Getting started

Ground yourself first.

Identify how you think and feel about the four themes. Do some resonate more with you or elicit strong emotions? This understanding can prevent you from unknowingly influencing your students or leading them to follow your own agenda.

Be a powerful role model.

As an educator, your behavior and language will set the tone for O Ambassadors, even when you may think students aren’t listening or watching. Your approach to solving complex problems, reaction to different viewpoints or expressions of empathy toward others will all send a message to your students. Lead by example.

“Modeling open-mindedness requires that teachers consistently and sincerely attempt to base their classroom comments and decisions on careful consideration of all sides, and to show a willingness to change their mind or alter their plans whenever good reasons are presented. ” —Roland Case

Create an inclusive classroom environment.

Regardless of age, students want to feel included, valued and respected. Consider how your teaching practice encourages student participation. Are all voices being heard? Do students feel it’s safe to disagree? Is your classroom set up to encourage dialogue or debates?

Classroom Ideas

Some educators have replaced the debate format, which allows for only “pro” or “con” positions with more open-ended discussions where students are encouraged to see the merits of both sides by taking a position along a continuum from strongly agree to strongly disagree. Classes can be arranged in a “U” shape where students with polar views locate themselves at either end, and students with mixed opinions sit along the rounded part. Students are encouraged to move physically at varying stages in the discussion as their position on an issue changes.”

Promote a democratic approach to group norms.

Students feel confident and respected when they are a part of the group norm creation. As such, the types of group norms created will differ from group to group. Suggestions include: respecting others’ viewpoints; creating equal opportunities to be heard, and questioning ideas rather than people. When students have generated and agreed upon the norms, they take ownership and responsibility to follow through.

Take It Further

Elementary classroom discussions can run smoothly through the use of a sharing stick. Only the person holding the stick may speak. Students also take ownership of meetings by rotating the chairperson position.

Recognize students’ need for a positive ‘big picture’ thinker – you’re it!

Social issues are complex and emotionally-charged. To avoid getting bogged down or discouraged by the magnitude of global challenges, students must see the connections between what they are learning and how their efforts can help. They need to see testimonials of how same-aged students have successfully taken action and the results. Elementary students especially need to see evidence that small scale actions can help to change the world. You must help make the connections.

Help your students own it!

To inspire students to take action, they must be actively involved in every step of their learning—from generating research questions to choosing the types of action they want to take. You are their guide, but ownership belongs to them.

Make it real!

The greatest learning experiences take place in the “real world.” Short of visiting the regions and meeting the people facing the challenges, our best hope is to seek out their stories. Whenever possible, create conditions that will help students empathize and understand the perspective of children whose lives are very different from their own. Role playing, simulations, experiments and debates all personalize an issue for students. Also consider subjects like art, drama and music as other vehicles for students to explore the regions and to demonstrate their learning. Sharing stories about individual children can also be very effective. When choosing stories, consider what is relevant and age-appropriate, and build ample time for discussions and debriefing.

Do your research.

Your awareness and understanding of students’ backgrounds help to select appropriate resource materials and activities. Review your class lists to consider students’ current or past experiences? Were any born in one of the regions? Do they have first-hand experience with the issues? If yes, to what extent? You may discover the students or their parents/guardians can be invaluable resources. While this is not a substitute for researching the issues, it can provide valuable personal perspectives.

Anticipate student responses.

Build in debriefing time to help students make sense of powerful learning experiences. They may need both public and semi-private ways to work through their emotions. The O Ambassadors Adventure Guide provides opportunities for journal writing.

Create a dialogue with your students.

Depending on the needs of your students, consider using student response journals – ones in which you are permitted to respond to your students. This creates a dialogue where you can provide support, raise questions and make suggestions. Younger students may also benefit from private “check in” conversations with you. This creates a private dialogue where you can provide support and raise questions while monitoring the mood of the student. Always remember to inspire and instil hope that they have the power to change the world.

Don’t forget the fun!

Once students are engaged and empowered to take action, the possibilities are only limited by their energy and imagination. Even the youngest students have amazing ideas to share. Celebrate their new-found power! There is nothing like recognizing and celebrating success, especially with photos, school newsletter stories or school assembly announcements.

¹ Case, Roland. (1995). Nurturing a Global Perspective in Elementary Students in Thinking Globally About Social Studies Education. P.25

² Case, Roland. (1995). Nurturing a Global Perspective in Elementary Students in Thinking Globally About Social Studies Education. P.25