An interesting thread from Save RE which I added to - Ive deleted everyones name except mine (Mary Fellows is my Facebook name. Most of you know I am really DurgaMata) Hi peeps, Im currently teaching Buddhism to year 8. I have a unit of work but have a set 1 ... And set 5 ... The latter of which are completely disinterested and very difficult/low ability. Does anyone have any recommendations for resources/programmes I could show them as they engage with this quite well but my creativity is failing me! X I am sure there are some nice simple sheets on the bbc schools site that you can print off I had a Entry Level year 10s and they loved doing optical illusions as a way into delusion. I also did top 10 favourite things, then they had to dwindle them down to one to take on a desert island to teach them how to let go of unnecessary things. They love talking about themselves. Could you take them outside of the classroom for some hands on learning? They could design and draw mandalas with chalks on the playground. Reflect around what will happen to their work, why its important to be able to accept change and let go etc. To then lead into learning of Buddhist teachings. Or do some different meditation activities Mary Fellows Yes. I had a similar problem with a year 8 Buddhism unit. What worked for me was starting by telling the story of the four sights in a dramatic way. I got this idea because my son was in a play about the life of Buddha and I more or less copied the way it was shown in that play. I will look for the link. youtube : Little Buddha, a documentary from BBC about the Buddha and A History of India (Michael Wood) Mary Fellows Here are the links to youtube episodes of the Buddha Play I was talking about. The Four Sights come in parts 6 and 7 because the director arranged everything in a non-chronological way. In episode 1 Buddha is on his death-bed while the last episode ends with his experience of Nirvana under the Bodhi tree. Siddhartha Becomes the Buddha Part 1 https://youtube/watch?v=3ISVI9unqnw Part 2 https://youtube/watch?v=XPu1KA5-t04 Part 3 https://youtube/watch?v=I3g8Aix_Rrw Part 4 https://youtube/watch?v=LnJT_IZQVeo Part 5 https://youtube/watch?v=pupZNQkepZI Part 6 https://youtube/watch?v=GtZK1NlseI0 Part 7 https://youtube/watch?v=yG8Z63vXXfs Part 8 https://youtube/watch?v=QRGdIQz_-sA Siddhartha becomes the Buddha Part 1.mov A Play By Sri Chinmoy Performed at the 45 Bleecker Street theater Manhattan. This play illustrates the... YOUTUBE.COM Mary Fellows Another thing I like to do when teaching Buddhism is to introduce silent reflection and mindfulness. I have several good exercises and visualisations which work well. The first is just to listen. Write what sounds you can hear - give the class just a few minutes. Suggest they identify what the loudest, softest, farthest and closest sounds are - and if they can hear any sounds within them - such as heart-beat or tummy rumbles. You can do this for two or three minutes a few times in one lesson or at some point in a series of lessons and see if they are identifying more sounds - becoming more skilled in listening - more aware. Then you can move on to watching thoughts and listing them, trying to observe thoughts rather than follow them. Mary Fellows When you do the eightfold path, you can set a homework based on right action and right speech. Pupils keep a diary for a week, noticing when they or people around them behave in a way that shows right action or right speech - and noting the consequences. They can also record observations of the consequences when someone is not using right action or right speech. Does it make a difference? Did being aware of it change the way that they behaved - and if so what difference did it make to the world around them? Mary Fellows If you have to set an end of topic test or exam on Buddhism, you can make the last question open-ended reflection - awareness one. This is great for low-achievers who may not have remembered much of the factual information about Buddhism but who generally are very good at the reflective activities. They finish the heavy part quickly because they dont know much - and then would sit bored and miserable until the end of the test - but now they can really work on the last question. Its also good for G and T pupils who finish early because they know it well. They can also flourish in the final question. when I give the marks they are marked in two sections - the main paper mark plus a bonus (out of ten) for the final question. Mary Fellows I often find that disaffected and low ability pupils thrive when we do Buddhism. I think it is because it is so logical and doesnt require belief in God. Has anyone else had that experience?
Posted on: Thu, 20 Nov 2014 22:29:40 +0000
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