TESOL's web site takes advantage of basic web standards that your browser is unable to support. While our site will not display in the way it was intended, the page content should still perfectly viewable in any internet capable device.

You can choose from a variety of browsers (many of them are free), by visiting the Web Standards Project site

Print this page

E-mail this page

The American University, Washington, D.C.
Friday, October 17, 2003
8:00 am-3:15 pm

About the forum
Forum brochure (kb Adobe Acrobat document)
Forum agenda (kb Adobe Acrobat document)
Workshop descriptions

About the Forum

Forum speakers facilitate workshops that introduce K-12 and adult education teachers and administrators to innovative classroom activities. Speakers from the following organizations present:

United Nations Educational, Scientific, and Cultural Organization (UNESCO)
Peace Education Center, Teachers College, Columbia University
U.S. Institute of Peace
The American Red Cross
Interaction/American Council for Voluntary International Action
EnVisions Inc.
National Mediation Board
Georgetown University
George Mason University
Fort Hays State University

This forum will provide:

a discourse that encourages teachers to incorporate age-appropriate lesson plans, educational resources, and teaching methodologies into a classroom culture reflective of equity, cross-cultural understanding, and respect for diverse identities, ideas, and concerns
an exchange of experiences and effective practices on activities that address the effects of terrorism and war within the context of the classroom, and
a platform to identify a network of teachers and administrators committed to learning more about how to facilitate a "culture of peace" in the classroom.

Who should attend?

K-12 teachers and administrators
ESOL professionals in community colleges and adult education programs

Workshop sessions will introduce participants to:

Lesson plans and instructional techniques that incorporate important global and current events in social studies curricular activities
Teaching methodologies that facilitate balanced dialogues with students about their concerns and ideas on sensitive issues that affect them; issues concerning war, terrorism, and security are examples
Samples of age-appropriate curriculum materials that focus on creative activities that help K-12 students cope with, process, and face fears about war, terrorism, and violence
Classroom projects that encourage schools and students to become involved in humanitarian efforts in conflict areas worldwide
Analytic tools that examine the effect of personal biases, prejudices, and values on dynamics of the classroom

Workshop Descriptions

Engaging ESL Students in Global Learning (M1)
Explore how to teach peace education and provide a global context in the ESL classroom. Discuss strategies for talking with students about war and terrorism and helping students understand the connection between their lives and world events. Examine how you can involve the entire school community-- from student to teacher to administrator-- in the creation of a "culture of peace" through social action.
Alison Milofsky, Education Program Officer, U.S. Institute of Peace

In the Aftermath of Terrorism: A Young Person Asks, "Am I Safe?" (M3)
How do young people cope with emergencies? As much as we would like to protect all children, we cannot shield them from personal or community tragedy. We can help them to prepare for unforeseen dangerous events, however, and learn about facing and moving beyond their fears and concerns. Learn more about empowering young people to prepare for and cope with disasters and other tragedies using the American Red Cross's "Facing Fear: Helping Young People Deal with Terrorism and Other Tragic Events" curriculum for grades K-2, 3-5, 6-8, and 9-12.
Heidi Taylor, Curriculum Associate, The Red Cross National Headquarters

Toward a More Balanced View of Arabs and Muslims (M2)
Explore the importance of self-awareness as a component of intercultural understanding in the classroom. Participants examine their own perceptions of the Arab world and Islam and the sources of their attitudes and learn how to help their students understand stereotypes and biases. Case studies, anecdotes, and group experiences are used to sensitize educators to these issues.
Richard Seikaly, President, EnVisions
Zeina Azzam Seikaly, Outreach Coordinator, Center for Contemporary Arab Studies, Georgetown University

Encouraging Civil Discourse with Logical Conversation in the ESL Classroom (A1)
Explore how to incorporate the Logical Conversation Approach into your ESL classroom. The Logical Conversation Approach introduces learners to a conversation flowchart for agreement and disagreement: plot sample dialogues along different routes; create dialogues to follow prescribed routes; engage in flashcard debates where individuals or teams take turns following discourse-level directions; and participate in "free-form debates" where speakers can agree or disagree as long as they respect and use valid reasoning. This kind of activity promotes important discussion awareness and skills, while also providing the means to sensitively address highly relevant and potentially volatile topics.
Robert Bruce Scott, Assistant Professor, Fort Hays State University

Students as Humanitarians: Integrating Learning and Acting Globally (A2)
Learn about several humanitarian organizations working with children around the world and how to bring this work into your own classroom, building empathy and connections to other parts of the world with your students. This workshop explores how your classroom can become involved in humanitarian work and how these projects can be built into various curricular activities.
Erin Tunney, Program Associate, Interaction, American Council for Voluntary International Action

What Is a "Culture of Peace"--And How Do We Get There? (A3)
Examine several key issues involving the development of a "culture of peace" in the classroom, including what a culture of peace means in the context of a classroom setting; how the teacher's own perceptions and culture affect teaching about conflict events involving culture (e.g., terrorism); and how to resist, and help students resist, reacting to individuals as representatives of a cultural group.
Julia Morelli, Faculty, George Mason University
Daniel Rainey, Deputy Chief of Staff, National Mediation Board

If you have any questions, please contact: Laura Bryant, Member Relations Coordinator, TESOL, e-mail lbryant@tesol.org, Tel. 703-518-2511.

TESOL thanks the American University's TESOL Program for supporting this event.