Beyond Delivering Lessons
On the other hand, despite a lack of professional training, some personal and cultural aspects of teacher identity can be positive forces for child protection: for student well-being and therefore for quality education. These cultural aspects include:
A teacher who belongs to the same community/ethnic/religious group as students and can relate to them easily
A teacher who speaks the same language as the students
A teacher who is familiar with protection concerns faced by children and youth in her or his community and knows how to address these concerns using available resources
A teacher who has good relationships with the children‘s families, etc.
One of my wishes in my life was to be a teacher in MoE schools and serve my very damaged country by providing healthy education to children, particularly in the villages where [formal] education is [rare] and government doesn‘t pay attention.
Gholam Jailan – Healing Classrooms Trainer, Afghanistan
Questions for Reflection/Discussion:
In your local context, you may know teachers who are fully committed to their work and to their identities as teachers. These teachers may continuously look for opportunities to enhance the well-being of their students.
Think about these committed teachers and what exactly they do for their students, beyond the delivery of lessons.
How you could support and encourage other teachers to follow this model of teaching for student well-being?
Encourage individuals to share the best practices of committed teachers with the group. Discuss which aspects of a teacher‘s identity contribute to a child-friendly, safe learning environment. Also talk about good practices as well as new ways to increase learner-centered teaching through training, interventions, teacher support networks and forums.