alxkio – SKHC

Evaluation

alxkio — Thu, 11 Nov 2021 15:06:22 +0000

Evaluation

Objectives

The objective is for participants to give feedback on the educational programme they participated in, suggest changes and improvements, share positive and negative experiences and feelings that they had during the process, evaluate themselves and the group.

Description

The participants are given five minutes to complete the evaluation sheet. The questions on the evaluation sheet can vary, depending on the activities selected, the group’s needs, time constraints, etc. It is up to the facilitators to select which questions to include or to add more questions that they think are relevant. After the participants fill out the questionnaires, the group reconvenes as a whole and the participants discuss their experiences and their feelings, make suggestions for improvements, proposes ideas of new educational programmes that the group would be interested in, etc.

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Case study

alxkio — Thu, 11 Nov 2021 15:03:16 +0000

Case study

Objectives

to identify ways to handle conflicts at school
to come up with common solutions to prevent violent conflicts

Description

In groups of 3-4 people, the participants describe a case of a real or an imaginary school conflict. In every case, the participants need to explain the reasons behind the conflict and its consequences. The following questions are given to facilitate the groups:

– What is going on?

– Who is involved in this conflict and who is affected?

– What are the reasons behind this conflict?

– What are the consequences?

If groups find it difficult to develop their cases the facilitator can give the following example:

“In our school, there are incidents of violence almost every day. Boys and girls, fans of rival teams, are in constant conflict with each other at school, and often arrange to “fight” after school. This situation has not changed for years. This is because… As a consequence…”

The teams return to the circle and present their cases. The discussion focuses on the issues that arise from a conflict when it is expressed in violent ways of any kind.

What are the feelings of the groups involved in the conflict as well as of the observers?
What is the environment developed in the school?
Can we say that in such an environment the human rights of all are respected?
Who can act to change this situation?

After the discussion, participants return to their small groups and discuss solutions. Solutions that can be achieved individually or collectively, at the level of the school community, but also by local authorities, civil society organisations, the media etc. The solutions are presented in a plenary session by the groups.

The facilitator can then bring to the group examples of effective ways of conflict resolution based on democratic and collective actions that are designed and implemented at the school level with the active contribution of students. These may include participatory sports and educational programmes, student campaigns, intercultural festivals of music, food, etc., activities involving parents, guardians, teachers and students, and other actions that provide peaceful solutions and promote human rights and inclusion.

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My social tree

alxkio — Thu, 11 Nov 2021 14:58:35 +0000

My social tree

Objectives

to express emotions
raise awareness and give information on social issues
and to promote personal and social responsibility

Description

The facilitator asks each participant to draw on a piece of paper a tree with 5 branches. On each branch, the participants note their answers to the following questions:

· What is something that I admire in people around me (family, friends etc.)?

· What is something that people around me (family, friends etc.) do that annoys me?

· What is the most pressing and difficult social problem in my neighbourhood or in the municipality where I live?

· Is there something that people are doing to solve this social problem?

· Is there something that I can do to help address this issue?

Whoever wishes to do so, may present their answers to the circle. Some of the questions that could form part of the discussion are the following:

Did our own or our peers’ answers provoke any feelings in us?
Can we describe those feelings and where they come from?
Are any of the issues that were mentioned as a common concern?
Could we work together and take action to solve or help with the social problems mentioned by the group?
Do the existing initiatives bring social change, and in what ways?
Do we know any other peaceful ways that can bring social change?

Thoughts and ideas are shared in the group.

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The same, or else…

alxkio — Thu, 11 Nov 2021 14:54:19 +0000

The same, or else...

Objectives

to practice non-violent expression and communication
to improve communication skills in the group

Description

Participants are requested to write the following sentences on a piece of paper, one next to the other:

WHAT I NOTICE, WHAT I FEEL, WHAT I NEED, WHAT I ASK FOR

Then, on another piece of paper, the facilitator writes the following two sentences.

“My sister’s a litterbug. She throws her dirty clothes all over the place, in the room that we share.”

The members of the group discuss whether such an approach to the way we communicate can bring a change in someone’s behaviour.

What is usually the outcome when communication is based on insults and attacks by the two parties?
What kinds of behaviour lead to conflict? What kinds of behaviour lead to conflict resolution?
Is there a common way we respond each time? What does this depend upon?
Under what circumstances and conditions can we communicate effectively with others?

Following this discussion, the participants are requested to rephrase the sentences above, using the model of non-violent communication in which we express what we observe, how we feel about it, what changes we would like to see, and what exactly we are asking interlocutor.

For example, a new way of communicating our position could be rephrased as follows:

“You’re constantly leaving your clothes everywhere in the room. This annoys me and I get very angry every time it happens. I need to live in a clean space where I feel respected. I am asking you to put your clothes in order and not just leave them anywhere, especially when they are dirty. Do not leave them my desk or on my bed.”

The participants then work individually and create their own conflict cases.

They first express themselves as they would express themselves in their everyday life about the issue that bothers them and then rephrase it, following the model:

WHAT I NOTICE, WHAT I FEEL, WHAT I NEED, WHAT I ASK

Indicative list of needs: acceptance, appreciation, love, love, trust, respect, tenderness, companionship, calmness, completeness, security, air, water, food, a clean environment, personal space and time etc.

Indicative questions for discussion:

In our interpersonal conflicts, which of the two ways do we usually choose to communicate? What does our reaction depend on?
What are the results that we can expect in each case?
Does it seem likely that we will all develop ways of communicating that do not involve insults, attacks, etc.? What does this depend on?
Could we, would we want to try another way of conflict management in our own group?

