Authentic_Exchange

  Peace Action 1: A sking my troubled students why their first response is always to get physical. Peace Action 2: Giving all students  certificate that outlines their uniqueness  Peace Action 3: Asking all my colleagues if they happy ( Turns out not to be a good activity as one staff member realized how unhappy she was) Peace Action 4: I took time to meditate for 20 mins before work  Peace action 5: Forgave myself Peace Actin 6: Had food parcels distributed in my hometown to the needy. Peace action 7: Reaffirm my relationship with my god 

  Often we insert comments into students reports stating that he/she “ has the potential to improve” but what does that actually tell us. Looking at how students make their decisions I have learnt that it’s a combination of efforts that can lead to a student’s reaching their full potential, we have those who are willing and able, willing but not able, able but not willing, not willing but able, neither willing or able. We encourage students for vast majority of the day but in doing so are we encouraging the good choices in students achieving their goals or are we weaponizing result based outcome. Although attitudes towards school work is what shapes the learning experience for the student, it is important for students to realize that there is a short- and long-term consequence to falling in the “not willing nor able” to wanting to learning

  As teachers, our focus goes beyond just teaching content; if that were the case, our jobs would be much easier. Teaching is deeply rooted in social-emotional learning experiences. With that in mind, we need to consider the essential connections we build with our students.   What I have learned is that our identities are shaped primarily by the connections we have with our parents, family, and community. Imagine if one of those connections is broken for a student. As teachers, how do we help that student reconnect with their identity? Our jobs become much more complicated in this scenario. We expect students to come ready to learn each day, but that seems nearly impossible if they lose connection to what is dear to them—especially when it relates to the identity that shapes who they are.

  As teachers, we often encounter gray areas when assisting our students, extending our care beyond the walls of the classroom. Our professionalism is guided by a code of conduct that provides us with boundaries for protection, but not all situations are set in stone. Relying solely on a technical approach can negatively impact our relationships with students. While technical approaches should serve as guidelines for various scenarios, we must be adaptable to effectively support our students. Being adaptive is crucial for educators, as we are expected to make hundreds of decisions daily, each influenced by a variety of factors. Best practice involves a transparent and flexible approach that allows us to meet the unique needs of each student.

  What is best for the child ? That is a question we as teachers all think we know coming out of university. Little did we know that our very first teaching experience will humble us. Education is not a linear process , although many a times we find our selves referring back to standards that need to be met , we have to ask ourselves is that really what is best for the child? Truth is every decision we make is based on our experiences, trauma and life lesson. Children today do not have the same challenges as we once had and for that reason we as educators have to adapt to catering for what is truly best for the child by providing ways and means for children to feel a sense of belonging and that they are valued beyond the point of where children feel their self worth is based on academic results. Reflecting on what is best for the child , we have to look at the context and the personality of the child not our own experiences 

  “Everyone's a pacifist between wars. It's like being a vegetarian between meals” - Colman McCarthy Reflecting on why wars happen has changed how I see conflict and strengthened my belief in pacifism. Throughout history, powerful countries have twisted stories to justify their actions, claiming war is necessary to protect against threats or injustices. This has made me think deeply about the moral issues involved in war and how we often misunderstand it. The reasons for going to war can change based on the political and social situation, and what seems justified in one time can be seen as wrong in another. Powerful nations often claim they are helping or liberating people, but this can hide their real goals, which may include taking resources or expanding their influence. This understanding has made me more committed to pacifism and aware of the terrible human costs of war. While some believe that war can lead to positive change, I think about the communities destroyed and the...

  Reflecting on the triangle of violence, it becomes clear to me why there is a cycle of violence in my home country that is perpetuated from a school perspective onto students, leading to direct violence. This violence involves the transfer of hurt and pain through various content-related topics that are taught in schools. One statement that stood out to me was made by Mr. Cameron Janzen: “When addressing the past, we must be careful not to create a new victim.” This resonated with me because, from a structural and community perspective, we were taught that “white” people are colonizers. This understanding has led to many incidents where I have personally witnessed “white” people becoming victims of direct violence.

  Imtiaz Sooliman- Founder of Gift of the Givers. I had the privilege of meeting this incredible person, and I was truly inspired by his unwavering dedication to helping humanity. He left his profession as a medical doctor to pursue a global mission of compassion and support. I see him as my superhero and a true advocate for peace. My dream is to follow in his footsteps and become an advocate like Imtiaz. 

  Growing up, peace felt like an elusive dream to me. As a South African, I learned about Nelson Mandela as a symbol of forgiveness and hope, but that narrative often felt disconnected from our reality, especially coming from a history of apartheid. Many injustices remain unaddressed, and the deep-rooted racial inequalities still affect us today. For my peers and me, peace often seemed like a distant fantasy. Our education system highlighted the trauma experienced by my community, reinforcing the pain rather than offering solutions. Anger and hurt were prevalent, and it often led to responses rooted in violence, whether at school or in the workplace. We were taught that peace might only be achievable through wealth, but we also learned that such opportunities were limited for people like us. In my neighbourhood and at school, peace wasn’t modelled by teachers or community leaders; instead, every day felt like a struggle for survival, with the constant threat of violence looming...

  Growing up in a neighbourhood marked by gangs and being classified as part of the working-class, I encountered a specific set of unspoken—sometimes spoken—rules about how young males were expected to behave. Walking away from a fight was not an option, and losing without putting up a fight was seen as unacceptable. If someone said something you didn’t like, you were expected to respond with even harsher words or actions, as that was the social norm. Your nickname often reflected your physical appearance or demeanour, leading us to believe that it defined our identity. The groups we associated with shaped how we saw ourselves. While many of my friends remained entrenched in this lifestyle. With parents working long hours, we often had to fend for ourselves. We attended religious classes daily, hoping to become better individuals and make wiser choices. Yet, even our religious leaders seemed troubled, grappling with the social injustices they faced