Developing Respectful and Ethical Minds

We teach the mantra “be responsible, be respectful, be kind, be safe,” to our middle school students during classroom meetings and Positive Behavior School Wide programs. Through positive reinforcement, class discussions, and interactive lessons students learn the importance of respectful and responsible behaviors. These lessons are in an important step in helping our students develop their respectful and ethical minds. Howard Gardner (2008) discusses the important role schools play in this development as schools help students to proceed on “the road to good work and active citizenship” (Gardner, 2008, p. 141). Students who learn the value of mutual respect and ethical practices are well prepared for a globalized world in which they will come into contact with a variety of people and cultures.

Julie Lindsay and Vicki Davis, in a 2014 interview, discussed the Flat Classroom Project, and their book “Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step at a Time” (Future of Education, 2014). Now known as the “Flat Connections Project,” this program seeks to create global classrooms that build intercultural awareness with the help of collaborative technology (Flat Connections Pty Ltd, 2016). These projects break down barriers and prejudices, as they help students to practice respectful behaviors and “engage together in respectful discussions in which they strive to understand, appreciate, and, if possible, resolve political disagreements” (Gutman, 1996). Julie Lindsay and Vicki Davis discussed the value of past projects where both students and the adults involved learned that prejudices they once held where wrong after working with people of different cultures. Through online interactions, participants learn about the similarities and differences between cultures and how to relate to others respectfully and while using good manners.

One project offered to on the Flat Connections websites is the “Week in the Life.” project. I would love to be able to implement this project into my 7th-grade Geography class. Through the “Week in the Life” project students learn what about life in different countries by online discussions and collaborative projects. The theme “What does it mean to be a citizen of the world?” for 2017-2018 would be a perfect project to help students develop their respectful and ethical minds. During the project, students discuss how their history and geography affects their global understanding, and how people can connect despite their differences (Flat Connections Pty Ltd, 2016). Students can discuss and interact with people their age all around the world. They can see the similarities and differences between their cultures and learn to work together despite the miles and distinctions that separate them. Students are answering Howard Gardners (2008) call “to accept the differences, learn to live with them, and value those who belong to other cohorts” (p. 107).

One year I had a student teacher who was part of a study aboard program where she taught both in the United States and New Zealand. Before leaving to finish her experience in New Zealand, my student teacher had our students write letters to her new class. They introduced themselves, wrote about American culture and their school experiences. They asked the New Zealand students about their school and culture. When she arrived in New Zealand, she wrote a daily blog about the school and about the culture and attractions of New Zealand. Both classes were learning about Geography, so she shared discipline information as well, providing real world examples of topics such as urban sprawl and environmental hazards. Both groups followed this blog and asked questions of her and each other. The New Zealand students took time to write back answering the questions my students asked.

Our correspondence occurred from late October through the Christmas holiday. While my students were halfway through school, the students in New Zealand were ready for their summer vacation. We had learned about the seasons and knew the Southern Hemisphere had the opposite season we were experiencing. It was still a bit of shock to learn that New Zealand had a different schedule and did not follow the American school year. My students wondered what it would be like to have Christmas in the summer, rather than the winter. My students loved seeing students their age perform the Haka, a traditional Maori war dance; we had disused in our study of New Zealand. Overall it was a fantastic experience for all parties involved. It was a bit sad when my students came back from Christmas break asking if we would continue our contact. I had to remind them that those students were now on their summer break.

Students who can connect to other cultures are preparing for the future and developing their respectful and ethical minds. Global projects, like Flat Connections, provide schools a valuable opportunity to learn about and from other cultures. Students and teacher who can take advantage of these opportunities will have a relevant learning experience that goes beyond the classroom walls.

Resources:

Flat Connections Pty Ltd (2016). Flat Connection: Connect, collaborate, Create. Retrieved from http://www.flatconnections.com

Hain, J. (2017, November 21). Handshake, regard, cooperate, connect [Photograph]. Retrieved from https://pixabay.com/en/handshake-regard-cooperate-connect-1830762/

Gardner, H. (2008). Five Minds for the Future. Harvard Business School Press: Boston, MA.

Gutman, A. (1996). Challenges of multiculturalism in a democratic education. Retrieved from http://public.callutheran.edu/~mccamb/gutmann.htm

Future of Education (2014, January 16). “Julie lindsay & vicki davis on “flattening classrooms” [Video file]. Retrieved from https://www.youtube.com/watch?v=RVZuwIhjQvA.

Originally Posted on my Wilkes Blog: http://wilkes.discoveryeducation.com/kristenmccarty/2017/11/28/developing-respectful-and-ethical-minds/