We explain to the group that such a way of conflict management may seem strange to us at first, since we are not used to communicating in this way, but it can help us realise what bothers us and may bring us into conflict, to define our feelings and needs specifically and to propose a solution to the issue that concerns us, which is unlikely to happen when we choose aggressive ways of communicating.

Gradually, and if all team members are trained in such a way, communication can become positive and effective, even when we disagree. At the same time, if we understand our rights and duties, we can shape the classroom, and more broadly our school, our neighbourhood, our city, into peaceful and friendly places for all.

Download material:  The same or else

Are we really listening?

alxkio — Thu, 11 Nov 2021 14:50:38 +0000

Are we really listening?

Objectives

to cultivate active listening skills
to enhance the ability to distinguish between violent and non-violent communication
to promote non-violent communication between group members

Description

The facilitator divides the participants into two groups. The members of the first group are requested to think about the most important issues facing humanity today that require immediate resolution. They sit next to each other, and they all have an empty chair facing them.

Each member of the second group gets a different instruction sheet. Possible instructions are:

– Make eye contact with the speaker every 5 seconds. At the same time, whistle continuously while s/he speaks.

– Look at the speaker in the eyes every 5 seconds. Every now and then, yawn.

– Never look the speaker in the eyes. Keep your gaze fixed on a corner of the room.

– Slouch in your chair, look mostly at the floor and look very little at the speaker. Close your eyes often, as if you are falling asleep.

– Every few seconds that the speaker speaks, shout loudly “No way! What are you talking about?” or “What is this nonsense?” etc.

– Look and listen attentively to the speaker. When you agree with something the speaker claims, smile and nod your head. Maintain a polite expression on your face, no matter what you hear. Make a note of points you would like to comment on once the speaker has finished.

Ask members of the first group to make their case in 1-2 minutes, with members of the second group listening and reacting in the way indicated in their instructions. After the members of the first group have finished, members of the second group reveal what instruction they had.

The discussion can address the following questions:

Which reactions indicated that the listeners were listening?
What might have been the feelings of listeners and speakers in each case?
In real life, when do we feel that someone is listening to us and how do we feel when he / she doesn’t?
What are usually our reactions when we are not listened to?
Why is it important to listen to our interlocutors?
What are the elements and the preconditions for ensuring an effective communication?

In our daily lives, do we really listen? Under what conditions are we more effective in terms of our communications? What results does this bring?

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I introduce myself presenting 3 objects

alxkio — Thu, 11 Nov 2021 14:47:29 +0000

I introduce myself presenting 3 objects

Objectives

to get to know each other
to strengthen relationships in the group

Description

The participants present themselves to the group through three objects that they bring to the circle. These objects can describe their daily life, their feelings at that very moment, their favourite activities, or whatever else they decide to share as a way of introduction to the group.

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Flower bouquet

alxkio — Thu, 11 Nov 2021 14:27:14 +0000

Flower bouquet

Description

The participants bend over and pick imaginary flowers and then they sit in a circle. They give the bouquet to the person sitting next to them by saying something positive about him or her (smiling, gentle, patient, supportive, good listener, confident etc.).

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I express my impressions in texts or drawings

alxkio — Thu, 11 Nov 2021 14:22:30 +0000

I express my impressions in texts or drawings

Objectives

to express the participants’ impressions of the educational programme
to suggest ways to improve
to share positive and negative experiences and feelings from the process
to evaluate themselves and the group

Description

The facilitator gives the participants a piece of paper and encourages them to write or draw their impressions and feelings about the educational programme. After this, whoever wants can share their work with the group. In a plenary session, each person can share their impressions, discuss what they learned and gained from the activity.

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The school of peace

alxkio — Thu, 11 Nov 2021 14:15:55 +0000

The school of peace

Objective

to enhance cooperation, communication, creativity, and imagination

Description

The participants are divided into subgroups of 4-6 members. They are given a piece of paper (1 x 1 m) and asked to:

Visualise an imaginary place, in which there is a school, where everything is pleasant and peaceful. The participants discuss this and draw the school of peace on their paper. They draw the environment, the rules, the curriculum, the activities, the relations between the school members, the facilities and anything else they wish.

They are allowed to use different materials and techniques such as painting, collage, text etc. They are also asked to find a title for their work. Groups present their work in a plenary session. The discussion can address the following questions:

Was it difficult to agree?
What inspired you to come up with your ideas?
Of the ideas that you presented, which one do you think is realistic and can be implemented and would only depend on you on the effort to create a school of peace?
What are the possible ways to communicate your wish to live in a school of peace to the people who can bring about change, such as teachers, school directors, parents, school officials, local actors, and others?

The posters can be hung on the class wall.

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Theatre game

alxkio — Thu, 11 Nov 2021 14:11:56 +0000

Theatre game

Objectives

to enhance cooperation
to improve communication skills and critical thinking
to enhance collective decision making

Description

The participants are divided into four groups and each group is given the following script (same for all groups):

Script:

Some kids (A+B) are having fun at school, chasing each other, and throwing a hat around – because of this you accidentally drop your food (C). They keep laughing, making various jokes.

A: Throw the hat over here! Over their heads!

B: Catch it!

A: (tries to grab the hat, hits the table, and drops child C’s food, but without paying any attention, continues to shout to B: This way!

C: Hey! That was my food!

A: What did you say? he says to C who complains. And immediately, again, ignoring his complaints, he turns to B: Hey, throw it away! Don’t let D catch it!

C: Do you guys know that it is your fault that I dropped my food? (Voice raised)

A: I had to grab the hat! (ironically)

Participants are given some time so that they can divide the roles, enrich the script as they wish and come up with a solution to the problem before the situation gets out of control. Then, each group performs its own ‘script’ and a discussion follows about the solutions proposed by each group and for further peaceful ways of resolving differences.

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