With his Zine finally published, B has secured the places where he wants to display his product. It sits proudly in the reception areas of our school, so that it may be seen by visitors. It is his snap shot of what learning looks like at our school.
The action, however, came in a form that neither of us had considered. Our Year 6 students are currently working on their PYP Expedition, towards their PYP Exhibition. Part of our role, as teacher mentors is to talk to the children. To get them to pose and answer questions and keep considering the journey they are on. The focus is the expedition, not the exhibition.
In this capacity, I sit with a girl (L) who feels passionately about educating people about the great work of a charity organisation – one in which she is involved. She has been there, she has cooked, packed and delivered food to needy people and she knows all the benefits. She wants to tell other people why they should be involved too. She has decided to make a brochure, which the organisation wants to see, but she is unsure how to do this. She is folding paper and deciding on lay-out.
She feels unsure and something is not right for her. So I ask her, “Do you know what a zine is?”
“No!” We watch a quick YouTube clip and she looks at me and says,”This might be good for me!” So we head off to the office and I show her B’s zine.
“HOW DID HE DO THAT?” she beams.
“Why don’t you ask him?” I suggest. And we are off.
An informal, light-hearted mentoring session takes place, with a promise to be of assistance as and when he is required in the future.
L feels invigorated. She has direction and a real mentor – an expert who has done this before!
B feels important! He is able to share his knowledge and experience and help another (older) child.
How do we empower children to share their experiences and knowledge?
Do we know what our learners know so that we can pair them up authentically (with no barriers of age and stage)?