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.