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LE
VE
L1
TE
AC
HER
S M A N UAL
SCHOOLS FOR
PEACEL
Imagine a world with no violence. Imagine if every student, in every
school in the world, understood how to solve conflicts peacefully.
Imagine yourself being one of them.
The Schools For Peace program is a three-level process. Each level consists of
10 sessions designed to be used in the classroom with your students. You can
choose to complete two sessions a week for five weeks, or one session a week
for ten weeks. If your work with the first level is successful, you can continue
with the second and third level.
CONTENT:
Let each group share with the rest of the class what
they have come up with.
Duration: 10 minutes
Description: Write the word conflict on the board. Let the group
brainstorm about what the word means to them.
Duration: 30 minutes
Duration: 10 minutes
10
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ADJUST
Accept being pulled over
AVOID
Ignore the exercise
COMPROMISE
Both standing with one leg on each side
WIN-WIN
Both participants change places
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Satisfied
needs
COOPERATE
DOMINATE
WIN-WIN
COMPROMISE
AVOID ADJUST
Satisfied relationship
with opponent/partner
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Duration: 30 minutes
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THE TURTLE
The turtle withdraws into its shell when a conflict arises. It
does not listen to the needs or feelings of itself, or the other
person. The turtle is good at not dwelling on things, and is
not controlled by pride. The risk of avoiding conflict is that it
often surfaces later, and by then, the issue may have grown
and become more difficult to resolve.
THE CAMEL
The camel carries other peoples loads, in order to avoid
conflict. It adapts to the feelings, needs and desires of
others, to maintain a good relationship. The camel has good
qualities such as flexibility, solidarity and kindness. The risk,
however, is that the camel is ignoring its own needs.
THE FOX
The fox is cunning and tries to come up with solutions that
will suit both parties. If we take half each, we will be equally
pleased. Compromising in a conflict is positive, since we
communicate and collaborate. The risk of a fifty-fifty solution
is that the conflict may come back later when we feel that we
are not completely satisfied with the outcome.
THE LION
The lion is good at setting limitations and asserting its own
needs and desires when it comes to conflict. The lion can
be bad at listening to the other persons feelings and needs,
and can also be very dominant.
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QUESTIONS:
Best friend
Instructors Note:
It is important that no one feels forced to answer.
Most people will have a different reaction,
depending on what the conflict is about. Point this
out, to demonstrate that this is not a negative
conflict behavior. We all use different strategies
depending on what the conflict is about, and who it
is with. When we are aware of our behavior, we can
strive to be the Dolphin and find win-win solutions
to conflict situations.
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Self-esteem
Self-esteem is how we view ourselves. People with high self-esteem think po-
sitively about themselves and know they are valuable for who they are.
Self-confidence
Self-confidence is how we feel about the things we do. People who are
self-confident know they are good at something. For example, a student might
know that he/she is good in history, or writing.
A person with self-confidence can have a low self-esteem and vice versa.
18
Schutz also says that self-esteem is at the heart of all major human issues
involving teamwork, conflict resolution, problem solving and leadership. It is
important to know yourself, understand your strengths and weaknesses, and
to be able to meet other people and problems in a constructive way.
The activities focus on the individual, and the individual choices one makes to
improve ones self- esteem.
The activities should be done in groups, so that peers can support and com-
plement each other, and for the adult leader to take responsibility and secure
a self-esteem development process.
Keagan, from a school in South Africa, wrote down some of her good qualities.
Sometimes its good to write down things like that, just as a reminder.
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Description: Ask the students to write down (or just think of)
three good things about themselves and to raise
their hand when they have done so.
I am good because.
I am good at
I am a good
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All our feelings are valuable, and we need all of them. When we teach
emotional competence, we give children and young people the tools they
need to connect their feelings and thoughts, so that they are able to make
active decisions.
Our primary feelings are happiness, anger, fear and sadness. These feelings
have similar expressions all over the world. Some of our basic needs are rest,
freedom, love, belonging, safety and identity.
Duration: 10 minutes
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I NEED
I FEEL BECAUSE
Safety
Afraid Belonging
Sad
Love
Angry Care
Frustrated Confirmation
Stressed Food
Unhappy Movement
Shy
Freedom
Confused Creativity
Tired
Appreciation
Restless Development
Lonely Rest
Impatient Change
Annoyed Play
Embarrassed
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Description: Use the student booklet, and let the student make
the connection by drawing lines between feelings
and needs in the student booklet. Let them share
their examples with each other.
