Romanian Workshops

7/29/2019 Romanian Workshops

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S.O.S. Solutions-Opportunities-Success

Klcsey Ferenc Highschool SM, Romania

You can`t shake handswith a clenched fist.


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Indira Gandhi

SEPTEMBER

Workshop nr. 1 Introducing the topic

presentation of the topic to the new students by the coordinating teachers, as well

offering interesting and useful information about our partner school and the Icebreaker: name game

meet your teammates- students who are from different classes should present themselves

offer a short characterization, as well tell in few words why they participate in the

project , how do they approach conflicts.

Games:

Anger Ball-Toss

Find a soft ball. Have the class stand in a circle. Begin by completing the sentence, "I feelangry when ..." Ask for a volunteer who is willing to restate what you just said. Toss that

student the ball. That student restates what you said, then completes the sentence forherself. She then tosses the ball to someone else, who repeats what she said, then

completes the sentence for himself, and so on. Feelings Check-lnPass out markers and 5x8 index cards. Ask each student to write on the card in large

letters one word that describes how he or she is feeling right now. Then ask students tohold up their cards and look at the variety of responses. Point out how rare it is for

different people to bring the same feelings to an experience or situation. Invite students

to share why they wrote down the words that they did.


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Open discussion- Open your heart, we are listening to you they should mention conflicts they experienced at school

(group secret)

homework task : they are asked to follow the news and gather articles from local

media, news from internet, all that is connected with conflicts around us.

OCTOBER

Workshop nr.2- 3

The ship of ACES landed in Satu Mare The representative student (Barabas Levente) shares his experience from the Kick- off

-meeting Senec, presenting materials, pictures etc

Wall of Shame : students should stick items of news on a cardboard

Short presentation of the word conflictand related activities:

BACKGROUNDConflict is such a natural, important, and inescapable part of society and our own lives that it is

difficult to give it a single definition. After all, how can we reduce conflict to a single definition

when there are so many different kinds of conflict?

The following two activities are designed to allow students to explore underlying similarities inconflict situations ranging from family arguments to international wars. Rather than imposing the

theoretical views of conflict on the students, these activities provide the students with theopportunity to develop an understanding of conflict on their own.

MATERIALSIs This A Conflict? and Most Conflicts activity sheets, paper, pencils, chalkboard and chalk (or

large paper and a pen)

ACTIVITY I

1. Divide the class into groups of four to six.


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2. Each group chooses a representative who will report back to the class highlights of the

small groups discussion.3. Give one copy of Is This a Conflict? to each group representative. Tell each group that it must

decide whether or not each situation is a conflict. Stress that the groups must think of reasons tosupport their decisions.

4. Once the groups are finished, the representatives from each group report their conclusions and

reasons to the whole class.

5. Record on the chalkboard or large paper the major points made by each group. Have thestudents discuss these points openly, telling them that it is okay to disagree.

ACTIVITY II1. This activity is fun and easy. Divide the class into pairs.

2. Hand out a piece of paper to each pair.

3. Tell students that they are going to create definitions of conflict. Write the phrase Conflict

is... on the chalkboard. Ask the students to complete the sentence and record all responses ontheir papers. To stimulate ideas, offer the students examples such as, Conflict is terror,

Conflict is something I deal with every day, and Conflict is fun. Encourage each pair to think of

at least ten ideas.

4. Once the students have exhausted their ideas, ask them to think about which ones can begrouped together as positive and which can be grouped together as negative.

5. One of the students in each pair draws a circle around every idea that seems positive. Theother draws a square around every idea that seems negative.

6. The pairs will find that some of the definitions could be either positive or negative.

7. The pairs use their definitions to help them create a definition of conflict. Their definitions can

be more than one sentence. For example, a pair might decide that conflict is: Something that

people do every day. People in conflict fight, hurt each other, and also get what they want. Not allconflicts are bad.

8. Each pair shares its definitions of conflict with the whole class.

9. Discuss the following questions.a. Which definition seems like the clearest definition of conflict for us?

b. Did you find that you thought of more positive or negative definitions of conflict? Why? Whatare some of the positive definitions of conflict?

10. Tell the students that you would like to share with them dictionary definitions of conflict. Have

them compare their definitions of conflict with the dictionary ones.

11. Have students note that the dictionary definitions are not the perfect, only definitions ofconflict.

* The word conflict comes from the Latin language. The Latin word conflictus means tostrike together.

* A simple definition of conflict is: a disagreement between two or more persons or ideas.

ACTIVITY IIIIS THIS A CONFLICT?

Directions: Read and decide whether or not each of these situations is a conflict. Write down

reasons to explain your decisions.


