Written by J. Murali Krishnan, Global Schools Advocate.
Habits form quite early for children, making it imperative for adults to introduce as many good habits as possible, and that too as early as possible. When these habits benefit children personally and contribute to the greater good, they can lead to sustainable changes in the long run.
Since we began implementing Education for Sustainable Development (ESD) at Galaxy Montessori Academy, we have observed noticeable changes among our students. The development is two-fold: the activities introduced have helped them acquire knowledge about the Sustainable Development Goals (SDGs) and have also improved their technical skills. They now know how to develop questionnaires, use these questions to collect data, represent the collected data in charts, and finally, draw inferences from them. All of this has been possible because of ESD in the classroom.
How Do We Choose SDGs?
Each year, we select different SDGs based on what our students feel are the highest priorities. We allow the children to vote on which SDG to focus on for that academic year, fostering a democratic process. This not only gives the children a voice but also allows them to delve deeply into the chosen SDGs and develop a comprehensive understanding. They then plan activities around these goals, which are both teacher-driven and student-driven.
For the academic year 2024-25, we have chosen the following SDGs:
-SDG 14: Life Below Water
-SDG 3: Good Health and Well-Being
Introducing the Saving Habit.
Some children have already been saving money from what they receive during important festivals and occasions. It has always fascinated me to see them saving at such an early age. However, I wanted to extend this habit to all the children and implement it as a school-wide activity. I also wanted to connect it to the SDGs we have selected this year. Being a small school, it's relatively easy to launch a new initiative, and our parents have always been supportive of new ideas that help their children develop essential skills and traits.
Our students have been exposed to the work done by several non-governmental organizations (NGOs) that focus on environmental preservation, river restoration, and more. They have also interacted with some members of these organizations. This year, I wanted them to contribute from their savings as donations to these organizations, which focus on the SDGs we are tackling this year.
The Class Meeting: Introducing the Savings Box.
I’ve always had the habit of saving money since childhood. One day, I brought an old collection box I had used to the classroom and called for a meeting. Before showing the students the box, I introduced the concept of saving, its benefits, and asked the children how many of them were already saving money and how they usually received it. The students actively participated and shared how they saved and what they usually did with the money. At the end of our discussion, I revealed the collection box. To my surprise, the children were thrilled and excited to see it! Though it wasn’t very attractive from an adult’s point of view, they found it charming and saw it as a treasure.
After introducing the box, I asked if they would like to contribute from their savings at least twice a month. Almost every child was excited about the idea. I advised them not to pester their parents for money and emphasized that their contributions should come from their savings. Everyone agreed. Some children who didn’t have the habit of saving were now eager to start. This initiative has encouraged them to cultivate the habit of saving at home. We collectively decided on a minimum and maximum contribution per month. The amounts are small, but significant for children, and the initiative will continue until March. By then, we expect to have collected a meaningful sum. The children loved the idea.
Introducing Accounting and the Role of an Accountant.
The next stage of this initiative involves ensuring that the money collected is properly tracked and monitored by the students themselves, with support from the classroom adult. We decided to nominate a student each month to act as the accountant. I gave them a brief overview of the accountant’s responsibilities, such as tracking the children’s contributions. They quickly grasped the concept, and I introduced a simple format to record monthly contributions.
We decided to place the collection box in an accessible area where children, with adult supervision, can easily make their donations. Since each donation needs to be recorded before being deposited, we agreed to enter the contribution amount next to the child's name on the tracking sheet. This way, the accountant will know the amount deposited, ensuring transparency. I emphasized the importance of transparency, and the children wholeheartedly agreed.
Once the box is full, we will open it in front of the class, count the money, and deposit it into an account until the end of March 2025. After identifying an NGO that works on one of our chosen SDGs, we will take the students to donate the collected amount. This process will teach them about savings, accounting, and the work of organizations focusing on sustainable development. It will also help them understand their roles in society.
Comments