Source: https://www.scribd.com/document/42729166/Inter-Agency-Peace-Education-Teacher-Training
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Inter Agency Peace Education Teacher Training | Peace | Unesco
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5kíIIs for Constructíve Lívíng
Teacher Training Manual Level 1
Editorial coordination: Antonella Verdiani, UNESCO ED/PEQ/PHR
UNESCO, United Nation Educational Scientific and Cultural Organization (http://www.unesco.org). INEE, the Inter-Agency Network for Education in Emergencies, is an open network of UN agencies, NGOs, donors, practitioners, researchers and individuals from affected populations working together to ensure the right to education in emergencies and post-crisis reconstruction (www.ineesite.org). Published in 2005 by the United Nations Educational, Scientific and Cultural Organization
75352 Paris 07 SP  France
© UNESCO  INEE, November 2005 Printed in France
The ideas and opinions expressed in this work are those of the author and do not necessarly reflect UNESCOs point of view. ED2005/WS/55 //cld 24859
Foreword Ìn recent years there have been numerous conIIIcts across the gIobe. whIch have Ied to suIIerIng and dIspIacement oI mIIIIons oI chIIdren and young peopIe. oIten under horrIIIc cIrcumstances. The worId`s poorest countrIes are most IrequentIy those torn apart by InternaI conIIIct. Many countrIes Iace desperate poverty that aggravates InternaI dIvIsIon wIth the possIbIe consequence oI vIoIence. Other desperateIy poor countrIes suIIer the destabIIIzIng eIIect oI conIIIct In neIghbourIng states.
The programme that has been deveIoped In these materIaIs provIdes the IIIe skIIIs reIated to peace educatIon and conIIIct mInImIsatIon and preventIon to reach reIugee and returnee chIIdren. youth and the wIder communIty. These IIIe skIIIs wIII enabIe the partIcIpants to deaI wIth reIated probIems. IncIudIng the socIaI IragmentatIon probIems oI sexuaI harassment and expIoItatIon. access to educatIon (especIaIIy Ior gIrIs). communIty carIng as weII as skIIIs Ior constructIve and non·vIoIent IIvIng.
The UnIted NatIons EducatIonaI. ScIentIIIc and CuIturaI OrganIzatIon (UNESCO) has coIIaborated wIth the UnIted NatIons HIgh CommIssIoner Ior ReIugees (UNHCR) to strengthen these constructIve skIIIs Ior IIvIng through the present "Ìnter·Agency Peace EducatIon TechnIcaI Support Programme". ThIs InItIatIve has been made possIbIe through the generous support oI the MInIstry oI ForeIgn AIIaIrs oI Norway. SectIon Ior HumanItarIan AIIaIrs. CIobaI AIIaIrs Department. through the Funds In Trust programme oI UNESCO whIch partIy IInanced It Irom Ianuary 2004 to Iune 2005. UNHCR. In partIcuIar. has InItIated and supported thIs programme Irom Its InceptIon In 1997 and has generousIy contrIbuted IInancIaIIy and to Its ImpIementatIon In the IIeId. In partnershIp wIth UNOPS. Ìn Its mandate. UNESCO Is commItted to educatIon Ior peace. human rIghts and dIaIogue between dIIIerent cuItures and cIvIIIzatIons. The Dakar "EducatIon For AII" (EFA) PIan oI ActIon IncIudes these prIncIpIes and emphasIzes the need to Improve aII aspects oI quaIIty educatIon. Ìn thIs Iramework. UNESCO has been concentratIng specIaI eIIorts In the crucIaI area oI teacher traInIng. wIth partIcuIar emphasIs In AIrIcan countrIes: thIs Is aIso In accordance wIth the NorwegIan strategy In muItI·IateraI and bI·IateraI cooperatIon oI makIng eIIectIve use oI the Iunds to maxImIze concrete changes In deveIopIng countrIes. The programme has been buIIt on the soIId IoundatIon oI the earIIer Peace EducatIon Programme deveIoped by UNHCR sInce 1997. and Iater on adopted by the Ìnter·Agency Network Ior EducatIon In EmergencIes (ÌNEE). Ìt was upgraded wIth the Input oI both reIugees and the host communIty. Ìt aIso Incorporates Iessons Iearned Irom the externaI evaIuatIon undertaken oI the UNHCR programme In 2002 and has Iurther responded to stated needs oI peopIe In both emergency and deveIopment sItuatIons. EducatIon pIanners. teachers. reIugee and returnee communItIes. staII oI the UN partners as weII as government authorItIes wIII IInd these materIaIs useIuI Ior theIr peace·buIIdIng eIIorts. especIaIIy II they have been traIned on how to use them.
The work has beneIIted Irom the contrIbutIons oI many students. communIty members. teachers and IacIIItators as weII as UN and NCO personneI. too numerous to mentIon IndIvIduaIIy. However. specIaI apprecIatIon shouId be expressed to coIIeagues In UNESCO. especIaIIy the DIvIsIon Ior the PromotIon oI OuaIIty EducatIon. In UNHCR. the DIvIsIon oI OperatIonaI Support and In UNOPS. the UnIted NatIons OIIIce Ior Project ServIces In Ceneva. A specIaI acknowIedgement shouId be gIven to the SenIor TechnIcaI AdvIser. PameIa 8axter. Ior the work and energy devoted to the project. The support oI Margaret SIncIaIr. who was the orIgInator oI thIs programme. Anna Obura. whose evaIuatIon provIded both evIdence oI posItIve Impact and vaIuabIe Iessons Iearned and IessIca WaIker·KeIIeher. Iean Anderson and Karen Ross. who took on the task oI upgradIng the prImary sectIon oI the IormaI educatIon component. are IIkewIse acknowIedged.
The vaIue oI these endeavours and contrIbutIons wIII be muItIpIIed. to the extent that the skIIIs Ior peace·
buIIdIng. Incorporated In these materIaIs. become a standard component In sItuatIons oI emergency and crIsIs. and Ior conIIIct preventIon and reconstructIon. Mary Ioy PIgozzI Marjon Kamara
DIvIsIon Ior the PromotIon oI OuaIIty EducatIon DIvIsIon oI OperatIonaI Support
ThIs manuaI Is one oI the components oI the "Ìnter·Agency Peace EducatIon Programme". The programme Is desIgned Ior educatIon managers oI mInIstrIes deaIIng wIth both IormaI and non·IormaI educatIon and Ior agencIes whIch ImpIement educatIon actIvItIes on behaII oI the government.
The ImpIementatIon structure Is based on the experIence acquIred over the eIght years the programme has been In use. Irom 1998 to 2005.The programme has been evaIuated by externaI experts and the new revIsed materIaIs (2005) Incorporate both the suggestIons made In the evaIuatIon and the Ieedback Irom the specIaIIsts who ImpIemented It In the IIeId.
HIstorIcaIIy thIs programme has been restrIcted to reIugee communItIes. However. It has expanded and moved Into both reIugee and returnee sItuatIons. WIth the partnershIp between UNESCO and UNHCR. In the Iramework oI the Funds·In -Trust "Ìnter·Agency Peace EducatIon TechnIcaI Support Programme" IInanced by the MInIstry oI ForeIgn AIIaIrs oI Norway In 2004 ·2005. the project has been Iurther deveIoped to respond to the needs In sItuatIons oI emergency and reconstructIon and aIso Into deveIopment sItuatIons as weII. The programme Is currentIy beIng ImpIemented In eIeven countrIes In AIrIca
and has been Integrated Into compIementary InItIatIves In SrI Lanka. Kosovo. and PakIstan.
The IoIIowIng Is the tabIe shows the IIst oI materIaIs and theIr uses whIch are the components oI the Peace EducatIon Programme. For a more compIete presentatIon. see the bookIet "OvervIew oI the Programme".
OvervIew oI the programme A descrIptIon oI the components oI the Peace EducatIon Programme and the ImpIementatIon structure oI the programme.
Teacher Activity Kit Teacher ActIvIty 8ook (TA8)
The teacher`s maIn resource. Ìt has a Iesson·by·Iesson currIcuIum Ior IormaI schooIIng. structured accordIng to the chIIdren`s cognItIve and emotIonaI deveIopment. Each teacher workIng In the programme needs hIs or her own copy oI the kIt.
Charts TeachIng resources (not teachIng aIds).
Story 8ook More than thIrty storIes and songs whIch are reIerred to In the TA8. Each story reIIects a partIcuIar aspect oI Peace EducatIon or responds to partIcuIar needs In the communIty (Ior exampIe: HÌV/AÌDS. gender equaIIty. gIrIs` access to schooI. Proverb Cards LocaI proverbs Ior use especIaIIy In the 'anaIysIs` Iessons In the mIddIe prImary. Community (Adult) Programme
FacIIItator`s ManuaI Ior CommunIty Workshops A guIde Ior IacIIItators conductIng the CommunIty Programme. Each IacIIItator shouId have a copy oI thIs book. CommunIty Course 8ookIet
A handout bookIet. whIch outIInes the major concept areas covered In the communIty course.
Training Manuals Teacher TraInIng ManuaI LeveI 1. LeveI 2 and LeveI 3 These manuaIs Introduce teachers to the psychoIogy oI the course. currIcuIum theory. the rIghts·based approach and specIIIcs oI teachIng the Peace EducatIon Programme.
FacIIItators TraInIng ManuaI LeveI 1. LeveI 2. LeveI 3
Ìn three parts. IntroducIng the IacIIItators to the prIncIpIes oI aduIt IearnIng. a rIghts·
based approach and the psychoIogy oI IearnIng as weII as the specIIIcs oI the course.
8ackground Notes Ior both Teachers and FacIIItators
A summary oI the major poInts covered In the traInIng sessIons to be used as a reIerence.
FacIIItators and TraIners TraInIng CuIde
A smaII bookIet oI traInIng hInts to ensure that the traIners have the basIc skIIIs and use InteractIve methodoIogy.
1. Ìn order oI ImpIementatIon: Kenya (1998). Uganda (1999). LIberIa (1999). CuInea (2000). SIerra Leone (2000). DemocratIc RepubIIc oI Congo (2000). EthIopIa (2000). ErItrea (2001). Cote d`ÌvoIre (2001) - but currentIy not operatIng. SomaIIa (2004). South Sudan (2004). Chana (2004).
2. The tItIes In boId and underIIned are separate sectIons oI the programme. TItIes In boId are separate books.
PreIImInary Note ............................................................................................................................ 7
TImetabIe: ..................................................................................................................................... 8
Day 1: ÌnItIaI weIcome and IntroductIon ....................................................................................... 10
InIroducI¡on oj Ihe course ................................................................................................... 1ß
InIroducI¡on oj Ihe pnrI¡c¡pnnIs .......................................................................................... 12
ExpectatIons oI the course ........................................................................................................... 13
ÌntroductIon oI the Peace EducatIon Programme .......................................................................... 14
£IemenIs oj Ihe Fence £ducnI¡on Frogrnmme ...................................................................... 1b
Teacher ActIvIty 8ook (TA8) IamIIIarIzatIon .................................................................................. 17
Day 2. Theory: 8ackground oI peace and conIIIct ......................................................................... 19
DeveIopmentaI psychoIogy .......................................................................................................... 23
TA8 actIvIty anaIysIs ..................................................................................................................... 27
CharacterIstIcs oI an eIIectIve teacher .......................................................................................... 28
EIIectIve IIstenIng ........................................................................................................................ 29
TA8 mIcro·teachIng ...................................................................................................................... 31
EIIectIve communIcatIon .............................................................................................................. 32
One-wny nnd Iwo-wny commun¡cnI¡on ................................................................................ 32
Day 4. TA8 mIcro·teachIng ........................................................................................................... 35
OuestIonIng skIIIs ........................................................................................................................ 36
TA8 mIcro·teachIng ...................................................................................................................... 39
TeachIng and IearnIng styIes ........................................................................................................ 40
TA8 mIcro·teachIng ...................................................................................................................... 41
Day 5. CIassroom management .................................................................................................... 42
TA8 mIcro·teachIng ...................................................................................................................... 47
PIannIng a peace educatIon teachIng Iesson ................................................................................. 48
EvaIuatIon oI the course ............................................................................................................... 50
ConcIusIon .................................................................................................................................. 51
AppendIx Ì ................................................................................................................................... 52
AnnIys¡s sheeI jor TAß m¡cro-Iench¡ng ................................................................................ 52
MeIhodoIogy ....................................................................................................................... 52
AppendIx ÌÌ .................................................................................................................................. 54
Rev¡s¡on exerc¡ses ............................................................................................................... 54
AppendIx ÌÌÌ ................................................................................................................................. 55
Ou¡z quesI¡ons .................................................................................................................... 55
AppendIx ÌV. ................................................................................................................................ 57
Fence £ducnI¡on Tencher7Fnc¡I¡InIor Trn¡n¡ng £vnIunI¡on 5heeI ........................................... 57
ThIs manuaI has been wrItten Ior you as a traIner oI teachers. Ìt Is vItaI that your traInee teachers IIrst partIcIpate In a CommunIty Workshop Ior Peace EducatIon. ThIs wIII gIve them the opportunIty to expIore the skIIIs. vaIues attItudes and behavIours necessary Ior peaceIuI constructIve IIvIng Ior themseIves. beIore attemptIng to teach It to others.