I FEEL
BECAUSE
MY IS FULFIL
NEED FO LED
Thankful R
Relieved Safety
Happy Belonging
Inspired Love
Calm Care
Energetic Confirma
tio n
Proud Food
Relaxed Movemen
t
Peaceful Rest
Confiden Freedom
t
Touched Creativity
Appreciat
ion
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Duration: 10 minutes
To encourage students to
think about different kinds
of communication
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Good listening skills are some of the most important and useful abilities
someone can learn. Being able to listen has been called The Art of Life. How
well are we able to listen determines how well we understand other people.
Depending on how we listen, we can either assist or hinder the other person
to be better understood. We can listen in a way that helps the other person to
speak, or we can listen in a way that hinders the other person to speak. These
two ways are called Communication Boosters and Communication Busters
(see Activity 2 on page 28).
1. Be present
Focus fully on the person who is talking.
2. Be curious
Decide that you want to learn as much as posible about the other
person and what she/he is telling you.
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5. Ask questions
Questions are a useful tool for active listening. Asking questions can
help you understand more, or prompt the other person to talk or think
in a different way.
Duration: 30 minutes
1. Communication Busters
For more information, please refer to Introduction
Manual.
28
2. Communication Boosters
Repeat the exercise again, but this time the
Listener will be an active listener using
communication boosters.
3. Debriefing
End the exercise with a
discussion about the
importance of active
listening in friendship,
in school, and in
conflict resolution.
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HN
To create positive change in the world we need to learn from the experience
JO
of history. But we also need to see ourselves as actors for change. In this
session the students learn about the lives and struggles of some of the
leading non-violence figures, as well as identifying role models in their lives
and encouraging them to see themselves as role models.
SC
F
P
HO
DU
Learning outcomes: Students will be able to name
OL
STO O
IN AFGHANIS
peace and non-violence role
MALA
models, and list few qualities
that would enable them to
TA
become role models to others.
N
.
ACTIVITY 1: NON-VIOLENCE ICONS LU
THE
R KING H
E LD
IN T
H
C E B ETW
H
EA
RT
EP EE
E
N
Duration: 45 minutes
MA
FA
AD BL
M
MO
AC
LA
U S S P E AC H
KS
DE
AND
ON MA
non-violence
WHITES
NELS
icons.
IH
AV
IN
A
DR
SO
EAM
Learning outcomes: At the end of this
.
U
TH
AF
activity, students will
RIC
A.
IN
DI
ILD
SAID:
I F YO U
WA
NT
ST
, TO
LD
class. Divide everyone into small groups
R CH
WO ANG
E THE
30
D
IN
JO
NEW
. TE
bigger group.
E TH
E SO IN
N G I M AG
E ...
or a person from their neighborhood.
US
U
CA
E
,B
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These exercises focusing on violence and safety can bring out many feelings
within the group. It is important that the participants have had a chance to get
to know each other a bit, and that you have created an environment where
they feel comfortable and safe, before doing these exercises.
Duration: 5 minutes
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Duration: 30 minutes
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KNOWLEDGE IS POWER.
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Learning outcomes: Students will know the history of the knotted gun,
and will artistically interpret the sketch of the
knotted gun.
John Lennon was the lead singer in the band The Beatles. He wrote many
songs about making the world a better place. The most famous one is called,
Imagine. Have you heard it? If not, search for it on the internet. Together
with his wife, Yoko Ono, he used music as a tool to spread the message of
peace and non-violence.
On December 8th, 1980, John Lennon was shot dead outside his home in
New York City. The sculpture of a gun with a knotted barrrel was created
in memory of him by the artist Carl Fredrik Reuterswrd.
Carl Fredrik was a good friend of John
and Yoko, and he named the
sculpture Non-Violence.
36
Learning outcomes: At the end of the lesson, students will know the
history of the non-violence symbol and create their
own interpretation of it.
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NAME
SCHOOL
06/03/14 17:10
TAKE ACTION FOR PEACE
Go back to the first lesson, where you talked about dreams. As a class,
what can you do to make your school, your city, or the world a little bit
more peaceful?
Learning objectives: This training session will help the students feel a
sense of ownership and responsibility for creating
their own peaceful environment.
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Learning outcomes: At the end of the activity, students will develop their
own non-violence project.
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Thank you for having your students fill in the evaluation form. The answers
provide important informaton for us as we continue to improve and add to the
program.
Please collect all student evaluation forms from Student Booklets and send
them to your local NVP Coordinator.
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5 4 3 2 1
COMMENTS:
5 4 3 2 1
COMMENTS:
5 4 3 2 1
Cut and give to the NVP Project Coordinator.
COMMENTS:
5 4 3 2 1
COMMENTS:
5 4 3 2 1
COMMENTS:
6. Would you like to do Shools for Peace Level Two with your students?
Yes
No
7. Comments:
Name:
E-mail:
School:
City: Country:
Thank you for your participation!
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Have fun!
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