n exploring conflict, commit to trying on different perspectives in the conflict. Draw out of a bowl a particular role with an attached explanation. Play that role in teams of four or five, expressing your beliefs. Debrief with the whole group, adding in different perspectives in time, gender, geography, economy, and ethnicity. Evaluate the roles …
An activity that allows for exploration of diversity and elimination of stereotypes. Ask each person to write down three things that no one would know about them just by looking at them. Try to include one thing that makes you vulnerable, i.e. a fear. Then participants share what they wrote with a partner or part …
An alternative assessment method that can be used with all grades and subject areas. In the tic-tac-toe 9-square grid, list a variety of activities and projects (simple, more difficult, and those that would take days to complete). Youth then select any run of three squares: vertical, horizontal or diagonal, letting them own their choices. In …
Show pictures and/or video of certain situations at school and in the surrounding neighborhood. Examples include: seeing garbage on the floor, an elderly person dropping their cane, a person not able to get through a door because their hands are full, a child crying or looking sad, or classmates arguing or fighting. Hold a classroom …
Adult writes at the top of a blank paper, “I’m so grateful that if I were a monster created by a mad scientist, my name would be Thankenstein.” Give each child a photocopy of this sheet, and have them draw their (happy) monster, then have them complete the sentence, “I appreciate you, (name), because ________________ …
An opportunity to explore controversial issues and divergent positions and work to reach consensus on what may have happened– highlighting the complexities of particular perspectives, opinions and events. Have youth argue one side of an argument and then have them switch sides before negotiating an agreement between the two sides. The controversial issues can be …
To help young people deal with feelings of anger and frustration, try using the visual of a stoplight: green is calm, yellow is frustrated, and red is angry. Ask them to recognize and briefly describe their color. Are they moving up or down to a different color? What can they do to get to green? …
A person who recognizes when something is wrong and then acts to make it right; doing one’s best to help support and protect someone who is being mistreated; being socially responsible. There are many online campaigns and curricula that teach youth to be upstanders and how to take on bullying and negative peer behaviors. Most …
Titled after the Greek philosopher, Socratic dialogue transforms a student’s learning experience by allowing youth to generate and express their own ideas via the teacher asking questions as their primary method of instruction. It is collaborative, intellectual dialogue facilitated with open-ended questions about a topic, text, or issue. When done purposefully, the outcome is improved …
Adults often talk too much and our youth tune out. A silent signal speaks louder than words. Smile and point to the shoes that need to be picked up; use a consistent signal or sound that quiets a room; when you feel upset, put your hand on your heart to show youth that you care …
Make a storyboard of a particular event in history that involves a social injustice (slavery, women’s rights, settlers coming to America, Hawaiian history). Have youth create a supporting narrative and present to the class, highlighting the social injustice and how it may have been prevented. Display storyboards and have the youth do learning walkabouts while …
Teach youth the importance of face-saving in a conflict. Teach them how to calm themselves or another angry person through deep breathing and validation of their needs. Restate the needs or issues involved in the conflict if the person has trouble understanding. Don’t be remembered as the person that “lost it” and let their emotions …