The manuaI Iooks at 'good teachIng` and the skIIIs requIred to deveIop 'good teachIng`. These skIIIs are useIuI not just Ior a Peace EducatIon Programme but aIso Ior aII aspects oI the proIessIonaI IIIe oI the teachers whom you are traInIng. TeII the partIcIpants that they wIII receIve certIIIcates at the end oI theIr IeveI 3 traInIng.
WhIIe the programme Is not reaIIy prescrIptIve. It has been through thorough trIaIs. The order oI the sessIons has been deveIoped to provIde a baIance. There are games IncIuded In the tImetabIe; these are taken Irom the games In the Tencher AcI¡v¡Iy ßook (TAß). Ìt Is ImperatIve that these games be demonstrated; they are dIIIIcuIt to understand just Irom readIng.
Ìt shouId be noted that the experIence oI aII the traInIng undertaken In the programme over seven years has been done at three IeveIs. WIth new or under·traIned teachers. thIs proved to be very necessary as It Is dIIIIcuIt to absorb so much new InIormatIon. Some eIements oI revIsIon have been buIIt Into the second and thIrd IeveIs. The daIIy revIsIons In thIs course are Ior thIs IeveI oI traInIng onIy.
The phIIosophy oI peace educatIon asks Ior those InvoIved In the programme to be good roIe modeIs Ior the programme; thIs aIso appIIes to the traIners! Ìt Is expected that you wIII have InternaIIzed and actIveIy demonstrate aII the eIements that are dIscussed In the TA8. The sessIons Ior thIs manuaI have been desIgned so that key poInts Ior you are boxed. The work In ordInary text Is what you share wIth the partIcIpants. Use the dIscussIon poInts raIsed by the partIcIpants as exampIes and to reInIorce poInts made. (ÌI the partIcIpants have 'psychoIogIcaI ownershIp` oI the programme. they wIII InternaIIze much more oI the content and the phIIosophy).
The appendIces oI thIs TraInIng ManuaI IncIude games and actIvItIes Ior Ice·breakers and revIsIon. There are aIso revIsIon questIons based on the tImetabIe. dIvIded Into the topIcs covered on the work oI the day beIore.
Dny 1
0900 · 0915 ÌnItIaI weIcome and IntroductIon
0915 · 0945 ÌntroductIon oI the course
0945 · 1030 ÌntroductIon oI partIcIpants
1030 · 1045 8reak
1045 · 1115 Came (CaptaIn 8aII)
1115 · 1200 ExpectatIons oI the course
1200 · 1300 ÌntroductIon oI the Peace EducatIon Programme
1300 · 1400 Lunch break
1400 · 1430 Came (skIppIng)
1430 · 1530 EIements oI the programme
1530 · 1545 8reak
1545 · 1700 TA8 IamIIIarIzatIon
0900 · 0930 RevIsIon oI Day 1
0930 · 1030 8ackground theory oI peace and conIIIct
1045 · 1300 DeveIopmentaI psychoIogy 1300 · 1400 Lunch break
1400 · 1430 Came (AIr 8aII)
1430 · 1530 TA8 actIvIty anaIysIs 1530 · 1545 8reak
1545 · 1630 CharacterIstIcs oI an eIIectIve teacher 1630 · 1700 Cames (EIephant and PaIm. Twenty OuestIons)
Dny 3
0900 · 0930 RevIsIon oI Day 2
0930 · 1030 EIIectIve IIstenIng
1045 · 1300 TA8 mIcro·teachIng 1300 · 1400 Lunch break
1500 · 1545 EIIectIve communIcatIon (IncIudIng one and two·way communIcatIon)
1545 · 1600 8reak
1600 · 1700 EIIectIve communIcatIon (IncIudIng one and two·way communIcatIon) (contInued)
0900 · 0930 RevIsIon oI Day 3
0930 · 1030 TA8 mIcro·teachIng 1030 · 1045 8reak
1045 · 1215 OuestIonIng skIIIs
1215 · 1300 TA8 mIcro·teachIng 1300 · 1400 Lunch break
1400 · 1530 TeachIng and IearnIng styIes
1545 · 1630 TA8 mIcro·teachIng
1630 · 1700 Cames (FInd My FrIend. Croups and MIrrors. 8aII Cames) Dny 5
0900 · 0930 RevIsIon oI Day 4
0930 · 1045 CIassroom management 1045 · 1100 8reak
1100 · 1300 TA8 mIcro·teachIng x 2
1400 · 1430 Cames (Human Knot)
1430 · 1530 PIannIng a peace educatIon Iesson
1545 · 1600 ActIvItIes (What Can Ì SeeZ What Is our PIctureZ)
1615 · 1700 ConcIusIon and cIosure
Day 1: lnitial welcome and introduction
Ensure that the partIcIpants are weIcomed by a senIor oIIIcIaI or weIcome them yourseII.
Make sure that when you are Introduced or when you Introduce yourseII that you Iet the partIcIpants know that thIs course Is devoted to peace educatIon In schooIs; how It can be taught and what skIIIs. knowIedge and attItudes are necessary to ensure that thIs programme Is successIuI.
Introductíon of the course
Ob¡ective
To enabIe the group to Iocus on the content oI the course.
ThIs traInIng course has been desIgned so that you become IamIIIar wIth the content oI the Peace EducatIon Programme and understand the methods. vaIues and attItudes that are necessary to heIp create a behavIouraI and attItudInaI change In you and your students. The methodoIogy oI thIs course and the way you are expected to teach the ÌNEE Peace EducatIon Programme (PEP) Is a rIghts·based approach. ThIs means that you understand that human rIghts shouId be appIIed In the cIassroom. SometImes thIs wIII be very dIIIerent Irom the way that you have been teachIng. 8ecause thIs Is a process programme how you teach Is just as Important as what you teach.
There are severaI thIngs you need to keep In mInd about thIs course. f ThIs course Is generaIIy not an examInabIe subject.
f UnIIke most subjects. thIs course Is about attItudInaI and behavIouraI change.
f You may be a semI·specIaIIst teacher.
EmphasIze these poInts and aIIow dIscussIon oI thIs. Ìt Is essentIaI that the teachers reaIIy understand the ramIIIcatIons oI thIs.
ThereIore f you shouId not expect changes In attItudes and behavIour to occur quIckIy. so
f you wIII need to be hIghIy motIvated as a teacher. f you wIII need to be abIe to Iocus and motIvate the cIass (because you cannot use the examInatIons as a motIvatIon). and f you need to be a roIe modeI oI constructIve and peaceIuI behavIour.
(how) (what)
Lecture ÌntroductIon
ThIs IIst wIII be IIIIed In accordIng to what Is taught and how It Is taught. The demonstratIon oI method Is part oI the IearnIng durIng the course.
f How you teach Is just as Important as what you teach.
f Your manner and attItude are as Important as any actIvIty you may do.
Ìn thIs course we wIII cover both method and content. Every tIme we use a new or dIIIerent method. thIs method wIII be expIaIned to you.
Mnke noIes nbouI how Ih¡s meIhod ¡s used ns weII ns mnk¡ng noIes nbouI Ihe conIenI.
SometImes a new method wIII be demonstrated by usIng It. to teach a part oI the content. For exampIe. II Ì want to show you that smaII groups are an eIIectIve way to Iearn. then you wIII be asked to work In smaII groups. Use thIs course to Iearn the methods as these wIII make your teachIng more eIIectIve and more enjoyabIe.
These methods are those you shouId transIer to your cIassroom work. Some oI them wIII not be IamIIIar and some. you wIII IeeI. may make you Iose controI oI the cIass. We wIII Iook at these probIems durIng thIs course. Ìn your own notes. you need to be aware that there Is a duaIIty about what and how you are IearnIng. Fence educnI¡on ¡s noI ensy Io Iench; everyIh¡ng we do nnd sny, everyIh¡ng we Ih¡nk nnd jeeI musI be seen ns ¡j Ihrough n pn¡r oj gInsses, gInsses IhnI Iook jor pence. Draw two coIumns on one sIde oI the board.
LabeI one 'Content` and the other 'Method`.
Under content wrIte 'ÌntroductIon`.
Under method wrIte 'Lecture`
Introductíon of the pnrtícípnnts
Ob¡ectives
To ensure that the partIcIpants know each other
To aIIow the group dynamIcs to deveIop.
ÌndIvIduaI and paIrs actIvIty
1. Start wIth your name and then ask the name oI the person to your IeIt. That person then says hIs/her name and asks the name oI the next person and so on around the cIrcIe. Each person says theIr own name and then the name oI the person next to them.
2. ThIs actIvIty Is sImIIar to the IIrst. but ask the partIcIpants to thInk oI an adjectIve that starts wIth the same Ietter as theIr name. They then Introduce themseIves by theIr name and theIr adjectIve (e.g. SensIbIe Sarah). Then contInue as above.
3. The partIcIpants stand In a cIrcIe. The IIrst person throws a baII (or other smaII object) to a person. sayIng theIr own name. and then gIvIng the name oI the person to whom they have thrown the baII. ThIs contInues. not around the cIrcIe but across the cIrcIe In any order. Nobody shouId be Introduced more than once (I.e. they shouId not have the baII thrown to them more than once). ContInue untII every person has been Introduced.
4. CIve each partIcIpant a bIank card and say 'WrIte your name. schooI and your hobby on the card`. Put aII the cards In a box and mIx them up. Ask the partIcIpants to seIect a card and IInd that person and Introduce themseIves and IInd out more about the person whose card they have.
Ask partIcIpants to Introduce the person whose card they have to the rest oI the group.
There are severaI ways to Introduce the partIcIpants to each other. Choose the most suItabIe Ior your group.
8e sure that the partIcIpants understand 'adjectIve`. 8e sure to demonstrate. not just wIth your own name but wIth another partIcIpant as weII
ThIs works onIy II the partIcIpants know each other sIIghtIy. or II some partIcIpants know each other. You need to watch careIuIIy to make sure that the baII does not go to the same person more than once and that the baII Is not thrown to somebody wIthout a name beIng caIIed.
Ìt Is Important to have enough tIme as thIs actIvIty takes Ionger than the others.
Ìt Is exceIIent II the peopIe have to work cIoseIy together Iater on.
To enabIe the IacIIItator to understand and cater to the needs oI the group.
To Iocus the attentIon oI the partIcIpants on the objectIves oI the course (to deveIop theIr 'mInd set`).
SmaII group actIvIty
Ask the partIcIpants to dIscuss what they expect to achIeve Irom thIs course.
Put partIcIpants Into smaII groups. As thIs Is the IIrst group actIvIty sImpIy count oII IIve (or sIx) peopIe Into groups around the room.
CIve a sheet oI IIIpchart paper to each group and ask the members to dIscuss as a group theIr expectatIons and then wrIte them on the sheet.
Put up aII the charts at the Iront oI the room and categorIze the poInts Into groups.
ExpIaIn to the partIcIpants. that In a categorIzatIon exercIse. you (the teacher/IacIIItator) must deveIop some InItIaI categorIes by quIckIy readIng what Is on the IIsts. ÌI there are expectatIons that are totaIIy outsIde the course (e.g. how to achIeve peace In a partIcuIar country. poInt out that thIs wouId take much Ionger than the Iength oI thIs course.)
Co through the IIsts and teII the partIcIpants where these expectatIons come In the course.
ÌI approprIate. dIscuss the types oI expectatIons that partIcuIar groups may have e.g. theory. pedagogy. eIements oI peace educatIon. ImpIementatIon strategIes. practIcaI ImpIementatIon (tImetabIes. etc.). evaIuatIon. outreach. etc.
lntroduction of the Peace Education Programme
To heIp the partIcIpants understand the background to the Peace EducatIon Programme.
To InItIate an understandIng oI Peace educatIon amongst the partIcIpants.
Large group/smaII group actIvIty
(8raInstorm)
We are goIng to Iook at peace and conIIIct. The method that we wIII be usIng Is 'braInstorm`.
ThIs method has certaIn ruIes that the group shouId IoIIow. What do you mean by 'peace`: (II Ì say 'peace`. what Is the IIrst thIng you thInk oIZ) What words descrIbe peaceZ What are the Images oI peaceZ Ìs It Iong term or short termZ TeII me everythIng about peace you can thInk oI. Iust descrIbe It In one word or two.
