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Worksheet: Traits for the educator aspiring to be a Global Citizen
As well as having a sense of humour and fun, a Global Citizen who
is an educator:
Feels empathy with others:
listens carefully to what pupils have to say
and values their contribution and experiences; promotes an understanding that throughout the
world people have common needs and rights; is compassionate and sensitive towards others; tries to see the world through the eyes of others.
Has an understanding of and active commitment to sustainable
development:
is concerned about the amount of the world's
resources that are being used daily and finds ways of using less; shows respect and concern for the environment
and all life within it; considers the needs of future generations in
relation to their present lifestyle; encourages pupils to think creatively about
their own vision for the future, and how it can be achieved.
Has a sense of identity and self-esteem and promotes these
feelings in others:
recognises the value of individuality in oneself
and others; acknowledges that we all make mistakes and that
we can learn from them; has high and achievable expectations of all
pupils, and tries to ensure that each pupil fulfils their own
potential; praises pupils and creates an inclusive, secure
and nurturing environment for them.
Has an understanding of peace and conflict, and has the ability
and willingness to behave co-operatively and resolve conflict:
encourages children to cooperate, share, take
turns, and take responsibility for their actions; ensures that there is a democratic class system
in place, where pupils can share their problems and where grievances
can be resolved, such as 'circle time'; has a clear and fair procedure for pupils and
educator to follow if conflict erupts.
Has an understanding of and active commitment to, social justice
and equity:
is aware of causes of inequality in the world,
deeply concerned by its injustices, and committed to changing
things; is aware of the educator's own rights and responsibilities,
and respectful of the rights of others; behaves democratically within and outside school; uses fairness as the basis for decision-making.
Has the ability to think critically, challenge injustice and
argue effectively:
is aware of their own opinions, but able and
willing to challenge and change them in the light of convincing
evidence; is able to present an informed, persuasive argument
based on reason; does not generalise about peoples, countries,
continents; is able to recognise and challenge bias and
manipulation of information in books, ICT and the media.
Has an understanding of and respect for diversity:
treats pupils as different but equal; enables all children to have equal access to
education, whatever their needs; is aware of issues related to diversity of race,
gender, disability, religion and sexual orientation and is sensitive
to the challenges faced by those who may be seen as 'different'; is actively anti-discriminatory.
Has an understanding of globalisation and interdependence, and
an active commitment to learning more about such issues:
is curious about the world and committed to
lifelong learning in order to understand how it works in a variety
of ways; has a range of resources available in the classroom
which enable pupils to gain information about the world and its
issues; recognises that global issues are complex; realises that many areas of Global Citizenship
have the potential to be contentious, but that this does not reduce
the need to address them.
Has a belief that people can make a difference:
has the confidence to act in order to improve
situations; is an active participant in their school and
community and sees the two as interlinked; promotes active learning.
CPD activity: What is a Global Citizen?
From the CPD activities online resource
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