Garde 2: Wiping wet sponges (Every day) before entering the classroom they will move to the dining hall to perform this daily service.

Grade 3: Arranging plates and sponges on each tables before PYP lunch time (Everyday)

Grade 4: Cleanliness progamme with the school community like cleaning classrooms, corridors etc.  (once in a week)

Garde 5: Reading story books with Pre-Primary to grade 1. They will also plan fun games for the pre-primary students and grade 1. (Once in a week).

Above grade wise services can be changed as per teachers planning or students suggestion.

Every week or month students, teachers and school community will reflect on this community service from their sides to know the impact of this programme to develop international mindedness. 

Maksud Alam

2.     To be clear and confident communicators.

3.     To make students try new things with a positive attitude.

4.     To inspire students to be inquisitive and think before they act.
Sequential outline:

1.     Explore students’ prior knowledge about the specific historical places of cultural values.

2.      In a class discuss about the historical places in the community.

3.     After the discussion students will select one of the historical places to investigate further.

4.     Share this information with the class. Together compile list of questions the students will try to find answers to while touring the historic site.

5.     Explain to students that they will be going on a tour to visit the historical places that have been discussed.

6.     Students use local maps, a street directory or online maps to locate the historical places that they have researched. They will even take help from the locals to find the place.

7.     Students will stop in regular intervals to observe the place and interact with the locals of the community.

8.   Upon reaching the school Students will present a report about their researched place to the class.

9.     Using their collated information, drawings or photographs, each group will prepare a power point presentation about their selected historical place.
10 Finally. they will be presenting their findings in the class.

Note:

1. Visiting places of cultural values plays a vital role in developing international mindedness. The students will be able to connect and relate themselves to the other cultures. They can empathize and feel a deeper understanding of the cultures of others. So visiting historical places of cultural values is one of the best action where students can raise their international mindedness through exploration, discussion and collaboration.
2. In case of pandemic we can have a virtual trip to any of the places in the world which holds a very strong historical values.
For example: Angkor wat in Cambodia, Taj Mahal in India, Lumbini in Nepal, Pyramids in Egypt, etc.

Nirusha Tamang

No, it is impossible to change alone. The school community along with the parent community need to collaborate to create an impact in the minds of the young learners. 

The parent community as well as the members of the school community such as managing directors, principal, coordinators, etc. can come together in celebrating cultural diversity, conducting student exchange events, community service, and many more. For conducting Market day, the parents can collaborate with their children and come up with creative ideas. We can even involve them to suggest some ideas to develop international-mindedness. 

The celebration of cultural Diversity or Costume parade, Community services, Celebrating International Festivals, student exchange programs must be regularized and repeated throughout the academic year as well as followed throughout the school. If we make these practices regularly, then only we can turn our students into truly global citizens adapting the international-mindedness. 

We can conduct Individual Care call Sessions (ICC) where we can give and take feedback with parents. We can even create some self-assessing checklist or rubrics for students to reflect on themselves.
(Karuna Shrestha)

 

Since we live in a community, we can find different cultures, tradition, language, rituals, different perspectives. Therefore, it cannot happen with one person we need to get involve with community.

 

We Nepali people are very rich in culture and tradition. We have diversity in culture. Therefore, we can organize a program in school where children can come in their cultural attire and do some presentation about it and its importance. We can also organize some food festival where children of different community will have a stall and they will keep their typical cultural food. And everybody can taste it and get information about the food of different community. Children can sell the food in stall and donate the amount to any social organization. It helps children to know about diversity in culture and tradition and how important it is for each of the community. Donating the collected amount can help children to understand act of service too.

 

To enrich student’s life we can create opportunities to children for trips, with in the country or internationally and extracurricular activities.

 

To develop international mindedness in children we facilitator, parents, children all needs to collaborate with the people. And once the children develop international mindedness it will always be with them since it is a attribute. We can know that the children have develop international mindedness in them through their action.

Sunita Lama

 

In this activity, students will explore the world through a variety of picture books. They will examine a variety of perspectives through each text that they read and determine any common idea among the texts. 

Objectives:  

We locate a country on a map and listen to a folk tale from that particular place. We have children shade on that country on their world map. When we have finished reading the story, they are asked what were some character traits in it. We explain them the major perspectives (acceptance, courage, bravery, friendship, cooperation, kindness, loyalty, perseverance) of the kind acts shown by that character in the book. Then, they will read and examine other texts from around the world to determine different perspectives. The children can also work in small groups to create a book or a symbol of appreciation for each other's differences. They will consider how appreciating differences supports community and relationships.  

