Have a public bowl where everyone has his or her own (identified) stone. There should also be a few unidentified stones. All stones are set next to the bowl. If someone has an issue they need to discuss, they put their stone in the bowl. Teachers, parents, and youth then know that there is an […]
Create an end of the semester or end of the year skit or play on a particular historical event. Each child/student has a role. Play it out so they feel the differences in perspective, interests and needs. Identify who needed the most help. Ask, “what could have been done differently?”
Train youth to be peer mediators. Use video to demonstrate what mediation looks like (i.e.: community heroes who help others and provide basic mediation skills). Peer Mediation Teams should be comprised of 3-5 youth, and team members should rotate each month. Each member wears a peace sign (or other item to signify their role) to
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
Patterns of Connection Read More »
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)?
Outside Comfort Zone Read More »
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.
At mealtimes, during commutes, or whenever there is time to talk with a teen, let them know how you are feeling and why. For example, you might say, “I’m getting a bit anxious about the holidays coming up. I am happy to spend time with family but also nervous about taking time away from my
Modeling Self-Awareness Read More »
Establish a culture in your classroom or home where mistakes are welcomed and used as learning opportunities. Normalize mistakes by discussing them at mealtime or in circle time. Have everyone share a mistake they have made and what they learned from the mistake. Adults also need to be comfortable admitting and discussing their mistakes, especially
Mistakes & Learning Read More »
Use discipline to develop character and not to punish. Discipline means “to teach” and should not be punitive but should help a child to grow as a person. Use consequences rarely, and instead focus on solutions. When appropriate, follow the “Four Rs” of Logical Consequences: 1) Related, 2) Respectful, 3) Reasonable, and 4) Revealed, in
Logical Consequences Read More »
Use a literature circle to discuss major elements of a story that is developmentally appropriate to the audience. Include its characters and events. Are the characters realistic or are they symbolic? What motivates the characters to make the choices they do? How does the social, political, or economic context influence the work? Is there a