zone can be higher self-esteem, the security that comes from being part of a group and higher success rates. The aim of peace education is for students to encounter working in a group towards a common goal where each individual is accountable and assessed on their own work.
WORKING TOGETHER IN HARMONY
Promoting structured and unstructured play with students from mixed age groups to enhance positive interactions, develop positive behaviour and to learn acceptance of other people’s needs. Such behaviours are important for peaceful interaction and strengthen children’s ability to resolve conflicts without violence. In addition, structured play activities can help children’s confidence and perseverance. Please follow this link to explore some structured play activities for a range of students: http://www.fundamentallychildren.com/play-ideas/types-of-play-ideas/structured-play-activities/
Creating a ‘peace recipe’, in small groups, with words and/or symbols using ‘ingredients’ and methods that contribute to peace in school, the local community or at home. This might be done by role play, making short movies and/or plays, collages, art exhibitions in the school. Please follow this lesson plan that can be adjusted to specific student’s needs and circumstances: http://www.globaleducation.edu.au/teaching-activity/personal-peace-lp.html
Playing cooperative games that focus on fun, gender equality and teamwork rather than winning for example: shark, continuum, cooperative hoops, keep it up. For detail instructions please explore this website http://howtoadult.com/cooperative-games-elementary-preschool-children-15088.html
Learning to collaborate through work on class or school projects for example exploring other cultures form around the world and exploring the idea of multiculturalism and living in harmony.
TEACHERS
Contact line teachers are more likely to suffer from “burnout” or emotional and psychological strain which negatively affects their ability to teach. By “ensuring that teachers develop the knowledge, skills and dispositions to become active agents of peace and social cohesion in classrooms, schools and communities”, it is important to deliver training that will facilitate positive change within the school community. Peace Education Curriculum is a key resource from Teachers Without Border initiative that teachers and other educators can explore to enhance their knowledge about peace education and education for peace.
http://www.globalpartnership.org/blog/crucial-role-teachers-peacebuilding