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1. Andreea, Veronika, and Irena talk during their biology class. They whisper and write notes to

each other. The biology teacher gets angry with them one day, yells at them, and sends them outof the classroom. He tells them to clean the blackboard every day for one month.

2. Jelena and Eva are good friends. Last week they both took a history test and received goodgrades. Jelena thinks that Eva received her good grade because she is the teachers favorite

student. Eva says that she studied and honestly deserved the grade. The two girls now argue and

shout with one another.

3. A lot of kids like to play games in the schoolyard at night, but recently, a few stray dogs bitthree kids there. Now many parents do not allow their children to play in the schoolyard at night.

analyzing a PowerPoint about conflict (Conflict.PPT)

Facebook discussions with the partner students

Workshop nr. 4

Conflict box, two boxes were disposed in the school, students were asked to write their

own conflicts and put them into the box

Conflict team was divided into small teams and they had to identify of the conflicts,

family, school, interpersonal, inner conflicts, trying to offer solutions for them, and

show them in front of the others

Games: What Colour is Conflict?

Cut up a large quantity of 4x4 construction-paper squares in a wide variety of colors. Be

sure to have plenty of red, black, brown, and gray. Ask each student to choose a color or

group of colors that she thinks represents conflict. Either in the large group or in smaller

groups of five or six, have participants share the colors they chose and why they chose

them. (If you split up into smaller groups, come back together at the end and havevolunteers share with the whole group which colors they chose and why.)


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analyzing 1 PowerPoint ( Bullying in the Classroom PPT)

NOVEMBER

Workshop nr. 5

Previous task: kids were asked to draw their picture of conflict, in several classes

Conflict -team has chosen the best ones and stick them on a large cardboard

They had to find reasons what causes conflict and write the keywords on large

cardboard: The Roots of Conflict

ACTIVITIES

1. Write the word conflict in big letters on a piece of paper and place it on the floor in an open,

clear area of the classroom where everyone can see it.

2. Hand out one sheet of paper to each student.

3. Instruct students to count the number of letters in their first name and to cut (or rip) theirsheet of paper into that number of pieces.

4. Students then write a different word or idea that they associate with conflict on each small

piece of paper.

5. One at a time, each student lays his/her words on the floor around the sheet of paper that saysConflict. As each student puts his/her words on the floor, he/she should say them aloud. If

students have words that are similar to other words already on the floor, they should place themclose to one another. For example, if the word fighting is given, a word like hitting could be placed

beside it. Students are permitted to explain their words if they would like to.


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6. Discuss with students whether most ideas about conflict are good or bad. Ask them how conflict

can be good. Make sure they give specific answers. Ask them to offer examples of times whenconflict was useful or helpful.

8. In groups of four to six, students share their stories.

DISCUSSION QUESTIONS

1. Why do people have conflicts?

2. Should we avoid having conflicts? Why or why not? What are some examples of times in your life

that you avoided having a conflict? How did you feel by avoiding the conflict?

4. How are conflicts resolved:a. within yourself?.

b. within our class?c. within our school?

d. within our community?e. within your family?

f. among you and your friends?

Group activity: The Tower of Babel

BACKGROUND

We often label other people. Labeling can be helpful, for it helps us to organize our world. For

instance, when people have stomachaches, we may label them as sick. We use the label as a quickdescription of how they behave and feel. However, labeling is not a totally harmless way of

organizing the world. When we label people, we often treat them in ways that reinforce the

behavior and feelings. By treating people with stomachaches as sick, we develop a new way of

relating to them, and they develop a new way of relating to us. Our relationship changes, and it

becomes difficult for the sick people to break out of that label.Stereotyping is a way of labeling groups of people. When we stereotype, we affect othersbehavior as well as our own. We may, for example, treat all tall people as athletic; our treatment

of them affects how they relate to us, and in turn, this affects how we relate to them.

MATERIALS

Plenty of space, tape, index cards, or small pieces of paper for each student

On each index card, write one of the following messages:


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Smile at me

Frown at me

Make a face at me and tell me I dont know anything

Listen to everything I say

Do everything I do

Keep changing the subject

Dont listen to anything I say

Talk to me as if I am six years old

You may need to write the same message on more than one card so there

are enough cards for each student.

ACTIVITY

1. Hand an index card with a message on it to each student, telling him or her not to show it toanyone else.

2. Hand each student a small piece of tape.

3. Have each student tape an index card onto the back of the person beside them, making sure

that person does not see what is written on the card.4. Divide the class up into groups of four to six, and tell the class that they are going to

make a human statue about an incident in which someone helps someone else.* For example, they

could make a human statue of a few children helping an old lady across the street, of children

helping parents clean the house, and so on.5. Each group must decide among themselves what they are going to sculpt.