ßrainstorm rules
Ìdeas shouId be 'IIrst thIng you thInk oI` íand not anaIysed]
AII Ideas are accepted and no crItIcIsm aIIowed (thIs Is to aIIow Ior a Iree IIow oI Ideas and thoughts).
8uIIdIng on (or expandIng on) other Ideas Is aIIowed. (thIs Is so each person`s Ideas become part oI the group thInkIng. Ìt aIso stops IImItIng partIcIpants to 'one correct response`);
There Is a tIme IImIt oI IIIteen mInutes (approxImateIy). (ThIs Is to keep the group work movIng at a pace so that Ideas are generated. but peopIe do not become bored);
AIter the InItIaI braInstorm. the group shouId categorIze the IIsts they have. SImIIar Ideas and concepts shouId be grouped together to provIde a concIse summary Ior presentatIon.
Croup partIcIpants accordIng to the coIour oI theIr cIothes so that you have groups oI Iour or IIve. 8raInstorm may be done as a Iarge group actIvIty (II you can wrIte quIckIy on the board or II there Is no IIIp chart paper) or In smaII groups. 15
Now we are goIng to do a second braInstorm whIch Is to Iook at 'conIIIct`. What words come to mInd to descrIbe It. what are the causes. are they Iong term or short termZ
ThIs programme oI peace educatIon has been desIgned to heIp chIIdren and theIr teachers to Iearn the skIIIs and vaIues oI peaceIuI and constructIve behavIour. because peace does not beIong onIy to governments and Ieaders but to each person. ÌI we aII practIse the skIIIs oI peace. thIs wIII heIp the country move towards havIng governments and Ieaders who aIso practIse these skIIIs.
The papers about peace wIII descrIbe both passIve peace and actIve peace. The partIcIpants wIII probabIy not have used those terms. ÌI they have mentIoned an absence oI war or vIoIence. then that Is a passIve peace. ÌI they mentIon harmony. toIerance. understandIng. then they are taIkIng about actIve peace. PoInt out aIter the presentatIons that passIve peace Is very narrow In Its perspectIve. Ìt Ieaves peopIe powerIess because the causes oI war and vIoIence have been compIIcated and III·IeeIIng has escaIated because so many wrongs have happened.
ActIve peace. on the other hand Is a set oI skIIIs. vaIues and attItudes that. II InternaIIzed by peopIe. can Iead to the harmony and understandIng that we caII 'peace`.
Look at the papers to see II the groups have expIaIned the Idea oI open (overt) conIIIct and hIdden (covert) conIIIct. ÌI they have not. Iook at the thIngs they have IIsted. Poverty. Iack oI Ireedom. trIbaIIsm. racIsm and sexIsm are aII Iorms oI covert conIIIct. They are not dIrectIy causes oI conIIIct but they create an opportunIty Ior conIIIct. DomestIc vIoIence. war and Inter·ethnIc cIashes are aII Iorms oI overt conIIIct. Many groups wIII aIso Iook at the causes oI conIIIct: mIscommunIcatIon. InabIIIty to soIve probIems. Iack oI respect. InequaIItIes. etc. AIter the Iunch break. pIay the skIppIng games and aIIow a short dIscussIon about how these games encourage co·operatIon and the varIous IeveIs oI co·operatIon (between the two turners. between those turnIng and those skIppIng. between the skIppers and any specIIIc co·operatIon you wItnessed).
ExpIaIn to the partIcIpants that It Is not suggested that they wouId necessarIIy use thIs actIvIty wIth theIr cIass. aIthough It may be useIuI wIth upper prImary and secondary students. WIth younger chIIdren. It Is better to start wIth the actIvItIes that demonstrate the actIve Iorm oI peace.
EIements of the Fence Educntíon Frogrnmme
To heIp the partIcIpants deveIop an understandIng oI the eIements oI a Peace EducatIon Programme.
SmaII group work
Use the 'conIIIct` part oI the prevIous braInstorm. AIter categorIzIng the conIIIct eIements. ask the partIcIpants what Is the cause oI thIs eIement. Then ask what couId be done to eIImInate or mInImIze thIs cause. WrIte these suggestIons on the board.
DIvIde the partIcIpants Into smaII groups. UsIng the IIst generated gIve each group one suggestIon Irom the IIst oI ways to mInImIse causes oI conIIIct that Is reIevant to peace educatIon. AIIow the groups IIIteen mInutes to dIscuss ways they can teach thIs concept. ExpIaIn that thIs 'teachIng` must be an actIvIty: It Is not permItted to sImpIy teII the students. (e.g. better IIstenIng and communIcatIon). Many teachers sImpIy demand that the chIIdren IIsten to them but you need to ask what actIvItIes can be deveIoped to heIp chIIdren understand the Importance oI IIstenIng. What actIvItIes can be deveIoped to heIp the chIIdren to IIsten more eIIectIveIyZ
8rIng the groups back to pIenary to dIscuss the actIvItIes they have deveIoped. ÌI necessary aIIow Ior some mIcro·teachIng so that the groups can demonstrate theIr actIvIty. Ìt may be that the actIvItIes are not partIcuIarIy suItabIe. but persevere wIth the assIgnment as the partIcIpants need to understand exactIy It Is that what the actIvItIes are tryIng to promote
WhIch eIements are suItabIe and whIch are notZ WhyZ The Iessons In the Peace EducatIon Programme have been desIgned exactIy as you are now tryIng to do. ThIs programme Is about changIng behavIour and buIIdIng constructIve attItudes In chIIdren so that they understand what Is necessary to buIId peace. Ìt Is not enough to teach these topIcs passIveIy (IecturIng). The students need to be abIe to see what happens when certaIn behavIours are practIsed In order to Iearn dIIIerent. constructIve behavIours.
Teacher Activity ßook (TAß) familiarization
To gIve the partIcIpants a basIc understandIng oI the desIgn oI the Tencher AcI¡v¡Iy ßook.
To IamIIIarIze the partIcIpants wIth the methodoIogy oI the TA8.
Hand out the Teacher ActIvIty KIts and aIIow the partIcIpants to go through the materIaIs. ExpIaIn the Iesson Iayout. and the overvIew oI topIcs and actIvItIes. Look quIckIy at aII the components: the Tencher AcI¡v¡Iy ßook. and the charts. the 5Iory ßook and the cards that are needed Ior the varIous actIvItIes. AII the Iessons In thIs programme are actIvIty·based and reIy totaIIy on the game or actIvIty beIng pIayed and on Iessons drawn Irom thIs specIIIc experIence. ÌI the game Is not pIayed. then there Is no teachIng. onIy 'preachIng`. and the Iearners wIII not IdentIIy wIth and InternaIIze the skIIIs and vaIues that the Iesson Introduces.
Each Iesson Is structured to buIId on prevIous Iessons and to reInIorce the IearnIng. 8ecause thIs programme aIms to change behavIour. the Iessons do not have IndIvIduaI objectIves. The group oI Iessons Ior a topIc has an objectIve and each Iesson In the group heIps to work towards thIs objectIve. ThIs Is why you shouId not take the Iessons out oI order because the currIcuIum structure Is InbuIIt wIthIn the Iessons.
The chnrIs are not desIgned as teachIng aIds (they are not bIg enough). They are teachIng resources. ThIs means that whIIe they cannot be heId up Ior the cIass to read; they can be IIxed on the waII Ior the Iearners to read Iater.
The 5Iory ßook Is desIgned Ior use In the 'AnaIysIs` Iessons. However. II the schooI Is short oI readers. then they can aIso be used as generaI readers. The storIes are graded. so be aware oI the IeveI oI the story beIore askIng a cIass to read the book. CeneraIIy. chIIdren can IIsten to and understand a story that has a hIgher Ianguage IeveI than they can read.
The roIe-pIny cnrds are a resource In case the students cannot make up theIr own storIes. They are desIgned so that there are two cards Ior each story. one Ior each person (or sIde oI the conIIIct). The two sIdes shouId not read each other`s cards. The spacIng on the cards Is to show where the 'other sIde` has a part to pIay.
The proverb cards are a guIde Ior an 'AnaIysIs` Iesson. These are cuIturaIIy specIIIc. so that II they do not suIt the cuIture oI the Iearners. IInd proverbs Irom theIr own cuIturaI background. íNote: In Iact many cuItures have very sImIIar proverbs. but each cIaIms them as theIr own. ThIs Is another exampIe oI how we reaIIy are more sImIIar than we are dIIIerent.]
Later In thIs course you wIII be asked to prepare and teach a Iesson Irom the TA8. The book Is now yours; put your name on It and study It careIuIIy. ÌI you read It thoroughIy. you wIII IInd that It has the content. the methodoIogy and the Iesson pIans aIready Incorporated as weII as the phIIosophy behInd the programme.
Force AdjudIcatIon ArbItratIon NegotIatIon MedIatIon ResoIutIon TransIormatIon
Day 2. Theory: ßackground of peace and conflict
RevIsIon oI Day 1. See questIons In AppendIx ÌÌÌ
To gIve the teachers some understandIng oI the deveIopment oI conIIIct and peace. and how to provIde actIvItIes to enhance peaceIuI and constructIve behavIour
Look at the categorIes In the conIIIct braInstorm. Your categorIes wIII probabIy IncIude f absence oI peace
f attItudes (InterpersonaI and state)
f resuIts and outcomes (torture. dIsputes. corruptIon)
AIthough IIIe Is IuII oI conIIIct and. wIthout some conIIIct (at Ieast oI Ideas). we wouId not progress or deveIop new Ideas. It Is Important to remember that here we are dIscussIng vIoIent conIIIct. VIoIent conIIIct Is not onIy war and IIghtIng but aIso emotIonaI and mentaI vIoIence.
Choose one oI the eIements that appear and ask what causes It.
AnaIyse the 'cause` wIth the group untII you get to a behavIour or attItude.
e.g. corruptIon. Why are peopIe corruptZ What makes some peopIe corrupt and others not. despIte suIIerIng the same hardshIpsZ PartIcIpants wIII usuaIIy say that corrupt peopIe are greedy.
Ask the group what we can do to mInImIze these causes.
ExpIaIn to the group that thIs course Is IookIng at the preventIon oI conIIIct as weII as at mInImIzIng It when It appears. So we are IookIng at those skIIIs. vaIues and attItudes that wIII heIp provIde constructIve aIternatIves to conIIIct.
ExpIaIn the ConIIIct Management ContInuum.
ReconcIIIatIon
Force Is oIten vIoIence. but It may aIso be psychoIogIcaI Iorce or the Iorce oI status and authorIty. Ìt Is when one person or party accepts the vIews oI the other person or party. even when these vIews are damagIng or wrong. The 'peace` that Is attaIned Is that oI resentment and subservIence. CeneraIIy thIs Is not a sustaInabIe peace. Ìt reIIes on power and II the power Is chaIIenged or Iost. then there Is vIoIence. ÌI peace Is deIIned as mutuaI partIcIpatIon. then the use oI Iorce Is not 'peace` as there Is no mutuaI partIcIpatIon; one party Is IorcIng the other party.
The 'Pax Romana` oI the Roman EmpIre In cIassIcaI tImes Is probabIy the most Iamous exampIe oI the 'Iorce` type oI peace. A more recent exampIe Is that oI the SovIet UnIon. where dIsparate groups were heId together by the Iorce oI CommunIsm. When the SovIet UnIon was dIsmantIed. the 'Iorce` dIsappeared. There has been a Iot oI conIIIct sInce. In varIous countrIes that were once part oI the USSR. There Is peace onIy as Iong as nobody chaIIenges the peopIe at the top. DIctatorshIps are oIten 'peaceIuI` because oI the use oI Iorce.
Ad¡udication Is a IegaI system put Into pIace to judge rIght and wrong. ThIs system has three components: some type oI poIIce/securIty (who oIten use Iorce). a judgement system and a punIshment system. Ìn Western Iaw these three are separated. In tradItIonaI Iaw they are oIten combIned. AdjudIcatIon oI a dIspute depends on one person (or 'sIde`) beIng rIght and the other beIng wrong (or more rIght or more wrong). The responsIbIIIty Ior creatIng a 'peace` Is wIth the authorItIes. not wIth the IndIvIduaIs. As soon as the authorItIes take over. there Is no responsIbIIIty Irom the IndIvIduaI. 8ecause oI thIs. there Is a mInImaI IeveI oI mutuaI partIcIpatIon. Arbitration Is a non·bIndIng system oI decIdIng who Is rIght and who Is wrong. Ìt has more mutuaI partIcIpatIon as the two partIes can choose the arbItrator and they choose to abIde by the decIsIon reached. ThIs Is enIorced by socIetaI pressure but It does not usuaIIy have any IegaI backIng.
