To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Also, there are many nuances to each culture that may be hard to understand/translate into words. I speak Cantonese and there are words that cannot be translated into English as there are no words that have the same meaning. Words used and language barriers (translation from one language to another) can lead to challenges in communication.

Opportunities presented in the mission statement is the emphasis on culture and the differences in people. As technology advances and the world gets "smaller", it is important for students to communicate effectively with people from different parts of the world, allowing for greater collaboration and understanding.

• Joanne

Cindy

Cindy

Cindy

While honouring and acknowledging local contexts, expanding into global contexts can open communication, understanding and the appreciation of the wonders of our human family.

This for me is the biggest challenge in my teaching. How do I effectively communicate authentic information about how this population communicates? Communication is very cultural and these norms can vary from one region to the next. It is important to try to understand these in order to communicate effectively with others in order to build a better community. 

So for me, this is what I consider to me the challenge, how can we effectively and authentically learn and communicate about others when we live so far apart and are potentially taxed with  academic expectations.

Valerie

This is why I like TOK. Although I don’t teach the course, my colleague and I insert TOK opportunities in our lessons regularly to encourage the interdisciplinary connections. This allows students to see how IB courses are designs in a way that encourages this concept, which in turn encourages them to think ahead and build on their social skills; between themselves, teachers, and their community.

Valerie

Valerie

We can encourage students critical thinking skills to help them understand that others "can also be right". Incorporating lessons that allow for students to see the views of others and engage in those discussions.

Valerie

Here is my email address for us to collaborate on a mini lesson. I have created one just in case on Body language and can share with you so we can make some adjustments.

Valerie

vucinava@my.aquinas.me

Requires patience, compassion, understanding and caring. Being friendly, cheerful, and speaking slowly, clearly, and sometimes louder is also important. 

Volunteering at a soup kitchen 

Accepting direction, understanding that someone else is in charge and the need to do whatever is necessary. There are many distinct roles required and not all of them involve serving, sometimes it is behind-the-scenes work, like dishes or prepping, which is still vital to the running of the soup kitchen. Volunteers need to be aware of who they are helping and make anyone who utilizes the facilities feel welcome.  

Advocating for a cause 

Ideally if someone is advocating for a cause they are passionate, inspiring, and driven. They are hard workers and know how to motivate others. They do their research, support others and work alongside each other for a common goal. 

Building a school in a different country 

If someone were building a school in a different country, they would need to know so many different things, who to contact to help them establish a school, who will help them find or build facilities, and who is going to financially support such an endeavour. This type of person would need to be organized, connected, resourceful and goal oriented. This would need someone who is not afraid of adversity, will see a job through and can collaborate with others. 

Cindy

At a soup kitchen, students need the ability to manage in a large group situation and confidence in their ability to contribute to whatever is needed, food prep, serving, etc . The ability to communication when a task is unclear is important and collaboration in the setting is vital.

When advocating for a cause, a student must communicate their view clearly, respond to others input. Self-awareness and self management in addition to positive relationship skill would be of benefit.

Cultural awareness and collaboration are needed when working in another country building a school. Self management and making responsible decision is needed also especially with respect to safety on the work site.

Anne

Within the context of language and literature, we spend a significant amount of time exploring different interpretations, using different theoretical lenses (Eco-critical, Marxist, Feminist, etc) - and what we really emphasise with the students is what makes a good interpretation. This is where we really integrate the TOK thinking - discussing with them that yes, while many and varied interpretations can be acceptable, they can only be acceptable when justified with rigorous evidence. The challenge in some ways is not being so relativist as to say that anything goes - the interesting word in the mission statement is 'can' - they 'can' also be right - the challenge is deciding (in the context of literary interpretation) when an interpretation has enough evidence to be able to be considered 'right'.

Will

Will

A few years ago the English curriculum underwent a significant revamp, with white Western literature replaced by black American literature. While I appreciate this was a step in the right direction, it has seemed strange to me to deal with texts talking about race in America and West Africa when we are in East Africa (more slaves went through Zanzibar to the Middle East than ever went through the West coast). We consequently have revamped the curriculum again, with a much greater spread of literature from around the world, with voice given to the East African and Ugandan experience.

Here, the key link to how the context 'impacts how we communicate' really is about which issues get the most airtime - this is really about money. We have to order Ugandan texts from abroad because they are not available locally, and when texts are available locally, they are extortionately expensive because the costs of production when there is no demand and therefore no economy of scale are so high. So Ugandan literature consequently isn't really read in Uganda as much as it should be.

Similarly, there simply isn't as much noise generated on social media about the experience of the East African slave, compared to slaves sent to America - and so this issue is communicated more.

We really pay attention in class to the structural forces that impact what is communicated, to who, and why within these different contexts.

Will

First you need to be able to build a relationship with the group. Show patience and effective listening skills. Be aware of any hearing issues and improve your communication based on their needs.

Volunteering at a soup kitchen

You need to be respectful and understand the different socioeconomic backgrounds. Some individuals may be stressed and require compassion when communicating with them.

Advocating for a cause

You will require persuasion and the ability to speak to a large group. You will need to work on your public speaking skills and be an advocate for the cause. Being able to network with others will serve a purpose.

Building school in a different country

You will require the ability to collaborate with others. Navigating different languages and cultural non-verbal communication. Managing different customs. Understanding of different infrastructure.

Patience, an ability to listen repeatedly, using body language in subtle ways that do not offend the elderly when listening.

1. Volunteering at a soup kitchen

Zest and enthusiasm conveyed through body language. An ability to engage in a friendly manner with a variety of people.

1. Advocating for a cause

Confidence and passion, being able to read people's body language and emotion in terms of when to press and issue and when to step back.

1. Building a school in a different country

I'll be honest, I find this one really problematic. These activities quite frankly often do more harm than good, and are an extension of the 'poverty porn' that has permeated Western aid messaging for a long time. Most of the time, these activities are conducted for the benefit of the international students, and while there might be some benefit in the sense of a classroom being built, the harm that is perpetuated in terms of narratives of poor countries as being dependent on aid, rather than in need of investment - and actually being potentially exciting new emerging markets for investment, is harmful. So in terms of the right social skills I would hope students who do something like this have - it would be about being able to connect with people who are less fortunate than you in a way that doesn't patronise them, maintains dignity for all parties, doesn't categorise them as other, and in a way that is not purely self serving - genuine connection like this is very rarely achieved I think.

Will