6. Each group must work together to create the statue, but each student must treat the otherstudents in accordance with the message on the persons back. For instance, suppose John has the

message Tell me what to do on his back. Every time I see John, I would tell him what to do.

7. After about 20 minutes, have the groups sit down in their regular seats and have each group

display their human statue. Tell the groups that they still cannot take the tags off their backs,nor

can they look at them. Everyone must still treat everyone else in accordance with the message on

each students back.

8. After all the groups have displayed their statues, tell the students that they can take themessages off their backs.


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DISCUSSION

1. How did it feel to be treated in a certain way?

2. Ask students to name what message was on their back. How did that message influence the pro-

ductivity of the group?

3. Would your group have been more productive without the labels on your backs? Why or why

not?4. Do people label each other in real life? Do children and adults label others as good, bad, bossy,

nice, or mean without even knowing them very well?

5. What is wrong with labeling people?

6. Has anyone ever labeled you in a way you did not like? How?7. Suppose someone thinks you are a bad person because you have brown hair. How could you

change this persons view of you?

8. Where do we learn many of our thoughts and beliefs about others? (From friends, parents,

siblings, teachers, and so on.)

9. Is it easy or hard to get rid of a label once it becomes known? How can you get rid of it?

Workshop nr. 6

Be the brick:P stay among students, overhear their discussions, analyze their

behaviour, way of communication, language, body language

Students share their experience Questionnaire: different classes have to answer questions about conflict

Workshop nr. 7

Role play activities:1. Two multicultural students of different races confront each other by calling out racial slurs.

2. A teacher confronts a student that a paper written by the student was plagiarized.


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3. A student body president counted votes for an election. Another student confronts him because

it is believed he counted votes unfairly.

4. A basketball coach found a one page editorial in the back of the yearbook that denounced himas a fair coach or a good teacher. He immediately protests to the administration.

5. A local high school allowed up until now, a student smoking lounge. Because laws have changed,

the student council calls for a joint meeting of the smokers, administrators, and student council.There is anger on the part of the smokers, as the jocks of the school invade the meeting and

demand the lounge is closed immediately.

Games:Problem solving pool, Controlled dialogue ( ACES workshops, Katrin Luth)

Nonverbal communication games

DECEMBER

Workshop 8/9

Film club

Take the lead / followed by salsa evening

Freedom writers followed by discussions starting from a Martin

Luther King quote: I have a dream that one day on the red hills of

Georgia , the sons of the former slaves and the sons of the former slave-

owners will be able to sit together at the table of brotherhoodthat one

day even the State of Mississippi , a state sweltering with the heat of

injustice, sweltering with the heat of oppression, will be transformed into

an oasis of freedom and justicethat my four little children will one day


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live in a nation where they will not be judged by the colour of their skin

but by the content of their character.

Line game

Xmas feeling be together, offer a helping hand, artistic programme pictures. PPT

Our story. Our words. Students` thoughts about the films

JANUARY

Workshop 10

Snowflakes:

BACKGROUND

This activity stresses the concept that, though differences in perspectives on an issue might

exist, this does not mean there is only one correct perspective. In many scenarios, there is no

right answer: Each persons perspective on the issue can be correct.. Who is correct?


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MATERIALS

one piece of notebook paper for the teacher and each student

ACTIVITY

1. Give each student a piece of paper.

2. Explain that the following activity is not graded. Stress that it is important that

each student not watch anyone else while doing the activity. Everyone must follow the

teachers instructions while remaining quiet. Tell the students that no one is allowed toask any questions on how to do the activity. If students do ask a question, tell them to

do the activity the way they think they should.

3. Instruct the students to:

a. Pick up the piece of paper.b. Fold it in half.

c. Tear off the top right corner of the paper.d. Fold the paper in half again.

e. Tear off the top right corner of the paper.

f. Fold the paper in half again.

g. Tear off the top right corner of the paper.h. Fold the paper in half again.

i. Tear off the top right corner of the paper if they can. If students insist that it is

too hard to tear the corner off, tell them that they do not need to.

j. Unfold the piece of paper.4. Tell students to look around the room, noticing how different each classmates piece of

paper is.

DISCUSSION QUESTIONS

1. Is anybodys paper torn incorrectly? Why not?

2. Why are so many students papers torn differently?

3. If students papers are torn differently from yours, does that make them bad people? Whynot?

4. Do we judge people as good or bad depending on whether they do things exactly like us?

Whats an example of when this happens?


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5. In what ways do you think people from other countries (from different religious, ethnic

back-grounds, etc.) view the world differently? How is their view different from your own?Whose view is correct?

