Across the world new international teachers are arriving at their schools - some will be seasoned overseas educators, while others will be working abroad for the first time.
Either way, these new teachers will be keen to connect, make friends and learn a bit more about their colleagues.
It can be hard to do that in the hustle and bustle of a new term, but at our school we’ll be using poetry to help share a bit of ourselves, based on an activity I first saw via .
Yes, it’s a bit different, but having done it before in the UK, I’ve seen how it can break down barriers and help each person to share something about themselves in a fun, low-pressure way - and it works well for pupils, too. Here’s how it works:
1. Explain it
It’s important to set the scene first and ensure that everyone is clear about the purpose: getting to know each other and celebrating individuality.
It’s probably worth acknowledging that it’s not quite your usual CPD or Inset day activity, and making it clear that staff can share as much or as little as they wish. Generally, I’ve seen that once the session begins, people’s initial reservations disappear.
2. Read and clarify the poem
Before asking people to write anything, I share the poem . This shows them the ideas behind the activity and how their own poem may look.
It could be worth having some translations of certain phrases, but the aim really is to show the structure of the sort of poem they may write, rather than getting drawn into a deep textual analysis.
3. Model it
If you’re the one leading the session, you could share an example of your own poem first and then explain how and why you chose certain details to include. For example:
I am from tuna casserole, packed lunches and pizza on Fridays,
from little yellow school bus to long road trips, sleeping bags in the back.
I am from four different schools in three countries
from chalkboards, the overhead projector to a whiteboard I still don’t understand.
This way you can get everyone warmed up to the idea and the sort of things they could include that may prompt discussion, laughter and generally help people to connect.
4. Brainstorm
Doing this opens the session up nicely to move into brainstorming, so people can start to think about the sorts of things they can include in a poem: sights and sounds, local cuisines, sayings, influential people or past school experiences.
I always find this a key step to helping people to really think about what represents them and what they want to share in their poem.
5. Write
Next comes writing! Ideally, you should give them about 10 to 15 minutes for a bit or writing time.
Most teachers are keen to put something down, but you can always provide some “fill in the blank” templates for any staff less sure on the idea or not sure how to start.
6. Share
Rather than expecting people to read aloud their poem to everyone at first, it can be better to get them to share in pairs or small groups and then ask if anyone wants to share afterwards.
Sometimes it can be nice to piece a few lines together if people have only written a few lines, so you end up with a mosaic poem, like this:
I am from maple syrup on stacked pancakes,
from frozen lakes and the sounds of ice skates.
I am from Port de Sóller, the tram rattling down to the harbour
from “vale, venga” when it’s time to go home.
I am from fish and chips wrapped in newspaper on a Friday night,
from “put the kettle on” after a long day.
7. Reflect
Finally, it’s helpful to get everyone to reflect on the task and how important it is for us to feel like we belong and that we can share stories about ourselves.
This reflection can extend to discussions about how we can ensure that students feel this way, by getting to know them as individuals, and the power of routines, safety and inclusion in helping them to feel like they belong in our school.
Using it with students
The same activity can work really well with students, encouraging them to share information about themselves and their background in the early weeks of school life. This helps them to learn about each other and it shows that their identity matters.
I’ve used this activity with all ages and so have other teachers I’ve worked with. It’s always powerful to see Where I’m From poems hanging on walls at the start of the year.
Tricia Taylor is teaching and learning lead at Mallorca International School and author of
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