Negotiation occurs when the two partIes attempt to work out theIr dIIIerences themseIves. ÌI the two partIes act IaIrIy and wIthout usIng power tactIcs. thIs can be successIuI. However. It requIres open and honest communIcatIon II It Is to be successIuI. Ìt Ieaves eIther party abIe to wIthdraw Irom the negotIatIons. Mediation Is used In the 'textbook` sense. not In the way many tradItIonaI socIetIes use the term. The tradItIonaI way Is a combInatIon oI counseIor. arbItrator and medIator.
These conjI¡cI-hnndI¡ng nppronches nre pr¡mnr¡Iy conjI¡cI mnnngemenI. They do noI nIIempI Io resoIve Ihe underIy¡ng cnuses oj Ihe conjI¡cI. As n resuII Ihese nre `rencI¡ve` nppronches.
Resolution Is a mutuaI attempt to resoIve the probIem In such a way that reIatIonshIps are constructIveIy changed through the resoIutIon oI the underIyIng probIem. ThIs means that both partIes need to use aII possIbIe constructIve skIIIs and attItudes to eIIectIveIy create a soIutIon that Ieaves mInImaI resentment or IeeIIng oI InjustIce.
Mediation Is IacIIItated negotIatIon. wIth outsIde. objectIve heIp. Ìn medIatIon the two partIes have agreed to the Idea oI tryIng to resoIve the conIIIct together rather than just managIng It. The medIator does not make the judgement; rather. the medIator IacIIItates the resoIutIon.
Reconciliation Is not a conIIIct management skIII by ItseII. However. II there has been a Iot oI anger and hurt In the course oI the conIIIct. the two peopIe or partIes need to reconcIIe In order to have a better sItuatIon In the Iuture. WhIIe reconcIIIatIon Is a process oI Its own. one oI the keys to reconcIIIatIon Is IorgIveness. WIthout IorgIveness. there Is a chance that there wIII be contInued resentment and the potentIaI Ior conIIIct.
Transformation Is where there Is a conscIous decIsIon by both partIes to buIId new and better reIatIonshIps (I.e. It Impacts on the aIIectIve domaIn; IeeIIngs. as much as on the cognItIve domaIn). These nre Iechn¡ques jor conjI¡cI resoIuI¡on rnIher Ihnn ]usI conjI¡cI mnnngemenI. They nIIempI Io soIve ¡ssues bejore Ihey become conjI¡cIs (or become conjI¡cIs ngn¡n). They nre proncI¡ve (Ink¡ng ncI¡on ¡n ndvnnce).
ConIIIct suppressIon and conIIIct management are reactIve Iorms. CeneraIIy there Is no eIIort to understand the root causes oI conIIIct. Ìn some cases there Is no eIIort made to even IIsten to both sIdes oI the story. ReactIve Iorms oI conIIIct management are IImIted and the 'peace` gaIned thIs way Is aIso IImIted. Ìn thIs sItuatIon. we see waves oI conIIIct or conIIIct cycIes that have a strong eIement oI revenge (as a resuIt oI beIng suppressed Iast tIme). ConIIIct resoIutIon. and conIIIct preventIon and transIormatIon are the most proactIve Iorms oI conIIIct management and the most dIIIIcuIt. They requIre aII the skIIIs and knowIedge that are components oI the Peace educatIon course. As Ienchers we shouId noI onIy Iench nbouI proncI¡ve jorms oj mnnng¡ng conjI¡cI buI nIso Iench ¡n n consIrucI¡ve nnd proncI¡ve mnnner. The sIudenIs shouId hnve Ihe roIe modeI oj consIrucI¡ve probIem-soIv¡ng rnIher Ihnn n roIe modeI IhnI reI¡es on power.
ThIs Is not to say that there Is no need Ior adjudIcatIon. arbItratIon and negotIatIon: there wIII aIways be the need Ior these. What It does mean Is that there wIII be Iess need Ior these management strategIes; and they wIII be more constructIve and durabIe II the peopIe InvoIved understand the components oI peace.
SmaII groups
Ìn your smaII groups Iook at the dIIIerent parts oI the ConIIIct Management ContInuum and IInd exampIes wIthIn your own communItIes Ior each oI the areas shown In the contInuum. Croup partIcIpants accordIng to the type oI shoes they are wearIng so that you have groups oI Iour or IIve. CoIIect the exampIes Irom the smaII groups. CompIIe the exampIes and dIscuss In the Iarge group.
Developmental psychology Ob¡ective
To gIve the partIcIpants a basIc understandIng oI the psychoIogy that has been used In deveIopIng the programme
To heIp the partIcIpants understand the stages that theIr students go through so that they can Ioster deveIopment
There are a severaI theorIsts In psychoIogy whose Ideas have been utIIIzed In the Peace EducatIon Programme. Some wIII be dIscussed In the educatIon theory sectIon and some wIII be dIscussed In LeveI 2. Ìn thIs sessIon we wIII Iook at an overvIew oI the prIncIpIes oI chIId deveIopment. We can see these prIncIpIes II we observe ourseIves and the peopIe around us. AIthough the theorIsts Iook at the deveIopment oI chIIdren. deveIopment Is not consIstent and even as aduIts. In some areas oI our IIves. we are 'stuck` at certaIn IeveIs. OIten our Inherent vaIue system (the system In whIch we were raIsed) and our reIIgIon are where we are Ieast deveIoped psychoIogIcaIIy.
1. The IIrst IeveI Is where we are egocenIr¡c. I.e. young chIIdren assume that the worId revoIves around them and that the peopIe In the chIId`s worId are there Ior the beneIIt oI the chIId. EgocentrIcIty Is necessary at the begInnIng oI our IIves because It heIps us to survIve. 8ut as we grow. we understand that other peopIe exIst and that they have rIghts as weII. When we thInk that everythIng shouId be as we want It to be and that we are the most Important peopIe. then we are beIng egocentrIc.
You cannot ask very young chIIdren to co·operate because they are not yet at that stage oI deveIopment. They are at the stage oI paraIIeI behavIour where each chIId acts but not In reIatIon to anyone eIse. (At thIs stage. mothers do not count as they are seen by the chIId as securIty rather than as a person.) Some peopIe stay at thIs IeveI Ior the rest oI theIr IIves! 24
2. ÌnteractIon comes as we grow and deveIop and we come to understand that we are not the centre oI the worId but that other peopIe aIso deserve consIderatIon and respect. ThIs Is part oI the socIaIIzatIon process. As smaII chIIdren want to be IIke aduIts. they mImIc and try aduIt skIIIs and vaIues. ThIs Is when socIetIes teach chIIdren what Is acceptabIe In the socIety and what Is not acceptabIe. ThIs Is aIso a tIme when chIIdren deveIop IrIends and Interact wIth other chIIdren (rather than just aIongsIde them). You see aduIts at thIs stage when they have no desIre to accept anythIng outsIde theIr own knowIedge or experIence. When peopIe resIst knowIng or understandIng others. there Is no empathy and so conIIIcts are more IIkeIy to occur. These aduIts stIII IeeI that they and the thIngs that they know are the onIy reaIIty.
ÌnteractIon goes In concentrIc cIrcIes. FIrst the group cIosest to you (usuaIIy IamIIy) Is known and accepted. CraduaIIy the next cIrcIe (the communIty or vIIIage) becomes known and accepted and then the next (age group or cIan). EthnocentrIcIty oIten comes Irom a combInatIon oI these IIrst two stages. ThIs Is where a person Is not egocentrIc but can onIy reIate to those peopIe who are very sImIIar (oIten Irom the same ethnIc group). The word 'ethno` Is Irom Creek. meanIng. 'to beIong`. The more exposure a person has to wIder cIrcIes the more they begIn to reIate to others Irom those cIrcIes.
Have you changed In your reIatIon to other ethnIc groups sInce your chIIdhoodZ Has your vIew oI the worId changedZ Do you eat Iood that Is not your tradItIonaI IoodZ
Do you send your chIIdren to mIxed schooIsZ Have your vIews about your own ethnIc or socIaI group changedZ
VIIIage. communIty or neIghbours
TrIbe. cIan. age group. natIonaIIty
The wIder worId
ÌI approprIate. Iorm smaII groups Ior them to dIscuss thIs Issue. 25
Do you raIse your chIIdren dIIIerentIyZ
Have your vIews on reIIgIon changedZ The poInt Is that the 'wIdenIng cIrcIes` happen more quIckIy In superIIcIaI areas oI IIIe and are much sIower to change In the area oI vaIues.
3. ßnInnce. ThIs stage Is where we try to see the worId as It reaIIy Is and we begIn to understand our pIace In It. At thIs stage. chIIdren wIII pIay 'reaIIty` games (and they wIII modIIy the ruIes to suIt the reaIIty oI the sItuatIon). ThIs stage can be seen when we begIn to understand that 'our peopIe` are not the onIy peopIe. 'our beIIeIs` are not the onIy beIIeIs and our way oI behavIng Is not the onIy way. ThIs Is a dIIIIcuIt stage even Ior aduIts as It requIres a deep sense oI beIongIng and much seII·
esteem to move away Irom our comIortabIe oId mInd·set (and It Is comIortabIe because It Is what we are used to). ThIs Is the begInnIng oI reaI maturIty.
AIIow dIscussIon oI thIs and ask the partIcIpants In what areas oI theIr IIves they IeeI that they have reached thIs stage. PoInt out that we wIII Iook at the theorIsts a IIttIe Iater In the course so that they wIII understand more about beIongIng and seII·esteem.
4. InIr¡ns¡c ncIunI¡znI¡on. ThIs Is a stage Iew oI us reach but whIch the human psyche aIms Ior. ThIs Is where we do what Is rIght because It Is rIght behavIour Ior a compassIonate human beIng (not because somebody eIse may be watchIng us). Ìt requIres us to study and Iearn Irom peopIe who are dIIIerent to ourseIves and to reaIIy understand that even peopIe who are very dIIIerent to ourseIves have much to oIIer. Ìt aIso requIres us to IIsten to and absorb the reaIItIes oI others (usIng empathy) even when thIs Is uncomIortabIe psychoIogIcaIIy. ThIs stage Is when we see that we are part oI the worId and that the worId Is part oI us; that we are truIy aII one IamIIy on a very smaII pIanet.
What does this mean in relation to peace education?
X AII oI the work In peace educatIon Is to heIp us and our students move towards the hIghest IeveIs oI human deveIopment. ThIs wIII heIp achIeve peace as peopIe wIII IIve together more constructIveIy.
X We need to recognIze the deveIopment IeveI oI the Iearners to ascertaIn what Is possIbIe Ior them to InternaIIze. We can create actIvItIes and sItuatIons whIch heIp the Iearner to deveIop and so to move Irom one IeveI to another. We must anaIyse the IeveI oI the Iearners so that we can move through the IeveIs IogIcaIIy. (ThIs Is caIIed entry·poInt behavIour).
X We must understand what we are tryIng to heIp our Iearners achIeve In terms oI vaIues and attItudes.
X We need to understand the IeveIs In terms oI psychoIogIcaI deveIopment theorIes and see where they IIt together.
Remember: we do not deveIop evenIy as human beIngs. AIthough the IeveIs are sequentIaI. we do not aIways progress evenIy; rather we may be at one IeveI In some respects and at quIte a dIIIerent IeveI Ior others. ThIs Is why peopIe can Iearn Iacts and concepts academIcaIIy and understand them as academIc truths. wIthout InternaIIzIng them. The InternaIIzIng oI knowIedge. InIormatIon and attItudes means that we have to IIt other truths Into the schema (the vIew) we have aIready buIIt. Ìn other words we have to IInk the new InIormatIon to what we aIready know. Ierome 8runer. an educatIonaI psychoIogIst. saId that you can teach anybody anythIng as Iong as you break It down Into smaII enough pIeces and as Iong as you aIways IInk It to somethIng prevIousIy known.
Ìn terms oI peace educatIon. thIs Is why It Is necessary to use exampIes that are drawn Irom (or reIate to) the cuIture or group wIth whom you are workIng. SometImes It Is better to use reIated exampIes. as reaI exampIes Ior compIex concepts oIten touch peopIe`s deep beIIeIs. íE.g. II you dIscuss the causes oI conIIIcts. dIscuss an exampIe Irom another country (but one they know the hIstory oI). not the country oI orIgIn oI the partIcIpants]. AIter the Iunch break pIay 'AIr 8aII` and aIIow a short dIscussIon about how thIs game encourages co·operatIon and about the varIous IeveIs oI co·
TAß activity analysis Ob¡ectives
To heIp the partIcIpants understand the actIvItIes and the structure behInd them.