6. What would the world be like if everyone saw everything the same way? How is the world moreinteresting because of the many different ways of seeing?

Which type of animals you are: the purpose of this activity is to have participants

recognize their personal reaction to conflict.Description: post the 4 signs around the room; write the names of the 4 animals on them;

discuss how each animal reacts to conflict. Possible interpretations:

Fox= confrontationLion= fights, dominates

Turtle= hides, scared

Bird= flies away

Ask the participants to go near the sign that corresponds to the way they react to conflict. Ineach animal group have participants discuss what the people have in common at each animal station

and how that`s different from the other animals. One person from each group should share what

they had in common and how they are different from the other groups. Remind participants thateveryone reacts to conflict in different ways.

Why do conflicts occur- semi-guided conversation in pairs, then in smaller groups

Conclusion: conflict -is a natural disagreement resulting from individuals or groups that differ inattitudes, beliefs, values or needs.

-it originates from past rivalries, personality differences

-is not always negative

FEBRUARY

Workshop 11:

Role plays :1. Litter is everywhere in the school. The student body president is angry that the student bodywill not clean up after itself. Many campaigns were launched during the year to clean up the school.

Nothing happened. The president proposes to close the student lounge during snack break

whenever the litter problem gets out of hand. Members of the student council are divided on the

solution and feel it is too harsh.

2. A teacher had a student miss his class because of a student council meeting. During the period

absent, a test was given. The instructor is not only angry at the student, but also at the student


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council advisor. The school constitution gives the students the right to call meetings, once a

month, during the school day. The teacher confronts the student and the advisor.

3. The junior class feels it is superior to the senior class. During homecoming, the junior classprints shirts that proclaim the Juniors Rule. The seniors are furious and withdraw from

homecoming activities.

4. In a local school district where there are three high schools, two of the schools are arch rivalsin sports, academics, and bad attitudes. One night School A burned the grass in School B's

football field. School B then plowed their field. The A.S.B. officers from both schools decided to

hold a joint student council meeting. Anger was strong as to who was to blame for bad behavior.

The goal to pursue a better relationship between the two schools needs to be resolved.

Let`s get loud! conflict resolution through music

We know that music can have a very powerful effect on us. A very long time ago, Plato

said, "Rhythm and harmony find their way into the inner places of the soul."

Music is often thought of as a cultural expression with the ability to bring people together

regardless of backgrounds. For this reason it is often deployed in multi-cultural projects aimed

at bridging divides, and more recently in conflict resolution programmes.

We used 2 musical examples to prove this, Spiders web by Katie Melua, and If we

hold on together by Diana Ross. We have listened to the songs, talked about the lyrics and at

the end we sang them together.

We have learned that we can express our ideas through music and make it be heard by

everyone. We can spend a lot of time together, knowing each other better by listening to music

or singing, or dancing together. Music relaxes us, makes us better persons, so it helps us

resolve our conflicts.

Diana Ross: "If we hold on together"

Don't lose your way

With each passing day

You've come so far

Don't throw it away

Live believingDreams are for weaving

Wonders are waiting to start

Live your story

Faith, hope & glory

Hold to the truth in your heart

If we hold on together

I know our dreams will never dieDreams see us through to forever

Where clouds roll by

For you and I

Souls in the wind

Must learn how to bend

Seek out a star

Hold on to the end

Valley, mountain


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There is a fountain

Washes our tears all away

Words are swaying

Someone is praying

Please let us come home to stay

If we hold on together

I know our dreams will never dieDreams see us through to forever

Where clouds roll by

For you and I

When we are out there in the dark

We'll dream about the sun

In the dark we'll feel the light

Warm our hearts, everyone

Katie Melua: "Spider's Web"

If a black man is racist, is it okay?

When it's the white man's racism that made him that

way,

Because the bully's the victim they say,

By some sense they're all the same.

Because the line between,

Wrong and right,

Is the width of a thread,

From a spider's web.

The piano keys are black and white,

But they sound like a million colours in your mind.

I could tell you to go to war,

Or I could march for peace and fighting no more,

How do I know which is right,

And I hope he does when he sends you to fight.

Because the line between wrong and right,

Is the width of a thread from a spider's web,



Should we act on a blame?

Or should we chase the moments away?Should we live?

Should we give?

Remember forever the guns and the feathers in time.

Because the line between wrong and right,

Is the width of a thread from a spider's web,




But they sound like a million colours in your mind,

But they sound like a million colours in your mind

Refr.

MARCH

Workshop 12

Final feedback, impressions, finalize ideas


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Documents

Romanian Workshops