Students in Trelleborg, Sweden, were enriched by the meeting with the multi-prized haiku poet Anna Maris. She spoke with great empathy about haiku and inspired the students to write their own poems linked to the global goals of sustainable development. She switched between reading haiku in Swedish, English and Japanese!
During the Christmas holidays, students and teachers at Söderslättgymnasiet in Trelleborg, Sweden have read poetry. “One poem each day” has been on the agenda and will continue until World Poetry Day on March 21.
With the guidance of teaching teachers and librarians, the students have chosen different poetry books. It is very exciting to see what collection of poems they have chosen to read. It will also be exciting to take part in the exchange between the students when they have the opportunity to tell each other about the poems.
The idea is that the students should be responsible for the introduction to each teaching sequence by presenting poems to each other. The reading and the conversation about “today’s poem” takes about 10 minutes of teaching time. A great way to start teaching, catch everyone’s attention and create a reading-promoting community!
Many students have chosen to read Milk and Honey by Rupi Kaur, so there is no doubt that the students are curious about instapoetry. Some have also started following her on Instagram. Have you started exploring instapoetry with the students? If not, you must! It is highly recommended.
Maria Glawe, Söderslättsgymnasiet, Trelleborg, Sweden.
Since society and today’s school are characterized by linguistic and cultural diversity, teachers need to become better at making multilingualism a visible resource in students learning. The monolingual norm that often dominates school teaching is challenged by Sustainable Poetry. Working with the project makes all languages important and visible.
My language is my freedomis created by Gaiath at Söderslättsgymnasiet in Trelleborg, Sweden.
Translated into English:
I didn’t know my language was a treasure
I did not know that my language is my freedom
I did not know that my language is my strength.
When I left
now I know the value of my language
my native tongue
is a crown on my head.
Translanguaging is also about identity; when the school dares to challenge the monolingual norm and allows multiple languages in the classroom, regardless of subject, the multilingual students gain greater confidence in themselves and feel pride in their background. (Translanguaging develops language and identity – Pedagog Gothenburg)
We collaborate beyond subject and language boundaries and create a learning community where everyone can read, create and share poetry on equal terms. It is a human right to speak one’s own language, to learn to read and to give voice on important life issues. The teachers Alice and Riitta has done a great job with the students!