To IamIIIarIze the partIcIpants wIth the actIvItIes and how they are undertaken.
DIvIde the partIcIpants Into groups accordIng to the grades they teach. Each group shouId have three to IIve peopIe In It. The groups shouId correspond to earIy chIIdhood. mIddIe prImary. upper prImary and junIor secondary; they do not have to be grade by grade.
CIve each group one Iesson at the IeveI at whIch they teach. These actIvItIes shouId come Irom the unIts oI SImIIarItIes and DIIIerences. ÌncIusIon and ExcIusIon and EIIectIve LIstenIng. Do not assIgn the Iessons that use the games that you wIII use durIng the traInIng.
The groups have thIs sessIon oI Iorty·IIve mInutes to read through the actIvIty and prepare It as a demonstratIon. Croups teach theIr sessIons durIng the actIvItIes 'TA8 MIcro·teachIng`. 28
To heIp the partIcIpants understand the phIIosophy oI rIghts·based teachIng.
Ask the group how they teach. Do they assume that the chIId knows nothIng or do they buIId on what the chIId aIready hasZ AIIow the dIscussIon Irom thIs questIon. Many teachers wIII say that the chIId knows nothIng and that Is theIr job to teach the chIId. Ask II thIs Is reaIIy so. What do they do II they dIscover that the chIId aIready knows the content oI the IessonZ
Draw these pIctures on the board. Ask the partIcIpants whIch teacher they are.
The 'water pot` teacher Is one who assumes that they have aII the knowIedge and they are there to 'IIII the student`. 8ecause most oI us are traIned to pass on 'content`. It very oIten IeeIs that thIs Is both true and rIght. However. we are onIy one part oI the chIId`s IearnIng. ChIIdren Iearn Irom theIr IamIIIes. theIr IrIends and theIr socIety. To use thIs 'water pot` method can be very tIrIng. As a teacher you must be very sure that you know everythIng and never make a mIstake. You must be ready wIth the IearnIng that the chIId needs (because you cannot keep pourIng water II the pot Is IuII can youZ) ThIs type oI teacher Is not suIted Ior teachIng peace educatIon as thIs phIIosophy can Iead to arrogance and the abuse oI power. ThIs type oI teachIng means that the Iearner wIII aIways be reIIant on a teacher to teII them what to thInk and what to know. They can never become Independent thInkers. ThIs means that they can be very easIIy manIpuIated by peopIe In authorIty. and thIs manIpuIatIon oI peopIe Is how conIIIcts can turn Into war.
The 'heIpIng the IIowers` teacher understands that there are other teachers In the IIIe oI the chIId. These teachers aIso understand that theIr roIe Is to heIp the chIId Iearn and eventuaIIy to Iearn IndependentIy. ThIs Is an easIer and more rewardIng way to teach as the IearnIng beIongs to the chIId. You are not expected to know everythIng - you are expected to heIp chIIdren Iearn thIngs that they need to know.
Do you heIp the IIowers to growZ Do you IIII the empty water potZ
AIter thIs sessIon. pIay the games EIephant and PaIm and/or Twenty OuestIons. and dIscuss what these games demonstrate In terms oI peace educatIon. 29
Effective listening Ob¡ective
To heIp the partIcIpants to understand the skIIIs oI eIIectIve IIstenIng and how necessary It Is Ior the cIassroom ActIvIty and dIscussIon
How weII do you IIsten to the Iearners In your cIassZ How do you know you are IIstenIng eIIectIveIyZ
Many teachers assume that the skIII oI IIstenIng shouId be a skIII Ior the Iearner. not the teacher. 8ut II thIs Is true. how does the teacher know when the chIIdren understandZ ÌI IearnIng Is reduced to memorIzatIon. then the Iearner onIy has to remember. but we aII know that the rememberIng doesn`t Iast.
Hands up the peopIe who recentIy attended a reIIgIous servIce. Was there a sermonZ What was It aboutZ Most peopIe. even those who say It was a good sermon. cannot remember It aIter they Ieave the pIace oI worshIp. Who IIstened to the news on the radIo thIs mornIngZ What were the top news storIesZ AgaIn. peopIe generaIIy cannot remember more than one or two news Items. ThIs Is because peopIe are IIstenIng passIveIy and not eIIectIveIy. Too oIten when we are teachIng. the chIIdren 'IIsten` the same way.
8ut IIstenIng to the teacher Is onIy one sIde; the teacher must aIso IIsten to the Iearners. 8y IIstenIng to them. the teacher knows what Is understood and what probIems the Iearners are havIng. and can them heIp them to Iearn more eIIectIveIy.
FaIIIng to IIsten eIIectIveIy and wIth empathy to peopIe on the 'other sIde` oI a conIIIct oIten Ieads to vIoIent conIIIct. so thIs skIII Is needed as a tooI oI peace.
RevIsIon oI Day 2. See questIons In AppendIx ÌÌÌ
Ask the group to thInk about these questIons:
X Send three peopIe out oI the room and then teII the group that you are goIng to teII a story to the IIrst person who Is to IIsten and then teII It to the second person who wIII teII It to the thIrd person. who wIII teII It to you. X The IIsteners shouId IIsten careIuIIy but they cannot ask questIons.
X The group Is to IIsten careIuIIy to the story and see what happens. what detaII Is Iost. what extra thIngs are put Into the story and how It changes Irom person to person.
X When the three peopIe have retoId the story. ask the group what was the dIIIerence between the IIrst story and the IInaI story. Ask Ihese quesI¡ons:
Were any oI the storIes accurateZ
What changed In the reteIIIngZ
Was anythIng IeIt out In the storyZ Was what was IeIt out Important to the storyZ
Was anythIng added to the storyZ
Why do you thInk that thIs happenedZ
DId events or characters change In the storyZ
What does thIs teII us about the way that we IIstenZ
Ìs It enough to get 80 per cent oI the story correctZ
Does thIs Iead to mIsunderstandIngs and conIusIonZ
As a teacher you have a generaI responsIbIIIty to heIp the Iearners to reaIIy Iearn and understand what you are teachIng. As a peace educatIon teacher you have a Iurther responsIbIIIty to demonstrate the skIIIs and vaIues assocIated wIth constructIve and peaceIuI IIvIng. To IIsten weII Is the IIrst skIII that you. a teacher. shouId have. as thIs Is how you come to reaIIy understand the Iearners In your care.
Two women were goIng to vIsIt reIatIves In another communIty to the west oI theIr own vIIIage. They both carrIed Iood Ior theIr reIatIves and one woman had her baby wIth her. As they were traveIIng. they receIved a message Irom theIr own vIIIage that the IIrst woman`s chIId was III and needed to be taken to the hospItaI. They turned north and stopped In a nearby vIIIage where they IeIt the Iood. and the second woman IeIt her baby wIth some IrIends. Then they turned back to theIr own vIIIage. When they arrIved. the chIId had a very hIgh Iever so they took her quIckIy to the hospItaI. The mother wanted to stay wIth her chIId who was beIng treated. so the second woman went back to the vIIIage In the north. On the way she met an oId man who was In need oI heIp. She stopped to heIp hIm. gIvIng hIm water and supportIng hIm to the vIIIage. When she arrIved at the vIIIage she Iound that aII the Iood had been eaten by the vIIIagers there and so she was angry. 8ut her IrIends had Iooked aIter her baby so she was grateIuI Ior that. 8ecause as she no Ionger had any Iood to take to her reIatIves. she decIded to go home. When she arrIved home. her IrIend and the sIck chIId were home and the chIId was sIowIy gettIng better.
TAß micro·teaching Ob¡ective
To heIp the partIcIpants understand the actIvItIes In the TA8 and the structure behInd them
To IamIIIarIze the partIcIpants wIth the TA8 actIvItIes and how they are undertaken
These are not Iessons that demonstrate the 'correct` response; they are actIvItIes and games to show what happens In reaI IIIe. For exampIe. In the game DIrectIons; DIrectIons many teachers thInk that the chIIdren have IaIIed II they do not IoIIow the dIrectIons accurateIy. The game Is desIgned so that chIIdren reIIect reaI IIIe behavIour. We IIsten to onIy a part oI the InIormatIon. we IoIIow others and don`t thInk Ior ourseIves. ÌI every chIId IIstened and IoIIowed dIrectIons accurateIy. there wouId be no teachIng poInt In the actIvIty. The Iessons are desIgned IIke thIs so that the Iearners can see how they respond and how they can do better. Ìt Is Important that the Iearners have psychoIogIcaI ownershIp over the new knowIedge and skIII and aII Iearners must thereIore be InvoIved In the Iesson. Never choose a smaII group to demonstrate the game or actIvIty; everybody needs to be InvoIved.
ThIs tIme two oI the smaII groups conduct the Iesson. Ensure that the groups understand that the Iessons are desIgned as 'what happens II/when .` RemInd the other partIcIpants that they are to respond to the teachIng as II they were the chIIdren.
Watch Ior how weII the teachers have IoIIowed the Iesson pIan and how weII they understand the Iesson. Watch aIso Ior theIr basIc teachIng skIIIs: bIackboard work. observatIon oI the cIass. whether there Is bIas In who they ask to respond to the questIons. how weII they IIsten. and how cIearIy they communIcate and the IeveI oI Ianguage they use to theIr cIass.
At the end oI the Iesson. ask Ior Ieedback Irom the whoIe group - those who taught and those who were receIvIng the Iesson. and then gIve your own Ieedback. Remember to comment on what the teachers dId weII as weII as on where they were Iess eIIectIve.
Effective communication Ob¡ectives
To heIp the teachers to understand the Importance oI eIIectIve communIcatIon.
To heIp the teachers to Improve theIr communIcatIon skIIIs.
Many oI the attrIbutes assocIated wIth peace educatIon are eIements oI communIcatIon. Open communIcatIon - where peopIe are honest. where they IIsten and where they try to understand the other person`s poInt oI vIew - Is one oI the cornerstones to peace. ThIs sort oI communIcatIon can onIy happen when both sIdes InvoIved In communIcatIng are wIIIIng to try. Many conIIIcts have arIsen because oI one·way communIcatIon. ThIs Is unIortunate when we consIder that much oI the communIcatIon In schooIs Is one way. Irom the teacher to the student. We need to Iook at the eIIectIveness oI one·way communIcatIon and see II perhaps we can Improve the sItuatIon. One-wny nnd two-wny communícntíon
To demonstrate the IImItatIons oI one·way communIcatIon
To demonstrate the advantages oI two·way communIcatIonskIIIs
ThIs exercIse takes some preparatIon. You wIII need haII as many bags as you have partIcIpants and an object Ior each bag. The object can be anythIng: a haIrbrush. ornaments (these are very good). any smaII oIIIce equIpment (stapIer. scIssors. etc.). perIume bottIes. etc. Do not use cIothIng or books.
DIvIde the group Into paIrs. CIve one oI each paIr a bag wIth an object InsIde. The bag hoIder Is not aIIowed to Iook In the bag. but Is to put theIr hand In the bag. IeeI the object and descrIbe It to theIr partner.
The partner draws what the bag hoIder descrIbes. The partner Is not aIIowed to ask any questIons. CIve the paIrs IIve mInutes to descrIbe and draw the objects. AIter IIve mInutes. ask those who were drawIng to show theIr drawIngs. At the same tIme Iet theIr partners remove the objects Irom the bag.
Ask Ior Iour voIunteers. Send two out oI the room and show the pIcture oI the geometrIc shapes to the other two. RemInd them not to show theIr pIcture to anybody. Ask Ior one oI them to waIt Ior the second part oI the exercIse.
ÌnvIte one oI the other voIunteers back InsIde. ExpIaIn that they are goIng to draw what the other person teIIs them. They cannot ask any questIons (thIs Is 'one·way communIcatIon`).
The 'Instructor` (the partIcIpant wIth the drawIng) stands behInd the IIIpchart (or wIth hIs/her back to the board). The 'Instructor` descrIbes the pIcture to the partIcIpant at the IIIp chart (the 'artIst`).
The 'artIst` draws the pIcture based on the InstructIons gIven.
ÌI you are usIng a IIIp chart. turn to a new page. ÌI you are usIng a board. ensure that you can reproduce the drawIng and then cIean the board.
Ask the second 'Instructor` to come Iorward and brIng In the second voIunteer Irom outsIde. ThIs tIme the Instructor can watch what the artIst Is doIng and make comments on It. and the artIst shouId ask questIons (two·
way communIcatIon).
When the drawIng Is compIeted. compare the two drawIngs (redraw the IIst drawIng II necessary). Ask the voIunteers how they IeIt when they were eIther InstructIng or drawIng. Show the partIcIpants the orIgInaI drawIng. Ask the group whIch drawIng Is the most accurate. DIscuss why thIs Is so.
