Intercultural Education in the Post-Primary School - National Council ...

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4. Correct misinformationOne important role for the teacherduring a discussion on a controversialissue is to gently correctmisinformation. Keep this informationsimple and to the point. Avoid enteringinto confrontation or adopting anargumentative stance with a student orgroup of students.5. Emphasise that conflicts areopportunitiesMost controversial issues can generateconflict, and a discussion aboutcontroversial issues is a good time toremind children that conflicts areopportunities for learning and growth.6. Show your humanityAdmit doubts, difficulties, andweaknesses in your own position.Allow the students to question yourposition too.7. Establish a means of closureEnsure that the discussion is brought toclosure with due sensitivity to thefeelings that may have been aroused.EMPATHETIC LISTENINGListening lies at the heart of educationfor respect and mutual understanding.Without listening it is not possible to enteranother person’s world and hear theirstory. Empathetic listening means listeningwith the intent to understand. This is askill that can be fostered amongst students(see exemplars on the web at www.ncca.ie)and also one that can be modelled bythe teacher.CHECK LIST TO SEE IF I AM A GOODLISTENING ROLE MODELDo I really care about each studentin my class?Can I find something good to sayabout each student?Do I speak respectfully to eachindividual?Do I let students finish what they aretrying to say, and if they hesitate,do I encourage them to go on?Do I withhold judgement until theperson has finished speaking?Am I able to avoid confrontation?Do I express understanding and empathy,as appropriate?Do I regularly give positive feedback toeach pupil?Do I assume certain pupils are guiltybefore listening to the facts?Am I able to apologise when I treat astudent unfairly?Is my body language consistent withmy words?For example, do I ask them how they aregetting on and look poised to rush off?Adapted from Quality Circle Time inthe Secondary School – A Handbook ofGood Practice by Jenny Mosley andMarilyn Tew, David Fulton Publishers,London, 1999.86Intercultural Education in the Post-Primary School
APPROACHES AND METHODOLOGIES 6CLASSROOM EXERCISE: LISTENING FORFACTS, LISTENING FOR FEELINGS.The aim of this exercise is to give practiceto the art of listening and create awarenessthat listening is not only about listening tofacts but also to the feelings of a person.Steps1. Divide into groups of 3. Each groupletters themselves A, B, C.2. A is asked to speak for 2-3 minutes ona topic that they have strong feelingsabout, e.g. something they feel angryabout or excited about. While A isspeaking, B listens to the facts of whatA is saying and C listens to the feelingsA is expressing.3. B gives feedback to A on the factsheard: C gives feedback on the feelingsheard. A responds saying whether ornot the feedback is accurate.4. The exercise is then repeated with eachperson in thegroup assuming adifferent role.5. When each person has had a turn beingA, B, and C then the whole groupcomes together to share their thoughtson the exercise. The teacher might ask- Which did you find easier to listen to,facts or feelings? What did you noticeabout the body language of eachspeaker? Did it match the feelingsbeing expressed? Are there times whenwe speak and try to conceal our truefeelings? Why is it important to listento both the facts being spoken and thefeelings behind them?Adapted from Partners Companion toTraining for Transformation, compiled andwritten by Maureen Sheehy, Published byPartners, Training for Transformation,Dublin, 2000.Intercultural Education in the Post-Primary School 87
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INTERCULTURAL EDUCATION IN THE POST
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CONTENTSINTRODUCTIONiCHAPTER 1 The
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INTRODUCTIONEducation is therefore
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Chapter 2 articulates the major ele
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The Context of Intercultural Educat
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THE CONTEXT OF INTERCULTURAL EDUCAT
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SCHOOL PLANNING 3STUDENT COUNCILSAs
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SCHOOL PLANNING 3FIGURE 2: SCHOOL R
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SCHOOL PLANNING 3ensure this is add
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SCHOOL PLANNING 3environment, the l
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SCHOOL PLANNING 3• physical layou
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SCHOOL PLANNING 3PARENTAL INVOLVEME
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Page 129 and 130: GLOSSARYPositive profilingA form of
Page 131 and 132: BIBLIOGRAPHYIreland, Department of
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