The processes used in teaching and learning about global education are crucial to the development of a value system which will provide students with the knowledge, skills and attitudes necessary for global citizenship. Global citizenship involves being able to work with others for the benefit of all people and our earth, to be able to solve conflicts non-violently, to be able to recognise and counter injustice and bias, and to be able to take action to ensure a sustainable world future. While content is important, global education is looking at long-term values and changes in people's attitudes and behaviours.
Much of students' social learning occurs through the informal curriculum, for example through the organisation of the classroom, and through the attitudes and behaviours teachers convey. It is important for teachers to critically examine their own attitudes and values. In the early years of schooling students learn in both informal and formal ways. The informal and incidental learning which occurs is central to good early childhood practice. In order to maximise informal learning, teachers need to be astutely aware of both individual and group situations throughout the day, and of ways to expand upon and create relevant and meaningful learning experiences from these situations. Some of these experiences may last only a moment, some may result in a well-planned session being abandoned in favour of picking up on the enthusiasm of an informal or incidental learning experience.
Students are more likely to achieve their full potential if they feel safe and secure. For students to feel safe and secure in their learning and exploration of values and attitudes, which is fundamental to global education, teachers must establish a ‘put-down free zone’; that is, an environment in which students and adults do not respond to each other with negative comments or behaviours, either verbal or non-verbal. Teachers can explain this at the beginning of the year or term and remind students that the classroom is a put-down free zone when the need arises.
There are many strategies suitable for using with students in both formal and informal learning situations. They can be incorporated into any curriculum