Draw the IoIIowIng chart on the board:
One·way
Two·way
What are the advantages oI one·way communIcatIonZ
What are the dIsadvantagesZ
What are the advantages oI two·way communIcatIonZ
What responsIbIIItIes do we have II we are goIng to use one·way communIcatIonZ
Why do we use one·way communIcatIon when two·way communIcatIon Is proven to be more eIIectIveZ Remember that askIng questIons such as 'Are we togetherZ` and 'Do you understandZ` (wIth the whoIe cIass sayIng 'Yes`) Is not two·way communIcatIon.
The TA8 Is wrItten. so that there Is (or shouId be) a Iot oI two·way communIcatIon. not just teacher·student but aIso student·student. ThIs Is done so that the students IeeI that the InIormatIon Is truIy theIrs. they have psychoIogIcaI ownershIp oI the knowIedge and skIIIs. wIthout whIch they cannot truIy understand and InternaIIze them. Two·way communIcatIon Is aIso necessary Ior peaceIuI InteractIon between peopIe. PeopIe have a responsIbIIIty to IIsten careIuIIy. to communIcate cIearIy. and to cIarIIy poInts and summarIze InIormatIon so that the communIcatIon Is cIear and precIse.
WIth the partIcIpants. IIII In the chart. Ìt Is usuaI to get dIametrIcaIIy opposed advantages and dIsadvantages: I.e. the advantages oI one·
way communIcatIon are the dIsadvantages oI two·way communIcatIon. |To ensure cIenr ¡nsIrucI¡ons, check jor correcI `rece¡v¡ng` oj ¡njormnI¡on, mnke sure IhnI Ihe ¡njormnI¡on ¡s ¡n shorI s¡mpIe sInIemenIs, eIc.] 35
Day 4. TAß micro·teaching Ob¡ectives
To heIp the partIcIpants understand the TA8 actIvItIes and the structure behInd them.
To IamIIIarIze the partIcIpants wIth the TA8 actIvItIes and how they are undertaken;
Two oI the smaII groups conduct the Iesson. Ensure that the groups understand that the Iessons are desIgned as what happens II/when .Z RemInd the other partIcIpants that they are to respond to the teachIng as II they were the chIIdren.
At the end oI the Iesson. ask Ior Ieedback Irom the group and then gIve your own Ieedback. Remember to comment on what the teachers dId weII as weII as on where they were Iess eIIectIve.
RevIsIon oI Day 3. See questIons In AppendIx ÌÌÌ
Ouestioning skills
To heIp partIcIpants understand dIIIerent technIques oI questIonIng and to use these approprIateIy
Lecture and smaII group work
OuestIonIng skIIIs are vItaI to eIIectIve teachIng. You shouId be abIe to Iead the chIIdren to Iearn what you want them to Iearn by askIng the rIght questIons. EssentIaIIy there are two types oI questIons. Closed questions are those where there Is a deIInIte correct answer. ÌI you are revIewIng content. you can ask cIosed questIons. They request one answer whIch Is eIther rIght or wrong. (e.g. 3 + 2 = Z). |Ij Ihe quesI¡on ¡s `WhnI number comb¡nnI¡ons equnI 5?` whnI ¡s Ihe nnswer?] The answers then may go to InIInIty dependIng on how weII the chIId understands the concept oI number. Many teachers assume that the answer they have In mInd Is the onIy correct answer. and oIten thIs Is not so. There may be many correct answers. ThIs questIon Is an open questIon because there are many answers each one oI whIch may be correct. Ìn an examInatIon. we tend to ask mostIy cIosed questIons to see II the chIId has the knowIedge. but oIten these are the onIy questIons that we ask.
Open questions do not have a sIngIe correct answer. They ask the student to thInk. to understand. to anaIyse. and synthesIze and to evaIuate. These are hIgher IeveI cognItIve skIIIs and very Important In peace educatIon. SometImes teachers ask what sounds IIke an open questIon but they treat It as a cIosed questIon (I.e. they want the answer that they have In mInd). ThIs Is caIIed 'Cuess what the teacher wants to hear` and It Is a very unIaIr game to pIay. ÌI you do pIay thIs game (whether you know It or not). then sooner or Iater the Iearners wIII not respond to questIons at aII as they cannot be sure oI 'guessIng` correctIy. For exampIe. a questIon such as 'What do you thInk wouId happen II............Z` Is onIy truIy open II the student Is encouraged to say what they thInk wIII happen. ÌI the teacher Is sure that onIy one thIng that happens Is acceptabIe and accepts an answer that agrees wIth hIs/
her own answer. then the questIon Is actuaIIy cIosed and the teacher Is not honourabIe. X Open questIons are those that have a varIety oI answers (not a IIst oI answers). X Open questIons are those where we try to IInd out II the chIId understands. II the chIId can put together two pIeces oI InIormatIon to come up wIth an answer. II the chIId can dIscover an answer that Is not expressIy wrItten In the book.
For peace educatIon. where we are tryIng to deveIop attItudes and vaIues. It Is not enough to know that the student can reproduce what has been taught. ÌI the chIIdren cannot understand. how wIII they dIscover that a statement may have bIasZ ÌI they cannot understand and put together pIeces oI InIormatIon. how wIII they soIve probIems. takIng Into account aII the IactorsZ
ÌI they cannot evaIuate. how wIII they be abIe to judge IaIrIyZ
We must heIp the student through aII the IeveIs oI IearnIng and thInkIng. 8ut the hIgher·IeveI IearnIng skIIIs are especIaIIy Important Ior peace educatIon.
DIscuss the notIon that true open questIons ask 'whyZ`. 'What do you thInkZ` 'Ìs there another wayZ`. 'what eIse can you addZ` Never nccepI ]usI Ihe nnswer IhnI ngrees w¡Ih your own ¡dens. Remember, your ]ob ¡s Io heIp Ihe ch¡Idren Io d¡scover, noI Io prove how cIever you nre.
Ìn an open dIscussIon (Iarge group). dIscuss the advantages and dIsadvantages oI open and cIosed questIons. LIst these on the board.
DIscuss why open questIons heIp deveIop the Iearner`s thInkIng abIIIty and why thIs Is Important In the process oI educatIon and peace educatIon.
Draw a dIagram sImIIar to thIs on the board.
KnowIedge and understandIng to be gaIned by the Iearner
PoInt out to the partIcIpants that aII oI us as teachers are tryIng to get our Iearners Irom where they are (In the Iower box) to a new IeveI by heIpIng them to Iearn new knowIedge. skIIIs or understandIngs.
EssentIaIIy there are two ways oI questIonIng that heIp the Iearners move Irom one IeveI to the other.
Ask the partIcIpants how are the anImaIs taken to market (tradItIonaIIy) or how pIoughIng anImaIs are taken to the IIeIdsZ CeneraIIy they are eIther Ied wIth a rope or. II there are a number oI them. then the anImaIs start waIkIng and the person takIng them sImpIy throws a stone or swItches them when they go too Iar oII the track. The person takIng them does not Iead but IoIIows. WhIch Is most eIIectIveZ UItImateIy. both ways get the anImaIs to the destInatIon.
ThIs Is what questIonIng Is IIke. You can use the Iadder approach where each step Is a questIon and the questIons are cIosed questIons but structured to buIId on each other. Or you can use the path approach where you onIy need to ask an occasIonaI questIon to keep the Iearners on track. 8oth methods wIII get to the desIred IearnIng and both requIre work Irom the teacher. The Iadder approach requIres thorough pIannIng and very structured questIons so that each one buIIds on the prevIous one. The teacher must IIsten weII to the responses to be sure that thIs buIIdIng takes pIace. And every questIon needs to be pIanned. and thought through. even though some oI them may never be used. Remember; these questIons are not a test: they are to heIp the Iearners dIscover new InIormatIon.
The open approach requIres Iewer questIons but the teacher needs to understand exactIy the knowIedge or understandIng so that they can ask the correct questIons when necessary. ThIs type oI questIonIng aIIows a greater ownershIp oI the knowIedge dIscovered by the Iearner. but It requIres much skIII and practIce by the teacher.
Most oI us use a combInatIon oI both types oI questIons. structured cIosed questIons and then open questIons.
TAß micro·teaching Ob¡ectives
ThIs tIme Is Ior two oI the smaII groups to conduct theIr Iesson. Ensure that the groups understand that the Iessons are desIgned as 'what happens II/when .` RemInd the other partIcIpants that they are to respond to the teachIng as II they were the chIIdren.
Remember IhnI Ihe Iessons nre ncI¡v¡I¡es nnd gnmes Io show whnI renIIy hnppens. The d¡scuss¡on IhnI comes jrom Ihe ncI¡v¡Iy shouId Iend Ihe Ienrner Io Ihe des¡red sk¡II (remember your quesI¡on¡ng Iechn¡ques).
II ¡s ¡mporInnI IhnI Ihe Ienrners hnve psychoIog¡cnI `ownersh¡p` over Ihe new knowIedge nnd sk¡II so nII Ienrners musI be ¡nvoIved ¡n Ihe Iesson. Never choose n smnII group Io demonsIrnIe Ihe gnme or ncI¡v¡Iy; everybody needs Io be ¡nvoIved.
Watch Ior how weII the teachers have IoIIowed the Iesson pIan and how weII they understand the Iesson. Watch aIso Ior theIr basIc teachIng skIIIs: bIackboard work. observatIon oI the cIass. whether there Is bIas In who they ask to respond to the questIons. how weII they IIsten and how cIearIy they communIcate and the IeveI oI Ianguage they use to theIr cIass.
At the end oI the Iesson. ask Ior Ieedback Irom the group and then gIve your own Ieedback. Remember to comment on the thIngs that the teachers dId weII as weII as where they were not so eIIectIve.
Teaching and learning styles Ob¡ective
To demonstrate the varIous types oI teachIng and the strengths and weaknesses oI these.
ÌndIvIduaI and smaII group work
CIve each partIcIpant a Iength oI cord.
Read out the InstructIons on 'How to TIe a 8owIIne Knot`. |Append¡x III]
As you read. the partIcIpants shouId be attemptIng to tIe the knot.
Check to see how many partIcIpants have tIed the knot correctIy.
You have ¡ust had a short lecture on the 'ßowline Knot'
Now gIve each partIcIpant a copy oI the InstructIons on 'How to TIe a 8owIIne Knot`.
The partIcIpants shouId try to tIe the knot Irom readIng the InstructIons.
You have now been involved in participatory learning.
Take the partIcIpants who can tIe the knot and match them wIth those who cannot. Let them demonstrate how the knot Is tIed.
AII partIcIpants shouId now be abIe to tIe the knot.
Now the group has been involved in exploratory learning.
X WhIch method Is betterZ X Are there partIcuIar cIrcumstances where one method Is better than anotherZ
X When and whyZ 41
TAß micro·teaching
To heIp the partIcIpants understand the actIvItIes and the structure behInd them
To IamIIIarIze the partIcIpants wIth the actIvItIes and how they are undertaken
AIter thIs sessIon. pIay the games FInd My FrIend. Croups and MIrrors and the game 8aII Cames. and dIscuss what these games demonstrate In terms oI peace educatIon.
Day 5. Classroom management Ob¡ective
To enabIe the partIcIpants to utIIIze constructIve methods oI cIassroom management
What are the elements of classroom management?
LIst these on the board. ÌI there are onIy dIscIpIIne measures. ask what causes the dIscIpIIne probIems In the cIass. LIst these on a tabIe as beIow.
DIscIpIIne probIems TaIkIng
Not knowIng the work
Draw thIs chart on the board and ask the partIcIpants II these are part oI cIassroom management. Add other eIements to the IIst accordIng to the group`s suggestIons. When the IeIt·hand coIumn Is compIete. Iorm smaII groups and ask them to IIII In the rIght hand coIumn accordIng to how they actuaIIy respond to these eIements. RemInd the groups that they need to be very honest In theIr responses.
RevIsIon oI Day 4. See questIons In AppendIx ÌÌÌ
DIscuss the probIems and IIII In the causes accordIng to the partIcIpants responses. ExpIaIn that we wIII deaI wIth dIscIpIIne separateIy but that there are other components oI cIassroom management that they need to thInk about.
PhysIcaI Iayout oI room
Use oI exams
PosItIon oI teacher
Manner oI teacher
LeveI oI preparatIon
ÌnteractIon wIth the cIass
PunIshment (type and Irequency)
We can consIder currIcuIum as comprIsIng Iour components: content. methodoIogy. envIronment and output/product. CIassroom management Is how the teacher ImpIements aII oI these eIements.
