Approximately once a month (or more often), have students write down four names – 3 classmates that they want to get to know better, work on a team project or assignment with, or just sit next to; and one classmate who has been a good friend during that prior time period. The teacher’s job is …
Activity that gets people out of their comfort zone, and gradually used to a new way of thinking. Have person fold their hands together and notice which thumb is on top; then unfold hands and place the other thumb on top – how does this feel? Could you do this all day (the uncomfortable way)? …
Teach youth how to ask effective open-ended questions to learn more. These are typically: How, When, Who, What, and Why questions that cannot be answered with a “yes” or “no”. Share the limitations to yes and no questions.
Examine what leadership skills made certain leaders effective (for example, Queen Lili`uokalani or President Lincoln). In addition to warfare and weaponry, did leaders use diplomatic or nonviolent tools for effective leadership? How might the leaders of the past rule differently in today’s world? What are the leadership qualities that are most likely to be needed …
“NVC” requires people identify shared needs, revealed by the thoughts and feelings that surround these needs, and collaborate to develop strategies that meet them. Do this by observing a situation without judgement, identifying your feelings about the situation, and requesting actions you would like done to meet your needs. Also, make efforts to use language …
After going through a resolution process, have youth make commitments to one another and to their community about how they will do things differently next time. Document the commitment somewhere safe. If possible, have them set a time frame for meeting the commitment/obligation.
With gloves and buckets, walk the neighborhood and pick up rubbish off of sidewalks, in public parks, or on the beach. Combine with lessons about where rubbish comes from and where it goes, and how we can minimize our production of waste.
Help youth to get more specific and expand their emotional vocabulary, replacing basic feeling words with more sophisticated terms. They graduate from using words like ‘ok’ or ‘fine’ to using words like ‘alienated’ and ‘hopeless,’ or ‘tranquil’ and ‘serene.’ By teaching subtle distinctions between similar feelings, this empowers youth and adults to recognize the full …
When discussing a current or historical event, have youth draw, write about, paint or publicly express what their kuleana (responsibility) would have been or is now to that particular situation.
Focusing on wants and needs, have youth each draw their own classroom, school and/or family. How would they meet their needs? They will most likely draw hospitals, gardens, homes for shelter, friends etc. Select one drawing to duplicate on the board then discuss as a class how you would acquire those needs. See what they …