After arriving in Washington D.C. for the Global Education Symposium, I checked in to my room and then headed for the informal reception in hopes of finding my travel partner. Within a few minutes of entering the room and awkwardly getting close enough to scan people's name tags, I found my travel partner, Laura. Laura and I will be visiting Meknes after our first few days in Rabat. We met a few more people from our Morocco cohort and then joined some of the teachers traveling to Ghana for dinner. Our dinner conversation was enlightening, and of course, centered around education (what's wrong with us?) It was interesting to hear people speak about their teaching responsibilities, workload, district initiatives, and whether their district and building supported global learning. As we talked, it was both encouraging and discouraging to hear that we all face similar challenges, no matter our geographic location. It became clear that the teachers selected to participate in TGC are the ones that put in long days, sponsor multiple student activities, serve on committees, tutor students, pursue their own educational goals, and commit themselves to doing what is best for students. We all acknowledged that this pace often results in feeling burned out, but then something comes along and reignites our passion for teaching. For me, the TGC program and its emphasis on global learning has been rejuvenating. I believe in the relevancy and importance of global learning and I know that my students will benefit greatly as the world around them becomes increasingly interconnected.
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AuthorI'm a high school AP geography and world history teacher, traveling to Morocco with Teachers for Global Classrooms to bring cultural insight back to my community. Archives
May 2014
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