ÌI the teacher Is not comIortabIe wIth hIs/her own knowIedge oI the content. then they wIII 'IIII In tIme` rather than teachIng. so that theIr own Iack oI understandIng wIII not be obvIous. CeneraIIy. teachers In thIs posItIon wIII not aIIow any questIons. and controI everythIng In the cIass Ieads to boredom among the Iearners.
There Is no substItute Ior thorough preparatIon. The teacher needs to know and understand not onIy the content but aIso how they are goIng to move the Iearners Irom a state oI unknowIng to a state oI knowIng.
Methodology Cood teachIng Is based on a rIghts·based approach. ThIs constructIve cIass management means that aII your InteractIons wIth the Iearners shouId reIIect the prIncIpIes oI human rIghts and the rIghts oI the chIId. That means that you treat the chIIdren wIth respect (as you wouId IIke to be treated) and that you IuIIIII your proIessIonaI responsIbIIItIes to teach so as to ensure that the students Iearn. The most eIIectIve way oI teachIng In a way that Is rIghts·based Is to vary your teachIng. Rather than just taIkIng at the cIass or wrItIng everythIng on the board. dIscuss. pIay games that make the 'teachIng poInt` that you want. and encourage group work and workIng together. ThIs Is actIve teachIng that wIII promote actIve IearnIng.
The physIcaI envIronment Is the one over whIch you oIten have Ieast controI. Where you do have controI about how the cIassroom Is arranged. make sure that you can move around to see aII the students and reach them II they need heIp. ÌI the bIackboard Is your maIn teachIng aId; be careIuI where you stand (so that you are not hIdIng what Is wrItten) and remember that your Iocus Is on one sIde oI the room more than the other. 8e sure to turn away Irom the board and deIIberateIy Iook at aII parts oI the room. Remember that you aIso have controI over how pIeasant your room Is to be In. Posters and charts on dIspIay. papers and books stored when not In use aII heIp to create a pIeasant envIronment as weII as beIng constructIve teachIng practIce.
The psychoIogIcaI envIronment Is where you have most controI. Your manner wIth the Iearners wIII truIy demonstrate the rIghts·based approach. ÌI you act as II you are a dIctator. then you can expect that the Iearners wIII rebeI or IeeI rebeIIIous (most peopIe do wIth a dIctator). EIther they rebeI openIy or they become compIeteIy passIve and reIuse to partIcIpate. EIther wIII cause you dIscIpIIne probIems and weaken IearnIng outcomes.
Output or product Is the resuIt oI teachIng and IearnIng. ConstructIve cIassroom management wIII resuIt In products that are genuIne and IastIng. The resuIt Is Iearners who are happy wIth what they have accompIIshed and so they are more IIkeIy to Iearn constructIveIy In the next cycIe oI IearnIng.
CIassroom management Is onIy puttIng Into practIce the characterIstIcs oI an eIIectIve teacher.
Discipline and motivation What Is dIscIpIIneZ
Ìs dIscIpIIne aIways punIshmentZ What happens when the Iearners are too bIg or too oId to be punIshedZ
Ìn your smaII groups. dIscuss the types oI dIscIpIIne that you use and that are used In your schooI.
LIst these on your IIIp chart paper.
DIscIpIIne Is not just punIshment. We aII need dIscIpIIne and chIIdren certaInIy need It II they are to become productIve members oI socIety. but we do not aII need punIshment. PunIshment Is when you do somethIng to someone whIch they do not want. to 'teach them a Iesson`. PunIshment can be physIcaI: beatIng or canIng. or physIcaI work. or wIthdrawaI oI prIvIIeges or prIson. PunIshment can aIso be psychoIogIcaI: humIIIatIon. or wIthdrawaI Irom IamIIIar thIngs or peopIe. When punIshment Is reIated to the crIme and II peopIe are aware that a partIcuIar punIshment Is the response to a crIme. then they do the crIme In IuII knowIedge oI the cause and eIIect. (That Is. they understand that II they do thIs partIcuIar thIng. then there Is a partIcuIar punIshment).
Ìn schooIs punIshment Is oIten both physIcaI and psychoIogIcaI. ÌI the physIcaI punIshment Is truIy IaIr and justIIIed. then It may be oI use (aIthough there are so many dIsadvantages to physIcaI punIshment that It Is not generaIIy worthwhIIe). Ìt Is aIso contradIctory to the rIghts·based approach.
Too oIten punIshment Is random and unjustIIIed as It occurs when the chIIdren have mIsbehaved because the teacher Is not weII prepared or because the chIIdren are bored or Irustrated because they do not understand the work. ÌI dIscIpIIne In the Iorm oI punIshment Is eIIectIve. then It wouId never need to be used more than once. PunIshment Is desIgned to stop peopIe Irom repeatIng certaIn behavIours (thIs Is true Ior punIshment under the Iaw as weII). PunIshment Is generaIIy carrIed out In pubIIc so that others mIght aIso Iearn the Iesson. 8ut generaIIy punIshment does not work; II It dId. we wouId never punIsh the same chIId more than once and. aIter a very short tIme. others wouId have Iearned the Iesson and so they wouId not mIsbehave. Remember that chIIdren`s IeveI oI deveIopment Is such that they wIII 'test out` the ruIes to see II they aIways work and that. generaIIy. II they are not caught. they IeeI that they are not guIIty. Form the partIcIpants Into smaII groups Move around the groups to see II there are any constructIve dIscIpIInes beIng dIscussed. AIter IIIteen mInutes brIng the groups together to dIscuss what they have IIsted. Ask whether these are eIIectIve Iorms oI dIscIpIIne.
Match these charts to the ones on causes oI dIscIpIIne probIems. AIIow the groups to Iurther dIscuss theIr own responsIbIIItIes as teachers to mInImIze the causes oI dIscIpIIne probIems. ÌI punIshment Is theIr onIy response. dIscuss thIs.
The IIrst Iesson In the TA8 Is one on deveIopIng ruIes In the cIassroom. ThIs Iesson Is desIgned so that the chIIdren themseIves deveIop the ruIes because It Is onIy In thIs way that they IeeI they that they 'own` the ruIes and thereIore they are motIvated to keep the ruIes. ÌI the teacher Imposes the ruIes. then It Is the teacher`s responsIbIIIty to make sure that the ruIes are kept.
ÌI the teacher Is weII prepared Ior the Iesson. II the Iesson Is InterestIng and the teacher Is Interested. then dIscIpIIne Is rareIy needed. ChIIdren need to be motIvated and thIs Is the job oI the teacher. ChIIdren who are motIvated and who deveIop a Iove oI IearnIng wIII become educated and weII·rounded aduIts.
ÌI motIvatIon Is the job oI the teacher. how do we motIvate the IearnersZ
EssentIaIIy there are two types oI motIvatIon: extrInsIc and IntrInsIc. AII oI us respond to at Ieast one oI these types oI motIvatIon. When we receIve a saIary or IncentIves Ior the work we do. that Is extrInsIc motIvatIon. When we IeeI good about the work we do and we understand that we have done a good job. that Is IntrInsIc motIvatIon.
Ìn schooI. chIIdren InItIaIIy respond to work II It Is InterestIng. but they too. need extrInsIc motIvatIon. especIaIIy In the earIy years (beIore they deveIop a Iove oI theIr subject). Every tIme you smIIe at a chIId Ior work weII done. or make a posItIve comment. or recognIze the work that they have done or gIve them a good mark or a reward or praIse. thIs Is extrInsIc motIvatIon.
£xIr¡ns¡c moI¡vnI¡on Is encouragement Irom outsIde the student. ThIs can be a reward. an acknowIedgement oI work weII done (a smIIe. a pat on the arm) or even a tIck agaInst correct work.
When a chIId does the work Ior the joy oI IearnIng. when a chIId does even borIng work because they understand that thIs Is what has to be done and does It Ior no other reason. thIs Is ¡nIr¡ns¡c moI¡vnI¡on. When a chIId understands that there Is a joy and contentment In doIng somethIng weII. and does It. then we caII the chIId dIscIpIIned. 8ut the dIscIpIIne comes Irom wIthIn the chIId. not Irom outsIde or Irom somebody watchIng. What happens II there Is nobody watchIngZ
Cood dIscIpIIne heIps the chIId move Irom needIng extrInsIc motIvatIon to gaInIng IntrInsIc motIvatIon. PunIshment wIII never heIp the chIId towards IntrInsIc motIvatIon. Ìt Is IntrInsIc motIvatIon together wIth the personaI deveIopment oI the chIId that heIps the chIId do the rIght thIng because It Is rIght. not because anybody Is watchIng and not through Iear oI punIshment; but because It Is rIght.
SInce peace educatIon teachers cannot gIve punIshment. then they must use other ways to keep controI In the cIass. Constructive classroom management
X Don`t gIve a generaI InstructIon to be quIet (e.g. 'sss`. or 'quIet everybody`.) Every chIId can saIeIy assume that you are taIkIng to someone eIse. Speak by name to one chIId who Is noIsy and the others wIII very quIckIy be quIet.
X Create wIth the cIass a sIgnaI that means 'sIIence` (e.g. arms IoIded) and when you want sIIence make thIs sIgnaI and the cIass shouId IoIIow. Reward the chIIdren who are quIck to respond wIth a smIIe and a posItIve word to heIp the others respond more quIckIy.
X LIsten to the students. not just Ior the answer that you want but Ior everythIng they have to say. Try to be comIortabIe about InterruptIons but don`t aIIow yourseII to go oII the subject.
X Ask II there are questIons and then waIt. PeopIe do not aIways thInk quIckIy and shouId be aIIowed tIme. Ìt Is dIIIIcuIt to stay sIIent Ior thIrty seconds. Try It and see!
X PreparatIon Is the key to avoIdIng dIscIpIIne probIems; thIs wIII heIp to 'keep them busy`. ÌI you are not prepared. don`t expect the Iearners to respond posItIveIy.
X PraIse chIIdren Ior good work and good behavIour. ThIs requIres good observatIon oI what the chIId does. The praIse must aIways be meanIngIuI and as accurate as possIbIe. 'Look at Anne waItIng quIetIy wIth her hand raIsed.`
ThIs tIme Is Ior two oI the smaII groups to conduct theIr Iesson. Ensure that the groups understand that the Iessons are desIgned as 'what happens II/when .Z` RemInd the other partIcIpants that they are to respond to the teachIng as II they were the chIIdren.
Remember that these are actIvItIes and games aImed at makIng a teachIng poInt. The dIscussIon Irom the actIvIty shouId expIore the objectIve oI the Iesson. Ìt Is Important that the Iearners have psychoIogIcaI 'ownershIp` over the new knowIedge and skIII so aII Iearners must be InvoIved In the Iesson. Never choose a smaII group to demonstrate the game or actIvIty; everybody needs to be InvoIved.
AIter Iunch. pIay the game 'The Human Knot` and dIscuss the eIements oI conIIIct that are demonstrated and the IeveIs oI co·operatIon and what these demonstrate In terms oI peace educatIon.
Planning a peace education teaching lesson Ob¡ective
To heIp the group understand the eIements oI a Iesson. and how to pIan and present It.
We can consIder that there are IIve eIements In any teachIng sessIon: preparation; introduction; new content; revision and reflection; concIusIon. ThInk oI It as TTT: tell what you are goIng to teach. teach It and then tell what you have just taught.
Preparation: You shouId know the Iesson weII enough that you do not need the book. PreparatIon aIso IncIudes preparIng any materIaIs you may need Ior the Iesson. havIng questIons ready to stImuIate dIscussIon. and beIng conIIdent and enthusIastIc about the Iesson.
lntroduction: ThIs Is the IIrst 'T' In TTT. You need to Iocus the attentIon oI the chIIdren on what they are goIng to Iearn. You aIso need to capture theIr attentIon. perhaps wIth a song or a game. Remember to Iocus theIr attentIon. not just on the actIvIty they are goIng to do but aIso how that reIates to peace educatIon.
New content: ThIs Is the actIvIty part oI the Iesson. Ìt Is the second 'T' In TTT. CIve cIear InstructIons and don`t use stock phrases that cIutter the InstructIons. ThInk about what you are teachIng. e.g. II you are doIng the 'sImIIarItIes and dIIIerences` Iesson where the chIIdren are IIndIng dIIIerent groups that they are In. then they must IInd theIr group; you shouId not pIace them In the group. The Iesson Is not about coIours. so don`t waste tIme chantIng the name oI the coIour to the chIIdren and havIng them chant It back to you. LInk the InIormatIon that they are receIvIng In the new content to some knowIedge or understandIng that they aIready have.
