Daily Reflection

Sunday, October 13th:

Today was our first day of the course.  I signed up to take this class as the idea of peace education is one that resonates with me given my background and personal experiences.  I was also hoping that through this course, I will walk away with practical strategies for fostering peace in various contexts, but especially at our school here in Qatar.  
Cameron created a very welcoming environment for us and it was clear that I was surrounded by fellow educators who care about peace education and believe it is an important topic in the field of education.  The material that was shared with us and the discussions we began to have, will help us understand the complexities of peace education. 

Overall, the first day left me feeling motivated about the experiences and learning that lie ahead.  I am excited to explore the various themes within this field and to learn how I can successfully integrate peace education into my practice, my classroom, and my school community.  

 

Monday, October 14th:

During the class today, we were paired up with a partner to have a conversation about one of the slides.  My partner, a teacher from South Africa, shared with me her experiences growing up during the apartheid era, and the struggles the community faced in their fight for freedom.  Listening to her story moved me, as I immediately thought about the situation in Palestine and the struggle the native people to the land go through in order to be treated with dignity and respect.  Listening to her also gave me hope as she shared stories about the resilience of her people as they fought a corrupt system of oppression.   Even when I shared stories about what I saw in Palestine on my recent trip there, my colleague tried to comfort me by saying there is light at the end of the tunnel.  Truth and justice will prevail at the end.  And I know she is right.  Just as apartheid ended in South Africa, Palestine too will find its path to freedom, justice and peace.  The conversation reminded me of the importance of having hope in the midst of adversity and destruction.  It is through that little glimmer of hope that movements for change can continue to happen.  As I continue my peace education journey, I carry with me the hope and belief that systems of oppression can be overcome, and we can help contribute to a better future for the generations to come. 

 

Tuesday, October 15th:

Today in class we were shown the picture book, "The Story of Ferdinand."  This was a powerful book that teaches several lessons including self-acceptance and staying true to oneself.  In the story, Ferdinand the bull chose to do what he wanted and not copy what everyone else around him was doing.  Instead of bull fighting, he chose to sit under a tree and smell the flowers in the meadow.  An important lesson here is strength doesn't have to come from fighting in physical fights.  Strength can also take the form of nonviolent acts of resistance.  
I believe this is an excellent book to be read aloud in the classroom where a discussion can then take place about the importance of kindness, the courage to be "you", and the courage needed in order to stand up for what one believes in.  

Wednesday, October 16th:

Today we were introduced to 6 principles in which three of them I couldn't help but think of the children in Gaza and their current reality living through a genocide.  The relationship-based principle stresses the importance of strong and healthy relationships for children to grow up to be healthy individuals.  In Gaza, a number of children have lost the adults who provide them emotional support.   The destruction of these bonds, whether it be with parents, extended family, teachers and community members, leave children without the connections that are key to their growth. 
The trauma informed principle reminds us that trauma has long lasting effects, sometimes lasting generations.  The trauma the children in Gaza are enduring, watching their family members killed in front of them, their houses demolished, their communities falling apart, will undoubtedly leave emotional scars that will take years to overcome.  
Finally, the family involved principle show how integral and important families are to a child's emotional, physical and social development.  For the children in Gaza, family life and structure has been completely torn apart.  Without the support and guidance of one's parents, the children of Gaza are left to navigate this world alone.  
We need to remind ourselves it isn't just about the present; this genocide will have long lasting effects in shaping the future of an entire generation in ways we have yet to see.  

Thursday, October 17th:

As I reflect on the course so far, I've come to realize that peace education is not just about addressing global conflicts, but it also includes cultivating a sense of respect, empathy, and understanding in everyday situations, both in and out of the classroom.  One key takeaway has been the importance of starting small, within my little community, in my classroom.  It begins with modeling peace building behaviors in my interactions with both my students and fellow colleagues.  By practicing empathy and conflict resolution, I can help create a school environment where peace is not simply a topic of discussion, but instead is a lived experience.  

The other thing that has been on my mind lately is how to incorporate more discussions about global peace and justice within our school, especially with the current events impacting the region and also due to Qatar's role in being a neutral negotiating force.  I feel a need and responsibility to equip my students with the skills and tools they need to engage in meaningful conversations about peace in their own lives and on a bigger scale.  

I want to be more intentional about integrating peace education within my classroom and within the school community as I help plan future events and projects for the school. 

 

Friday, October 18th:

Today, we explored the concept of relationship building responses which are availability, acceptance, investment and sensitivity and empathy.  As we went into more detail what each one of these means, I thought about my role as a teacher.  Being available means more than just being present in the classroom.  It is more about truly engaging with my students, getting to know them more on a personal level, understanding their strengths and challenges and showing that I am there for them.   Acceptance encourages me to embrace my students for who they are and recognizing their individuality.  I think as investment as an intentional effort to meet their individual needs and going above and beyond for them.  Finally, sensitivity and empathy remind me to stay in check with their emotions and experiences and always responding in a respectful and compassionate way.  

It is important that I keep these responses on my mind as they are foundational principles that nurture trust and create a safe space for students.  Though the demands of the curriculum sometimes force us to worry only about content, we need to continually reminds ourselves the importance of establishing and fostering meaningful, caring relationships with our students.  This is what impacts them the most. 

Saturday, October 19th:  

We were shown a video about a woman who has autism and has now become a researcher in her field.  She spoke about her experiences with autism and how, rather than being labeled as the issue, the focus being towards changing her environment in such a way that supports her needs.  This reminded me of the children in my reading groups at school.  There are some children who catch on quite quickly while others take a much longer time to learn the skills needed in order to read.   Just like the woman in the video talked about adapting the environment, I began to think how I could do the same in order for my students to be more successful.  I thought about how I could create a more supportive and flexible learning environment for my students.  Instead of focusing on what they cannot do, I should think more about how the environment, resources and expectations can be adjusted in order to help them be successful.