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

• Ask students\n to think about what they like and dislike. <\/li>
• Ask students\n to name foods that are good for us and what we should eat more of. <\/li>
• Teach about\n school lunches in other countries. <\/li>
• Teach about\n dishes eaten on special occasions around the world. <\/li>
• Have a food\n festival or \u2018munch day\u2019 where students make snacks from around the\n world. <\/li><\/ul>\n\n\n\n

  Buildings: <\/strong><\/p>\n\n\n\n

  • Ask students\n to talk about their own homes. <\/li>
  • Teach about\n types of home in other countries. <\/li>
  • Discuss\n eco-architecture \u2013 such as solar panels, living walls, wind turbines on\n roofs and local material that might be used in building\n processes.  <\/li>
  • Venture\n outside as a class to plant potted flowers and improve the\n school yard, or make a container to collect rainwater for the school\n garden.  <\/li><\/ul>\n\n\n\n

    Jobs: <\/strong><\/p>\n\n\n\n

    • Teach about\n the jobs people do at school \u2013such as cleaning, cooking, or driving. <\/li>
    • Think about\n jobs within the community and why they are necessary. <\/li>
    • Think about\n what skills each child and their parents have, and how\n these skills needed for different jobs. <\/li>
    • Have a skill\n sharing day where students teach each other something\n new.  <\/li>
    • Host a \u2018kids\n take over day\u2019 where students get to do an important\n job at school (such as cleaning the\n classrooms or serving lunch).  <\/li><\/ul>\n\n\n\n

       Technology: <\/strong><\/p>\n\n\n\n

      • Discuss the\n different types of technology used at home and school. <\/li>
      • Think about\n how to use this technology responsibly.  <\/li>
      • Talk about\n different households and find out how and when tablets,\n laptops and phones are used. For example, who is allowed to watch videos\n while eating? Who can read on their tablet in bed? <\/li>
      • Make your\n own set of technology rules for the classroom, and discuss why they\u2019re\n important.  <\/li><\/ul>\n\n\n\n

        Holidays: <\/strong><\/p>\n\n\n\n

        • Ask students\n what they like to do on holiday.  <\/li>
        • Teach about\n how to stay safe at the ocean or in the countryside.  <\/li>
        • Talk about\n other countries students have travelled to, or would like to travel\n to, and learn about interesting landmarks in those countries.  <\/li>
        • Discuss\n eco-tourism efforts and why they are important.  <\/li>
        • Have\n a \u2018Let\u2019s go to [name of a city or country) day.\u2019 Make\n posters about famous sights, learn some phrases of the language spoken\n there and have students imagine they have gone\n abroad for the day.  <\/li><\/ul>\n\n\n\n

          Rise and Shine<\/em><\/strong> is a 7-level story-based primary course that combines\nlanguage learning with global citizenship. It is built on the Global\nScale of English<\/a>, which helps students to understand exactly\nwhat they are learning and why.<\/p>\n\n\n\n

          \n

          \n

          <\/figure>\n<\/div>\n\n\n\n

          \n

          Rise and Shine<\/em><\/strong> is a 7-level story-based primary course that combines language learning with global citizenship. It is built on the Global Scale of English<\/a>, which helps students to understand exactly what they are learning and why.<\/p>\n\n\n\n

          The course inspires learners to become confident explorers<\/a> \u2013 they learn English and aim to become responsible global citizens. The series is also designed for use in inclusive and mixed-ability classrooms and supports every learner to achieve and shine.<\/p>\n\n\n\n

          Learn more about Rise and Shine. <\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n

          Source:\nPearson<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

          As teachers, we all want our students to work toward making the world a better place. And through focusing on global citizenship, this drive to change the world is something we can help foster every day in the classroom. In this post, we\u2019ll explore how:   What are global citizens?  A global citizen is someone who knows that they are part of a worldwide community. They … Continue reading How to teach students to be global citizens<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":16110,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2217],"tags":[],"class_list":["post-16109","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-build-the-skills-for-the-future"],"_links":{"self":[{"href":"https:\/\/englishbookgeorgia.com\/blogebg\/wp-json\/wp\/v2\/posts\/16109","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/englishbookgeorgia.com\/blogebg\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/englishbookgeorgia.com\/blogebg\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/englishbookgeorgia.com\/blogebg\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/englishbookgeorgia.com\/blogebg\/wp-json\/wp\/v2\/comments?post=16109"}],"version-history":[{"count":1,"href":"https:\/\/englishbookgeorgia.com\/blogebg\/wp-json\/wp\/v2\/posts\/16109\/revisions"}],"predecessor-version":[{"id":16112,"href":"https:\/\/englishbookgeorgia.com\/blogebg\/wp-json\/wp\/v2\/posts\/16109\/revisions\/16112"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/englishbookgeorgia.com\/blogebg\/wp-json\/wp\/v2\/media\/16110"}],"wp:attachment":[{"href":"https:\/\/englishbookgeorgia.com\/blogebg\/wp-json\/wp\/v2\/media?parent=16109"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/englishbookgeorgia.com\/blogebg\/wp-json\/wp\/v2\/categories?post=16109"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/englishbookgeorgia.com\/blogebg\/wp-json\/wp\/v2\/tags?post=16109"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}