Written by 5X社区 alumna Anna Thompson
As a proud alumna of 5X社区, I can honestly say that my education at Kent has helped to shape not just my professional career, but has also impacted my beliefs, morals, and in a larger part, my worldview.
I had the incredible opportunity this past fall to complete the second part of my student teaching in New Zealand while completing my Master of Arts in Teaching at Kent with a focus in Early Childhood Education.
New Zealand has a rich blend of history and cultures, fascinating landscapes, a deep respect for the environment and natural resources the world provides us, and some tasty food. I was able to go abroad in large part due to the unwavering support of several of my mentors and professors. This experience was one of the most profound and life-changing moments in my journey as a student and educator. When I first decided to pursue education and complete my master鈥檚 at Kent State, what stood out to me was Kent鈥檚 commitment to diversity, maintaining equitable and safe learning environments, and promoting hands-on, experiential learning. This is something I have grown to deeply respect, and it was something I was able to also experience at the school I completed my student teaching at in New Zealand.
It was at this time that my perspective on education was truly transformed.
One of the first things I noticed in New Zealand was the significant amount of time children spend outdoors. The emphasis on outdoor play, physical activity, and exploration, reminded me of a place on the Kent Campus that I have worked at, completed multiple field experiences at, and whose teaching ideologies and philosophies I have grown to deeply respect. That place is the Child Development Center (CDC). Throughout my time at the CDC, I was able to experience firsthand, the benefits of knowledge being acquired through inquiry and exploration. Where the CDC draws inspiration from the Reggio Amelia approach, I was able to see similar alignments to the structure and curriculum that has been established in New Zealand. A big focus on education in New Zealand morphs around child-centered learning, inquiry-based hands-on experiences, and collaboration with families. I was able to immerse myself into an environment that celebrates diversity and welcomes differing viewpoints into the classroom. Throughout my time in New Zealand, I was introduced to Ma虅ori (the Indigenous Polynesian people who Kirst inhabited New Zealand) customs and traditions and I got to witness how Ma虅ori culture is respected, honored, and taught not only in schools but amongst communities.
Another aspect of teaching in New Zealand, that honestly took me a bit by surprise, was the relationship amongst the administrators and educators. A daily part of the school routine I was placed at, is a 30-minute break every day for teatime. During this time, the kids play outside and enjoy a morning snack, and the faculty make their way up to the lounge to relax and socialize with tea.
Many of the experiences I have gained in public schools in the U.S. I have found teachers stressed out, overburdened with a large workload, and oftentimes sacrificing their breaks to catch up. That was not the case in New Zealand. I am not negating the fact that teachers in New Zealand ever feel moments of being overwhelmed or overworked. However, I did see a shift throughout my time there, where much of the faculty used their downtown/breaks to rest, socialize, and recharge. The principals would join in on the socialization, chatting away with faculty in a manner that opened my eyes to the fact that many of these people are friends. I have witnessed a bit of division among administrators and teachers through my experiences in the U.S, relations oftentimes remaining strictly professional and cordial, so it was a bit of a shock when I was invited to join some of the staff (teachers and principals alike) for a planned weekend hang out, something that many of the staff clearly partakes in regularly.
I soon found myself getting to know these people on a more personal level than I have with most of the teaching staff I have met in my past experiences back home. I was immersed into lengthy and meaningful conversations that I did not expect to gain, and that I will treasure throughout my professional career.
This has reminded me of the importance of fostering meaningful relationships with the people you are surrounded by within your professional career and will remain a goal of mine when I am running my own classroom.
In the U.S., we often struggle in public schools to balance academics with physical activity, but in New Zealand, the two seem to go hand in hand. What I found to be truly remarkable was the direct correlation between the outdoor playtime children were provided with, and the well-being of those children. During lesson time, they were often engaged and excited to learn. At times when I have witnessed much of the day in public schools in the U.S. being warped around worksheets, tests, and quizzes, I saw less of a focus on such focal points in New Zealand, and more of a focus on engaging students to form their own opinions, knowledge, and beliefs through engaging, explorative, hands-on experiences. It wasn鈥檛 just about running around or playing games, it was about how these activities supported their social and emotional development. Outdoor play and classroom experiences gave children the space to build resilience, work on problem solving skills, strengthen fine motor skills, and learn how to collaborate and resolve conflicts independently.
Once again, I was reminded of the time and experiences I have gained at the CDC, and for both experiences I am grateful. They have helped shaped me into the educator that I am truly proud to be. An educator who values safe, inclusive and equitable learning environments that promote learning through active engagement and inquiry-focused learning. An educator who establishes and fosters relationships not just with my students, but also with their families. And lastly, an educator who respects the differing viewpoints, beliefs, and cultural experiences of ALL my students. Much of this ideology was impacted through my time student teaching abroad.
So, with that, I shall wrap this up with one final piece of advice: if you鈥檙e considering studying or teaching abroad, DO IT.