"Welcome to the Planet Perspective Global Summit," I announced, as my 3rd graders nervously adjusted their papers and stared at me in anticipation. It was the last day before Thanksgiving break, and as any teacher knows, that's a day when you're hard-pressed to get anything substantial done. Not so, this year. Students—some in costume—sat patiently in circles around the fictional country models they created. We were about to start our global summit, the culminating event after six weeks of studying world leaders, aspects of leadership, government types, and geography. During the unit, students asked questions, conducted research, and created plans for their own countries and governments. Now, the student leaders of these fictitious nations were all looking at me, ready to share their work. In my mind, the summit served as a way to wrap up the unit and a fun activity for students to share what they had learned. It became much more than that, and for me, it was one of the most awe-inspiring moments of my career.
I opened the summit (in character) by introducing myself as the moderator and articulating the presentation ground rules. After the leaders had a chance to present their country and explain their government, they would have the opportunity to meet and decide how to run their new world, Planet Perspective. One by one, my students shared their countries. And one by one, I saw the learning of the previous six weeks unfold before my eyes. They had not chosen systems of government haphazardly; every leader carefully considered the benefits and drawbacks of each. Some students even combined elements of divergent government structures to create something new. My shyest and most hesitant students were able to convey their ideas clearly, classmates supported each other if a peer became nervous, and one of my students who stuttered consistently didn't that day.
My 3rd graders used words such as "compromise," "collaborate," "principled," "care," and "equality" to describe their most important leadership style traits. Every student wanted the summit to succeed, and they all came to class prepared and ready to participate. I stayed in character throughout the morning, but inside, I was filled with pride as we moved on to the anticipated trade agreements and international relations meetings. Students had set these meetings up themselves based on what they felt was important for their countries and the planet, as a whole. Their goal was to complete at least one agreement with another country. As I walked around and listened to the trade agreements, I heard respectful dialogue and saw students at all learning levels focused and engaged. I didn't need to say a word or remind students to stay on task. These kids were solving problems; they were working toward peace for their country. They took it seriously, and they had a purpose for learning.
The freedom to question, to self-assess, to share ideas without fear of ridicule, and to choose the content all formed the foundation of the instructional design and the final simulation. Students were evaluating how their actions impacted others and actively learning how to make responsible decisions. When I allowed students to come to their own conclusions, think independently, and evaluate their own choices and the choices of others, they chose compromise, care, and ultimately peace. Their work was important, and they felt invested in the outcome. As teachers, the best we can do for our students sometimes is to get out of the way, smile, and let them shine without us.
A global education doesn't always have to be about world events or other countries, but rather about how to live in the world. Learning how to listen, how to disagree respectfully, how to encourage, and how to be a leader are several elements of a global education that all students need. Global education is not a separate subject or a single lesson; it is a necessary part of all education, for all people. Global education allows a shift in perspective, which provides opportunities for both students and teachers to grow and develop as humans equipped with an understanding of their roles in a complex world.