{"id":16109,"date":"2022-12-21T16:48:05","date_gmt":"2022-12-21T12:48:05","guid":{"rendered":"http:\/\/englishbookgeorgia.com\/blogebg\/?p=16109"},"modified":"2022-12-21T16:48:07","modified_gmt":"2022-12-21T12:48:07","slug":"how-to-teach-students-to-be-global-citizens","status":"publish","type":"post","link":"https:\/\/englishbookgeorgia.com\/blogebg\/how-to-teach-students-to-be-global-citizens\/","title":{"rendered":"How to teach students to be global citizens"},"content":{"rendered":"\n
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As teachers,\nwe all want our students to work toward making the world a\nbetter place. And through focusing on global\ncitizenship, this drive to change the world is something we can help\nfoster every day in the classroom. In this post, we\u2019ll explore\nhow:  <\/p>\n\n\n\n

What are global citizens?<\/strong><\/p>\n\n\n\n

 A global\ncitizen is someone who knows that they are part of a worldwide community. They\nunderstand there are people who have completely different lifestyles,\nappearances, cultures and routines, but with whom we share common values and\nresponsibilities. Global citizenship encourages tolerance and\nunderstanding \u2013 and learning about it helps children to become\nopen-minded adults.   <\/p>\n\n\n\n

Within\nthe context of a primary English classroom, helping students become aware\nof themselves as citizens of the world will be an\nintroduction to a global way of thinking. And we can do this while also helping\nthem to become familiar with \u2013 and proficient \u2013 in English.   <\/p>\n\n\n\n

How can we introduce the concept?<\/strong><\/p>\n\n\n\n

Before students\nput themselves in a global context, they should get to know themselves as\nindividuals. But they should also get to know themselves as people who are\npart of their immediate communities.   <\/p>\n\n\n\n

In the classroom\nthis can be done by encouraging students to think\nabout something personal, such as their likes and dislikes. We\ncan then encourage students to look a little further: what kinds\nof home do they see in their communities? What makes a house a home to them?\nWhat about people working in their communities \u2013 what important jobs do they\ndo, and how do they make an impact?  <\/p>\n\n\n\n

For language\nteachers, the idea is to combine vocabulary and grammar structures\nwith a slowly widening view of our world. Simply by introducing the\nconcept that we are part of a worldwide community can take the\nchildren out of their own experiences, and help them start to consider\nothers. <\/p>\n\n\n\n

Tips & activities:  <\/strong><\/p>\n\n\n\n

Social media\nmakes it possible for teachers to get in contact with each\nother across borders, and to set up a collaboration between their schools. Something\nsimple, like organizing a class video call for students after\nlunchtime and encouraging students in different countries to discuss what\nthey ate in english, can help learners become more globally\naware.  <\/p>\n\n\n\n

How can we teach students to be proactive?<\/strong><\/p>\n\n\n\n

Once students\nknow something, they can progress to putting their knowledge into action.\nTeachers can foster this by encouraging good habits \u2013 a simple\nexample is how we teach very young children to throw their\nlitter in a bin. As they grow older, we can \u2018unpack\u2019 these habits. That\nis, we can help children look deeper into why they\u2019re so\nimportant. Using the example of litter again, this could\nmean making students aware about how their civic responsibility has a real\nenvironmental impact.  <\/p>\n\n\n\n

Let\u2019s look at how\nwe can go from knowing to doing, in simple stages, with a range of\ntopics that are common in the language classroom:  <\/p>\n\n\n\n

Food: <\/strong><\/p>\n\n\n\n