Revision and reflection: Ìn the TA8 thIs Is usuaIIy the dIscussIon sessIon. ThIs Is to reInIorce and strengthen the deveIopmenI oj Ihe concepI assocIated wIth the actIvIty the chIIdren have just compIeted. Rev¡s¡on ¡s noI n IesI. RevIsIon Is to see whether the chIIdren understand and to heIp them II they do not. Ìt acts as a reInIorcement oI the actIvIty. the maIn Idea and the concept. Ìt Is In thIs sectIon oI the cIass that you need to be very aware oI how the chIIdren are respondIng so that you wIII know II they understand. There Is no poInt In askIng them II they understand as they wIII aImost aIways say 'yes` because they may be aIraId oI IookIng sIIIy II they do not know. You need good questIonIng skIIIs to guIde the chIIdren towards an understandIng oI the work they have done.
Conclusion: The concIusIon shouId 'round oII` the Iesson. Ìt Is a compIetIon part so that the chIIdren are aware that one sectIon IInks to another. ThIs Is the tIme when you make the connectIon Ior the chIIdren between the actIvIty and the concept and the broader vaIues oI peace educatIon. ThIs Is the Iast 'T' In TTT where you teII them what has aIready been taught.
Remember In your pIannIng and preparatIon that aII the parts oI the Iesson need to be covered. Ìt Is not good teachIng to spend twenty mInutes IntroducIng a Iesson II the tIme Ior the Iesson Is onIy thIrty mInutes. 49
Ìt Is aIso negatIve Ior the chIIdren (and the programme) II they onIy do the actIvIty and not the dIscussIon. ThIs means that they are not IearnIng about peace educatIon: they are onIy pIayIng games. The programme wIII then Iack IntegrIty. as It wIII not actuaIIy be teachIng the chIIdren anythIng.
DIvIde the group Into IIve smaII groups and ask each group to Iook at one oI the eIements oI the 'pIannIng oI a teachIng sessIon`. Let the groups dIscuss Ior ten mInutes and then brIng theIr poInts to the pIenary group.
AIter the break. do the actIvItIes 'What Can Ì seeZ` and` What Is our pIctureZ`. and dIscuss these actIvItIes and what these demonstrate In terms oI peace educatIon.
Evaluation of the course Ob¡ective
To enabIe the partIcIpants to gIve theIr Ieedback on aII eIements oI the course;
ÌndIvIduaI work
ThIs Is the end oI LeveI 1 oI the teacher·traInIng programme. We hope that you IeeI conIIdent to teach the Peace EducatIon Programme.
Now we wouId IIke you to compIete the evaIuatIon sheet. ThIs wIII provIde Ieedback both to the course wrIters and to me as your traIner.
Hand out the evaIuatIon sheets and gIve the partIcIpants tIme to compIete them. EmphasIze that they are not expected to sIgn theIr names and that you wouId IIke them to be as constructIve and honest as possIbIe.
AIthough thIs Is onIy LeveI 1 oI the teacher traInIng. It Is Important to start teachIng the Peace EducatIon Programme. However. It Is aIso Important to keep note oI those areas that you may have dIIIIcuIty wIth: eIther the content oI the Iessons or where you do not understand the connectIon between what you are doIng and the concept oI peace.
You are expected to be a roIe modeI. You must InternaIIze the messages and concepts oI peace yourseII II you are goIng to be an eIIectIve peace educatIon teacher. ThInk about where you can Improve and note where you have succeeded.
Thank you and see you aII at the LeveI 2 traInIng.
Analysis sheet for TAß micro·teaching
Does the Iesson reIIect the content In the TA8Z Yes
Does the Iesson gIve you a cIear IndIcatIon oI the connectIon to peace educatIonZ
PIease descrIbe:
DId everybody In the group teach one component oI the IessonZ
DId they use the methodoIogy outIIned In the TA8Z
ÌI not. what aIteratIons were made and why do you thInk they were madeZ
How wouId you descrIbe the questIonIng skIIIs oI the teacherZ
As II It were a test
OuestIons wIthout buIIdIng on answers
8uIIdIng on the responses Irom the students
Structured open questIons
Structured cIosed questIons
A mIx oI open and cIosed questIons that create a genuIne dIscussIon
How wouId you descrIbe the manner oI the teacherZ
FormaI FrIendIy
UncarIng ArtIcuIate
8ored Open
Warm CareIess
Shy ÌmpatIent
Do you thInk that the students understood the poInt oI the IessonZ Why or why notZ
Kevísíon exercíses
1. Hot Potato. The partIcIpants sIt In a cIrcIe and pass a baII (or sImIIar object) Irom person to person. The teacher makes a noIse (or pIays musIc). When the noIse/musIc stops. the partIcIpant hoIdIng the object must answer a questIon. For a IIst oI possIbIe questIons Ior thIs and other revIsIon games/quIzzes. see AppendIx ÌÌÌ.
2. Dog and 8one. The partIcIpants Iorm two equaI teams. Each member oI the IIrst team has a number (e.g. Irom 1 · 15) and the second team are gIven the same numbers; so that there are two peopIe In the room wIth the same number. one Irom each team. The teams IIne up opposIte each other but as Iar away Irom each other as practIcabIe. An object (a bIackboard duster wIII do) Is pIaced In the centre oI the IIoor between the two teams. When the teacher caIIs a number the two peopIe wIth that number race Ior the object. The person who mIsses It must then answer a questIon.
3. CaptaIn 8aII. Create teams oI sIx to eIght peopIe (but aII teams must have the same number oI members). The teams IIne up and the IIrst person stands about one metre In Iront oI the rest oI the team and Iaces the team. Each Ieader has a baII (or somethIng to throw to the team members). When the teacher says 'go` the Ieader throws the baII to the IIrst person who throws It back to the Ieader and then squats down. The Ieader throws It to the next team member who throws It back and squats down and so on. The Iast member oI the team catches the baII and runs up to the Ieader. The team who comes IIrst has to answer a questIon In order to score poInts (one Ior wInnIng and one Ior answerIng the questIon). The whoIe team can get together to respond to the questIon. ÌI they cannot answer the questIon or II they get It wrong. the other team can try (and score a poInt).
4. Master mInd. DIvIde the partIcIpants Into groups oI Iour. Ask a questIon. The IIrst team to respond by bangIng theIr hand on the tabIe (or puttIng up theIr hand) gets to answer the questIon. Any member oI the team can answer the questIon or they can get together and answer as a group. ÌI they are wrong. they Iose the poInt and the other teams have a chance to answer and so to score poInts.
5. DIvIde the board or IIIp chart down the centre. On one sIde wrIte The Most Ìmportant ThIng Learned; on the other sIde wrIte The Part Ì Found Least UseIuI. EIther In smaII groups or IndIvIduaIIy ask peopIe to IIII In the two coIumns. ÌI there Is a Iarge group. there can be severaI oI these sheets and peopIe can just move to them and IIII them In. ÌI they are unsure. go out oI the room and Ieave them Ior ten mInutes to compIete the exercIse.
6. Have sheets wIth each topIc covered wrItten on them e.g. on sheet IabeIed 'CharacterIstIcs oI a Cood Teacher · EvaIuatIon`. Draw a 'smIIey Iace` on one sIde a 'straIght Iace` In the mIddIe and a 'IrownIng Iace` on the other sIde. Ask peopIe to come and put a dot under the Iace they IeeI most cIoseIy resembIes how they IeeI about that topIc. (Was It worthwhIIe or awIuIZ).
Ouíz questíons Day 2
1. Name three expectatIons peopIe have about thIs course.
2. What sort oI methodoIogy Is the basIs oI thIs Peace EducatIon ProgrammeZ
3. What are we tryIng to deveIop or change In the Iearners by teachIng peace educatIonZ
4. What are two eIements In teachIng that are cIoseIy IntertwInedZ 5. Name three peopIe In the course who you dId not aIready know.
6. What Is the basIs Ior the way that the Iessons are desIgned In the TA8Z 7. Name three thIngs that were IIsted appeared on the board to descrIbe peace.
8. What are the two types oI conIIIctZ 9. ExpIaIn a 'braInstorm` actIvIty.
10. Name three other expectatIons peopIe have Ior thIs course. *********************************************************************
1. Name three parts oI the ConIIIct Management ContInuum.
2. ExpIaIn the three sectIons oI the ConIIIct Management ContInuum just mentIoned;
3. Name three other parts oI the ConIIIct Management ContInuum.
4. ExpIaIn these three sectIons.
5. WhIch sectIons are reactIveZ
6. WhIch are proactIveZ
7. Where does thIs Peace EducatIon Programme IIt aIong the ContInuumZ
8. What are the generaIIzed Iour IeveIs In deveIopmentaI psychoIogy descrIbed In thIs courseZ
9. ExpIaIn these Iour IeveIs.
10. What are the two basIc types oI teachers dIscussed yesterdayZ ExpIaIn these types.
1. DescrIbe what happens when peopIe hear InIormatIon.
2. What Is the dIIIerence between actIve IIstenIng and passIve IIstenIngZ
3. DescrIbe two actIvItIes Irom the TA8 that were part oI the TA8 mIcro·teachIng.
4. What are the eIements oI open communIcatIonZ
5. Name three advantages oI two·way communIcatIon.
6. Name three advantages oI one·way communIcatIon.
7. What are the responsIbIIItIes the speaker has II they are goIng to use one·way communIcatIonZ
8. Why Is It Important Ior Iearners to communIcate wIth each other as weII as to the teacherZ
9. Why Is two·way communIcatIon necessary Ior peaceIuI InteractIonZ
10. Name three peopIe who made presentatIons yesterday.
1. What are the two basIc types oI questIonsZ
2. DescrIbe these types.
3. What Is the game 'Cuess what the teacher wants to hear`Z
4. What Is the dIIIerence between the 'guIdIng the anImaIs to market` type questIons and the 'IeadIng the anImaIs to market` type questIonsZ
5. How do we create a 'Iadder oI questIons`Z
6. How many peopIe were successIuI In tyIng the knot when they just had the IectureZ
7. How many peopIe were successIuI when they Iearned InteractIveIyZ
8. What does thIs teII you about teachIng styIesZ
9. DescrIbe two actIvItIes that were done yesterday.
10. ExpIaIn why these actIvItIes are part oI peace educatIon.
Appendix lV. Fence Educntíon Tencher/FncíIítntor Trníníng EvnIuntíon 5heet
Were your expectatIons oI the course IuIIIIIedZ
PIease expIaIn whIch sectIons were IuIIIIIed and II thIs was useIuI. and whIch sectIons were not.
1. The course covered the content oI peace educatIon. cIassroom methodoIogy. some deveIopmentaI psychoIogy and some phIIosophy oI peace educatIon.
Do you agreeZ PIease expIaIn.
PIease descrIbe sectIons oI the course that were most useIuI to you. ÌI you IeeI that the course was not useIuI. or that parts oI It were not useIuI. pIease descrIbe those parts.
2. WhIch sectIons oI the course had InIormatIon that was new to youZ
3. WhIch sectIons oI the course were most heIpIuI to you and whyZ
4. What addItIons wouId you make to the content oI the courseZ
5. Are there any subjects/topIcs you wouId IIke to see In a IoIIow·up courseZ PIease IIst.
6. Were there any methods demonstrated In the course that were new to youZ PIease IIst them.
7. WhIch oI these methods wouId you useZ
Environment: Physical
8.How wouId you rate the traInIng venueZ
exceIIent good IaIr poor very poor
CIve reasons Ior your choIce.
Environment: Psychological
9. DId you IeeI comIortabIe expressIng your vIews durIng the courseZ
Why or why notZ
10. Do you IeeI that a trust has been deveIoped among partIcIpants. and between partIcIpants and the IacIIItatorsZ PIease gIve reasons Ior your answer.
11. What do you thInk oI the IacIIItator(s)` understandIng oI the content oI the courseZ
12. What do you thInk oI the IacIIItator(s)` attItude and manner durIng the courseZ
OutcomeJproduct
13. Do you have any suggestIons Ior ImprovIng thIs courseZ PIease IIst.
14. Do you have any other comments you wIsh to makeZ
Thank you Ior compIetIng thIs evaIuatIon questIonnaIre.
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UNESCO, United Nation Educational Scientific and Cultural Organization (http://www.unesco.org). INEE, the Inter-Agency Network for Edu...Editorial coordination: Antonella Verdiani, UNESCO ED/PEQ/PHRUNESCO, United Nation Educational Scientific and Cultural Organization (http://www.unesco.org). INEE, the Inter-Agency Network for Education in Emergencies, is an open network of UN agencies, NGOs, donors, practitioners, researchers and individuals from affected populations workingInterests: Books, Reference, EducationRead on Scribd mobile: iPhone, iPad and Android.Copyright: Attribution Non-Commercial (BY-NC)Download as PDF, TXT or read online from ScribdFlag for inappropriate contentShow moreShow less
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