Be the change

Carrying on with our 'break the pattern' theme we looked at being the change. If we see something we don't agree with or don't think is right, what can we do about it?

We started with an 'agree / disagree' game to help our understanding that everyone has different ideas and opinions, and that's fine. We need to respect others and listen to their opinions, but we don't need to agree, we can make up our own mind. I want kids to see that it's ok for us all to be different, and it's good to communicate our opinions and listen to others. It's a good skill to learn, to try to explain and defend your thinking, but also to be open to listening to other points of view. I think it's also good for kids to learn that it's ok to change your mind if you want to. We discussed similarities to debate, and the fact that sometimes in debate you need to defend a position that you don't necessarily agree with, so it's good to consider topics from all angles.

We looked at the examples of 'being the change' - some students who stepped in to help a boy who was being bullied, and also at Gandhi and Greta Thunberg who started peaceful protests alone, which grew to be supported by many. We looked at Greta's TED talk (parts of it) and heard her talk about her concerns, her actions, her difficulties. We discussed what to do if we feel overwhelmed because a problem seems too big (Greta suffered from a deep depression at age 11). We looked at mindfulness ideas and also actions - how little actions can add up and make a difference - we don't have to be responsible for fixing everything, we just do what we can.

I think Greta Thunberg is an inspirational girl - especially great for our year 5&6's, who have had speech competitions recently, to see an example of a well presented speech.

My year 1&2 group discussed ideas of what we could do for the planet - plant trees, pick up rubbish, grow food, use less plastic, walk etc.

It's important for our gifted kids to feel empowered to make a difference if there is something that is worrying them, but also to understand how to cope if they experience deep worry - many of our kids (and adults) have very intense feelings and sometimes this can be overwhelming for them. If we support them to learn coping strategies (deep breathing, walks in nature, relaxation techniques, talking to someone etc) alongside enabling them to take action where they can and where they feel the need, then hopefully they will feel empowered.

Cultural Pattern

Have you ever noticed all the different patterns in a wharenui? (meeting house on a marae). There are the tukutuku panels (woven wall panels), the kowhaiwhai (painted patterns commonly on rafters), and whakairo (carvings). We also looked at tā moko (traditional maori tattoos).

Kids designed their own kowhawhai patterns using koru shapes and reflection, rotation, repetition. 

We looked at pattern used in other cultures and reasons for pattern - identification (eg tartan),  to tell a story (eg aboriginal art), decoration, to represent something (eg kowhaiwhai), to calm and focus the mind (eg mandala / rangoli). 

Break the pattern

Over the last two weeks we have looked at breaking patterns that we don't like - changing things for the better. We started by looking at caring for people. In a couple of weeks we will look at caring for the environment in line with Conservation week.

I had a 'school kit' resource called 'Not part of my world' that was developed by educators in response to events in Christchurch this year. It is carefully put together and designed to get kids thinking about their views and actions towards others, being aware of stereotypes and biases, and ensuring we are caring for others and treating them well no matter their differences to us.Last week we looked at stereotypes with a game of stereotype pictionary eg draw a doctor, draw a bad driver, draw a rich person, draw a criminal, draw a New Zealander etc. Think about your own possible biases - do you picture a certain type of person when you think of those mentioned? This opened up some good discussions and got us thinking. All groups also looked at people who are special to them, with a circle of friends / family. We thought about how they make us feel and how they treat us and we treat them. 

This week we looked at treating others nicely, making them feel welcome. We did the compliments project. Each child wrote their name in the middle of a piece of paper, then we all went around and wrote a compliment on each other's paper. It was lovely seeing the thought that went into this, and the look of joy on their faces as they read what positive things others had to say about them. The idea was based on this video.

Here are a few comments children wrote for each other (obviously not a spelling competition...!)  We all left with a warm fuzzy feeling this week :)