Pull apart the layers of a problem in your classroom, school or community. Look at the history of the problem, the needs and interests of everyone involved, tipping points, and potential collaborations. Peeling the onion is about making the problems small and manageable after you’ve pulled away the layers to get to the essence of …
Providing a space for problem solving is important. A peace table designates expectations for where and how youth will engage with each other. Peacebuilding literature, small peace gardens, talking sticks, peace flowers, and other problem-solving tools are kept in this prominent area. Have youth design and decorate their table or space and plan activities or …
Multiple peace education and character education books exist (go to www.ceedsofpeace.org for many book titles). Use throughout all lessons and have readily available in the classroom/home/library. Look to our resource lists in order to build your own peace education resource library or find culturally relevant literature on topics such as compassion (“Wonder”), courage (“Say Something”), …
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)? …
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 …
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 …
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 …
Use movement as a way to increase blood flow for effective thinking and problem solving. Build in yoga, dance, stretching, and physical exercise on a daily basis together. Movement can also be an effective way for youth to express certain emotions, especially when finding the right words can be difficult.
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 …
