Attributes of a Peace Educator

Prepared by : Ma. Reglyn C. Rosaldo

Attributes of a Peace Educator• “ The medium is the message”

• Peace educators must serve as models for the qualities and skills they are helping young people to develop in the peaceable classroom and school.

• Lanteiri and Patti (1996), as teachers we have to transform ourselves before we can expect to see changes in the learners.

• peace education is inherently a process of life-long learning, and we are all students that are perpetually seeking greater knowledge and understanding.

• Successful peace educators possess an array of attributes.

The attributes of an effective peace educator include:

1. The teacher is a responsible global citizen and has a vision for positive change in the future.  

2. The teacher is motivated by a desire to serve and is actively involved in the community where s/he teaches.  

3. The teacher is a life-long learner.  4. The teacher is “both a transmitter

and transformer of cultures.”

5. The teacher's relationships with students and faculty must nurture peace via the creation of a community.

 6. The teacher must be aware of racism,

sexism or any other form of discrimination that may occur in the classroom and both how s/he perpetuates it and how other students perpetuate it.  

7. The teacher uses constructive criticism

to help his/her students grow.

8. The teacher knows all of the learners as individuals and responds effectively to their differences with a caring attitude.  

9. The teacher creates an environment in which the students are free to inquire by creating questions that address issues.  The teacher is the poser of questions rather than the answerer.  

10. The teacher is constantly reflective about his/her own teaching methodologies.  

 

11. The teacher knows and uses the skills for communication and conflict resolution to build a community.    

12. The teacher utilizes cooperative learning.  

13. The teacher inspires understanding of alternative possibilities for the future and for a culture of peace.

14. The teacher is passionate and compassionate.

“ Be the change that you wish to see in the

world”

- Mahatma Gandhi

Towards a Whole School Approach

The “Whole-School Approach” as our Goal : Infuse peace perspectives into the life of the whole school Peace-oriented

Curriculum Content Participatory &

Dialogical Teaching-Learning

Methods

Peace-related Materials

Co-curricular Programs

Enrichment Programs for Staff on Peace & Conflict

Resolution

VISIONand

MISSION

Peace Action/ Activities of

Social Concern

Participative Structures & Caring

Relationships; Peace-oriented Policies

Sharing the Miriam College Experience toward the Whole School ApproachHow we started:

Core group of Peace Associates

MC Community took a pledge , “Declaration of MC as a Zone of Peace,” on College Day, 1991to strive to foster caring relationships, to look for constructive ways of resolving conflicts, to pursue cooperation rather than aggressive competition as the

school spirit, to live simply and to engage in actions towards peace…

Peace has been one of MC’s core values and is explicit in the school’s Vision-Mission. The V-M is central in the whole school approach.

Peace-oriented Curriculum Content

Integration of peace perspectives in various subjects, e.g., Social Studies,

CLE, Theology, CA

Separate subjects: Grade 7 Social Studies; Peace Studies; Education for Peace, Gender Equality and the Environment

Minor in Peace Studies

Participatory and Dialogical MethodsPhilosophical Underpinnings: Paolo Freire, Progressive Education

A sample methodology for a topic , “Challenging Prejudice.”

1. Ask students: What is your understanding of the word prejudice? Have you experienced prejudice? Can you relate that experience? How did you feel?

2.Using their experiences, draw a list of the types of p. Add inputs including about effects of prejudice.

3. Show a video, “Don’t Laugh at Me.”4. What feelings surfaced while you were watching the video?5. What message/s did you get from it? What can you do to

challenge prejudice? (Role playing can be used.)

Did we engage the learners’ cognitive, affective and active dimensions ?

Co-curricular/Student ProgramsConflict resolution training within the

homeroom program- options in dealing with conflict, dialoguing tips, steps in collaborative problem-solving

Peer mediation training and programObservance of special days- In t’l Day of

Peace, Mindanao Week of Peace, HR Day