Sheffert & Combs believe that children are born good people and it is our responsibility as teachers to nurture this goodness. Both Sheffert & Combs agree that by engaging students in charitable projects such as fundraising or service-learning, can help them understand how they can make a difference in the world (Tedx Talks, 2016). 

I strongly agree with Sheffert & Combs beliefs and aim to continue to endorse kindness and helping others throughout my teaching. I will also strive to create projects that include service and experiential learning (Kennedy, 2017). By generating these projects, it enables students to engage in hands-on activities, helping them develop skills such as collaboration, critical thinking and problem solving (Kennedy, 2017). Yet it also allows students to experience real life situations, effectively preparing them to become active citizens, whilst fostering the development of empathy (Good, Fox & Coffen, 2011).

 

My practicum on a year 3 class allowed me to advocate these values through the creation of  ‘the kindness box’. Each time a student experienced or witnessed an act of kindness, they were encouraged to write about it and slip it into the kindness box. The aim of this project was to make kindness a habit and help students understand that kindness is its own reward. Throughout the duration of this project, I noticed students becoming more perceptive of the acts of kindness occurring around them, and more support among peers.

 

I also experienced a fundraising project occur during my practicum. The school had a farmer dress up day and pupils were encouraged to bring in donations to help the drought-affected farmers. Students were provided with information about droughts and the impact it has on farmers and our society. They were also informed how their donations would assist farmers. This fundraising project allowed me to perceive a sense of empathy develop within students, as they expressed their worry for the farmers. The fundraiser also demonstrated to students that they were able to help and make a difference even at their young age.

 

I strongly believe that by promoting kindness and creating charitable projects throughout my teaching, I can inspire children to think beyond themselves as they develop a desire to assist those in need. I believe it will also stimulate empathetic understanding, a significant trait that should be developed in all children, and is particularly necessary for our changing world (Good, Fox & Coffen, 2011).