PRIDE OF OUR PLACE - The Centre for Cross Border Studies

It was great to meet and discuss with other teachers – the cross-border element of theproject was a good one. (Teacher, Year One).Teachers also spoke about the bonds which had been established between the linked schools:I now feel there’s a genuine bond between the partner schools. (Teacher, Year One).The project also provided opportunities for the teachers to involve other staff within their ownschools. There was a sense of great satisfaction, too, that the project had been brought to asuccessful completion. Some teachers referred to the building of their own self-esteem as aresult of working on the project. Motivating and affirming the teachers in their work was acentral role for the project advisory personnel.I felt I was doing something worthwhile which boosts self-esteem (even for teachers!).(Teacher, Year Two)Key words which emerged from the data generated over the three and a half years of theproject, were ‘welcome’, ‘support’, ‘friendships’, ‘bonds’, ‘rapport’, ‘involvement’, and‘contacts’. Teachers also spoke about how this project provided an opportunity for communityinvolvement.It got me out of the classroom and I met new people (and children) and I also learnedabout water treatment! It also made me realize that time can be made for projects.(Teacher, Year One)I have enjoyed this and it was a way of introducing myself to our place and getting toknow about the local area and people and history. (Teacher, Year One)I feel we have developed a better rapport with pupils. (Teacher, Year One)Children are the same everywhere. We were welcomed with open arms. Great contributionby leaders of the project. Support from parents and governors has increased.(Teacher, Year One)SummaryThere are key areas which are particularly important for teachers in the development of aproject such as ‘Pride of our Place’:• Planning and preparation on the part of each school are essential requisites for the successof exchange visits.• Pupil leadership and ownership of the project is critical.• The model of professional development and training should link in with the learning areasof Personal Development and Mutual Understanding and The World Around Us in theNorthern Ireland Curriculum, and the Social, Personal and Health Education curriculum andthe Social, Environmental and Scientific Education curriculum in the Republic of Ireland, aswell as human rights based courses.• Particular attention should be paid to the facilitation of teachers’ professional developmentin areas such as group work, co-operative play and other related areas.• The residential workshops for participating teachers proved to be very beneficial for thebuilding of relationships.42 Pride of our Place 2002-2006