This is my second school year working as an occasional teacher. Last year I was extremely fortunate to supply for my first two months with the board, then have an LTO for the remainder of the year.
This year, I’ve decided to stick to supplying. Every time I meet up with a teacher, or someone who knows I’m a teacher, I always get the question “What school are you at now?”. When I reply with “I’m just supplying”, the responses are also very similar “Oh, I am sure you’ll get a job soon”. The thing is… I don’t want a “job” (long term position) right now. Yet, why do I always feel a bit ashamed to admit this?
Those who follow me know I also work as an international volunteer trips facilitator.
Last year, because I was in an LTO, I had to decline many trips that were offered to me, and with every decline I sent, a little piece of me was left too. I loved my LTO. I workedhard to make a difference during my LTO. I made many friends and many connections during my time there. I miss the school dearly. That being said, I still wasn’t ready to give up the facilitator part of my life.
I believe being an international trips facilitator adds to my abilities and experiences as a teacher. Every trip I go on, I learn something new about social justice, student leadership and facilitating meaningful discussions. These are skills that I want to transfer into my teaching life, because I believe they make me a better teacher. These are skills and experiences that I feel will make me stand out.
I am excited to run student leadership programs in the future. I am excited to help my students become global citizens in the future. I am excited to run local and global initiatives within the school. I am excited to share my experiences. But I am not quite ready to do that yet.
Because I was supplying this year, I’ve already had the opportunity to travel to India. It was a challenging trip that really opened my eyes to debriefing and engaging students in different ways. I still have not applied to any LTOs, and I am still debating what to do in the new year. But is it really so bad if I just supply for the year, and get on track with LTO’s next semester? It’s an internal debate I keep having with myself. But what is wrong with “just supplying”?
Okay, I have to say this is a great development for me, I actually wanted to write this blog today, for the sole purpose of writing about something I enjoy. For those who do not know me, I am a big global education and participation activist. I guess this interest began with my desire to volunteer internationally. In grade 11 I was provided the opportunity to participate in an International Development trip run by a small program called HOPE (Home, Opportunity, Prosperity & Education). This program began as a recovery program for families who were severely affected by a hurricane in the Dominican Republic.
HOPE stood for more than just those four words, HOPE providing people with dignity, working towards solidarity, promoting human rights and sharing the common good. It meant making a difference not only in our lives, but in somebody elses. It meant providing people with dignity, working towards solidarity, promoting human rights and sharing the common good. There were certain events and people on my first trip that made the experience unforgettable, and drove me to continue my participation in international trips. After my first trip I participated in 3 other HOPE trips organized by student’s rather than the school between grade twelve and second year of university, building a total of 5 homes for 5 different families. Each of these trips had such profound impacts on myself, and consist of so many inspiring stories from local community members that I could write a blog on each of them (I just might).
My most recent international excursion was during May last year and was probably my most influential experience yet. As I’ve gone through the Brock University Con Ed program I have really learned a lot about myself as well as children and youth. In May, I went on a 3 week trip to Kenya, to participate in a community development program through Me to We. This was the moment I was able to connect my education to my interests and future goals.
Bringing Global and Multicultural Literacy into my Personal Standpoint
During the three weeks I was there, we had the opportunity to build the foundation for the first vocational school built by the Adopt a Village campaign, while also exploring the 5 pillars of community development (education, clean water, health care, food security & alternative income), as well as our personal leadership styles. It was during our reflections and discussions that I began developing my personal standpoint on theories and praxis of children and youth.
While I acknowledge that each of the 21st century literacies is important to incorporate into the classroom, I have a personal preference towards multicultural and global literacy. The aspect of multicultural literacy that really resonates with me, which I would love to incorporate into my classroom comes from Banks (2003) definition of multicultural literacy which aims to use the knowledge from multiple cultural perspectives to guide action in making a difference in the world we live in. I don’t want to go to into detail on how global literacy and multicultural literacy are integrated, because I have a paper for my 4P27 class which I want to focus on this, and I don’t want to be charged with plagiarism ;). But global literacy also discusses the recognition of different perspectives from multiple cultural groups around the globe. I believe I can use my previous experience to give my student’s a practical example of how it relates to our lives. I want my classroom to become GLOCAL. I want my students to be aware of both the global and the local perspectives and issues around the world, while making connections between them.
One resource I am very excited to explore further and implement into my classroom is the Free the Children “Junior World Changer Kit”. It contains a whole set of lessons and the foundation behind them, that teachers can incorporate into their classroom, that can connect to the curriculum. I would love to further explore and analyze these documents in the future prior to becoming a registered teacher.
I wanted to get into my knowledge and understanding of human rights, specifically child rights and the United Nations Convention on the Rights of the Child, but I think that will be another blog, as this became more of a lengthy introduction to my background as a future teacher. I am excited to continue sharing my past and present journey’s with you all!
Banks, J. (2003) Teaching for Multicultural Literacy, Global Citizenship, and Social Justice. 2003 Charles Fowler Colloquium on Innovation in Arts Education. University of Maryland, College Park