The children later discuss the word "lovely" which is about appreciating and respecting each other's differences, and ultimately seeing everyone as lovely. We ask them to pay attention to the format of the book and how it portrays all that is lovely. They are explained that recognizing diversity means understanding that each individual is unique and have differences like race, culture, language, and abilities. They will work on their own to create a book also answering these questions:  

2. Who might you need to collaborate with? 

3. Is this a short-term strategy or a long-term strategy? 

4. How will you know it's working? 

 Thanking you!
- Abina

Modern Foreign song classroom corner: A classroom corner can be designed where children can display their favourite song in their mother tongue that they would like to teach to the rest of the class. It could be fascinating to students as children get along easily with the music and learn foreign language without difficulty. The vocabulary will be practiced in an interesting way while the curiosity to know the meaning of the song increases. Thus international mindedness is encouraged.

Can you make this change alone?

Embedding international mindedness is impossible on just a single effort. It needs to join hands to make it a success. The entire ECA team and the academic team must plan teaching padagogy together. Apart from that parents involvement and school management too plays a vital role.                                            Eg: Certain chapters in Social studies like Our Neighbouring countries, Our culture and tradition, Our national Emblem etc. can be interlinked with ECA team to practice international mindedness.

Who might you need to collaborate with?

The strong collaboration between all the ECA teachers and Academic teachers is strongly required for international mindedness to embed. Apart from this parents involvement by encouraging their ward to participate and also home visit would be a help.

Is this a short-term strategy or a long-term strategy?
This is a long term statergy as learning different culture and language takes time. It must be continued to have worked effectively.

We can conduct some sharing session afer couple of classes. Students can organize some internal programs on their own and entire parents and school can witness their learning. We can also get feedbacks from the parents with time to time follow up as a music teacher.

Regards,
Subash Poudel

The main objective behind implementing international mindedness is to raise awareness of and celebrate different cultures. It means adopting a certain value system of kindness, tolerance and acceptance of multiple viewpoints. Research says that primary age is a very crucial time in the development of international mindedness which can be practiced through different repetitive experiences.

To develop international mindedness, providing students with classroom education connecting each concept they inquire keeping a global perspective at the center. The curriculum should be designed in such a way that it exposes students to international topics and let them collaborate, reflect and communicate to solve global problems.

Inviting the resource person from different historical and cultural backgrounds to share their experiences which can help kids know our world is diversified and the people living in some other part of the world may have a completely different lifestyle than ours and we need to respect that.

 

Having more collaborative tasks where students get to share what makes them different, they can prepare an activity or presentation, make a display, design posters, draw, create a play etc. through which they can share about each other's culture and help others understand how it is similar or different from others. 

Bringing the current world news in discussion on a regular basis, encouraging them to ask questions between themselves which will provide them a better understanding of the world around them from a multiple perspective.

Students also enjoy celebrating major festivals and traditions from around the world, encouraging them to take ownership of these events and to teach others about their traditions. 

 

An internationally minded learner takes action for positive change. So, involving students in community services more often so they can be a part of change.

No, the change cannot be brought alone. As collaboration is the key component to embed international mindedness so to cultivate this tradition in our young learners the effort should be made from both the school and the parents community.

Developing the value with in someone is like an exercise where the results can be seen only after repeatedly practicing for some time so this is a long term strategy.

The values that one developed is always reflected by their actions. We need to be observant how maturely our kids are handling the situation they come  across.
Seema

International-mindedness is a worldview in which individuals consider themselves as part of the global community and feel a feeling of responsibility to its members.

The learner profile and learning techniques give the tendencies and fundamental abilities for developing and demonstrating international-mindedness.

The learning community imagines, produces, articulates, and models an international-minded culture. 

A globally minded learner takes action to effect good change.

Nevertheless, one cannot jump to conclusions, before we develop plans and put them into action, we must first get to the root of the problem. While my study, I discovered several reasons and preventative measures. They are listed in the following order:

Causes 
 - The impact of western culture
 - Lack of institute and training centers
 - Less scope of use
 - Lack priority given 
 - Lack of study and research

Strategies
 - Inclusion in curriculum of school (such as club activities)
 - Conducting musical competition from time to time
 - Promotion of Nepalese traditional dance in the world 
 - Research and study of folk musical instrument
 - People engaged in playing folk musical instrument should be encouraged and promoted
 - Educational tour 

While implementing these approaches, we not only raise knowledge about it, but it also promotes confidence in our learners. Why? Because they are typically student-based projects in which students surf the website and collaborate with one another.

I hope the above-mentioned threads were useful.

Anticipating a positive feedback from you all, at your earliest convince,

Yours faithfully,

Yangchen Lama