Research Question Reflection
How can constructive, professional connections among educators serve as platforms for developing effective global learning communities in our schools?
As expected,my IFE (International Field Experience) was the platform I used to unpack this question. It is my belief that it is vital for our students to have opportunities that allow them to learn and collaborate with culturally diverse communities around the globe. The relationships I developed with other teachers in Senegal can serve as a catalyst for building global learning communities. Mutual respect and a commitment to a vision are attributes necessary for cross-cultural teaching and learning in our schools.
Before My IFE
Before my experience in Senegal, I thought that I would meet teachers, discuss my plans for implementing the global competence framework in my school community, and immediately begin collaborating once I returned to Memphis. I didn’t consider scheduling, time constraints, and cultural norms that may impact communication. I also wanted to compare and contract the Senegalese education system with the American system.
During My IFE
I observed some differences between our educational system and the system in Senegal. There seems to be more flexibility in the Senegalese school system. Teachers are allowed to choose the the own tools and resources to use in the classroom. In our system, teachers are typically given textbooks and materials from the school district. We are expected to use those resources as prescribed in our curriculum maps. I also noticed that the teachers in Senegal have more flexibility when it comes to scheduling. For example, middle and high teachers may teach classes three days a week. This gives them more time to plan and prepare classroom activities.
It is important for educators to establish a rapport with students. After all, if children don’t think you care about them, it’s very hard to be effective in the classroom. It is very easy to overlook this notion in our schools. American teachers wear many hats. In addition to planning lessons and teaching students, we mentor less experienced colleagues, coach school athletic teams, and assume administrative duties. With so many other responsibilities, nurturing students and displaying empathy are usually the last things on our list. In my opinion, Senegalese educators are experts at educating the whole child. They laugh with students and ask them about their day. Teachers in Senegal seem to enjoy the very presence of their students. Children address teachers as if they were members of the family. Senegalese children have the freedom to learn by doing. Students are trusted more in Senegal. For example, when my cohort visited one of the high schools in Dakar, students eating lunch outdoors. Some were hanging with friends, while others were on their way to class. No one monitored them to make sure they went to class. The administration was not concerned about students “cutting” school. They were simply trusted to do the right thing! I wondered how this would work in American schools. Will we ever get to the place were we don’t feel the need to have our students under constant surveillance?
It is common for students in Senegal to leave school and search for work. Although America has a consistent high school drop-out rate, it has decreased substantially over the last few decades. Presently, Senegalese officials are developing programs to help students stay in school. Global collaborative communities could serve as platforms in which educators share solutions to such problems.
What My IFE Taught Me
I learned the importance of cultivating trust and camaraderie among educators. Without these ideals, it is impossible to build effective, cross-cultural communities. I recently became a member of iearn. I look forward to building professional relationships with other teachers in this organization. Hopefully, it will serve as the platform I need to help facilitate global education in my classroom.
This website is not an official U.S. Department of State website. The views and information presented are the participant’s own and do not represent Fulbright Teachers for Global Classrooms Program, the U.S. Department of State, or IREX.
Tanisha Travels 