Featured image of Inés Bulacio with fellow teachers by Gerardo Dell Oro from clarin.com. In special needs education, innovation and non traditional teaching methods hold an important place. These four Global Teacher Prize 2016 Top 50 Finalists have taken it upon themselves to champion educational access for children with barriers to traditional learning. Helping children recover from trauma, leveraging dyslexia as an asset, and triumphing over serious brain injuries is all in a day’s work for these inspiring educators from Argentina, Mexico, Palestine, and Greece.
2. Elisa Guerra Cruz - MexicoElisa explaining to other educators a special method of teaching children to read. Elisa has been working with brain injured children at The Institutes for the Achievement of Human Potential for over fifteen years as a volunteer. She was never interested in becoming a teacher, though, until she saw the effect that school was having on her son. She was worried that it would destroy his individuality and love of learning. Therefore, twelve years ago, she borrowed money, sold her car, and opened a preschool with 17 children, including her own. She studied for her teaching degree at home, eventually ranking first in the National Teachers Examination. Her school, Colegio Valle de Filadelfia, now covers primary and secondary school students as well. It promotes physical excellence as well as academic achievement. All students play the violin, learn three languages and take part in an annual triathlon. 85% of its graduates get admitted to the two best high schools in the state. Due to its success, five franchises have been opened in Mexico and two are about to start in Costa Rica and Brazil.
3. Hanan Alhroub - Palestine
Hanan featured on Palestine TV following the Top 50 Finalists announcement. Hanan grew up in the Bethlehem Palestinian refugee camp. One day, coming home from school, her husband and children witnessed a shooting incident involving Israeli troops. It took her family several years to overcome the devastating psychological impact that this experience had on her children’s behaviour and their educational development. Having found that her children’s teachers did not deal with these challenges in an adequate manner, she decided to become a primary school teacher herself. Her goal was to lend a helping hand to children who have been exposed to this kind of violence and therefore need special care in their first years at school. Hanan strives to provide peace in the classroom coupled with attention to individual children’s needs. She has developed a special teaching approach that she has shared in her book “We Play and Learn”. To counter the high level of violence prevalent in and around Palestinian schools, she creates a relationship of trust and affection through honesty and respect for her students. Her methodology puts a special focus on group work, literacy and rewarding desirable behaviour. Her key message for students and teachers alike is that the Palestinian people can reclaim their country through education and learning.
معلمة فلسطينية ضمن افضل 50 معلم في العالم Posted by تلفزيون فلسطين Palestine tv on Saturday, December 12, 2015