MODUL 3 ACTIVITIES

MODULE 3 aCTIVITIES

Activity No 3

Activity No 2

Activity No 1

Coping with emotions

Take decisions and solve your problems with critical and creative thinking

Active listening

ACTIVITY NO 1

Cultural Iceberg Exploration

Tools

Activity Title

NFE methods

Main Aim

Materials and preparation

Learn Check /Debriefing

Tips For The Trainer

Next Activity

Session Description

Handouts

ACTIVITY NO 2

Active listening

Tools

Activity Title

NFE methods

Main Aim

Materials and preparation

Learn Check /Debriefing

Tips For The Trainer

Next Activity

Session Description

Handouts

ACTIVITY NO 3

Coping with emotions

Tools

Activity Title

NFE methods

Main Aim

Materials and preparation

Learn Check /Debriefing

Tips For The Trainer

Activity Page

Session Description

Handouts

Main Aim

• To understand the process of problem-solving
• To be able to apply a six-step model in problem-solving

Materials and preparation

• Prepare a ppt slide with the picture of students
• Arrange the desks for the students to be able to work in teams
• Arrange the room for the students to be able to create two circles in the class

Tools

• Poster
• Large sheets of paper
• Markers
• Projector and powerpoint presentation

Tips For The Trainer

• Create a warm and open classroom climate where everyone feels free to express their ideas.
• Promote students’ critical and creative thinking.
• Encourage students to accept negative emotions and find ways to cope with them.

NFE methods

• Experiential learning
• Group discussions
• Work in pairs
• Reflective learning

Learn Check /Debriefing

Evaluation and Reflection (15 minutes) The teacher summarizes the following key points:

• All people sometimes face difficult situations in their life.
• We could spend some time in understanding and exploring the problem and finding solutions to it.
• All problems have at least one solution.
• The 6-step problem-solving model may be used to resolve problems.

Then the teacher gives worksheets to the students with questions, such as:

• What is the most important information I have learned from this lesson?
• How can I use this information in my daily personal life?
• Will it de useful in future situations?
• Did this activity help you understand yourself better?

Tips For The Trainer

• Create a warm and open classroom climate where everyone feels free to express their ideas.
• Respect the ideas of all students.
• Encourage students to think creatively when trying to find solutions to their problems without criticizing one another.
• Encourage students to apply this model in a real-life problem.

Handout 1

Large blank sheets for the decalogue

Handout 2

Reflection Worksheet

Tips For The Trainer

• For the ice-breaker/energizer activity choose a student that will not be negatively affected by the activity.
• Create a warm and open classroom climate where everyone feels free to express their ideas.
• Promote students’ critical and creative thinking.
• Encourage students to apply active listening in their real-life.

Main Aim

• To increase students’ emotional vocabulary
• To be able to identify both positive and negative emotions
• To understand that all emotions are acceptable, but must be regulated in ways that do not harm themselves and the others
• To be able to cope with negative emotions

Tools

• Timer
• Music
• Small ball
• Projector and powerpoint presentation
• Worksheets

Materials and preparation

• Prepare a ppt slide with the six-step problem-solving model
• Arrange the desks and the room for the students to be able to work in teams
• Copy a poster with the six-step problem-solving model and distribute it to students

Learn Check /Debriefing

Assessment and evaluation activity (10 minutes) ‘Taboo’: Students play the taboo game. The aim is to guess the word-emotion on the player's card without using the word itself or five additional words listed on the card.

Materials and preparation

• Prepare a ppt slide with Plutchik’s Wheel of Emotions
• Arrange the desks and the room for the students to be able to work in pairs
• Copy a poster with Plutchik’s Wheel of Emotions

Learn Check /Debriefing

Evaluation (15 minutes) A photograph is being presented through a ppt slide and the projector, which illustrates students talking to each other. Students need to detect their non-verbal communication and explain writing on a worksheet why they believe that they do or don’t listen actively to the speaker.

NFE methods

• Experiential learning
• Group discussions
• Teamwork
• Brainstorming
• Reflective learning

Main activity (60 minutes) PHASE 1 (20 minutes) The students are divided into two groups and sit in two concentric circles: the pairs sit facing each other. At a signal, those in the outer circle begin a speech on one of the topics below. Those in the inner circle only listen, do not speak. Then, using the same topic, those in the inner circle speak and those in the outer circle only listen. The listeners should not interrupt, should not say ("and why did you..."), should not give advice and support ("you could have..." or "you should have...") and should not mention their experience ("so I will..."). The topic of the conversation should be of a personal nature: students can talk about a pleasant or unpleasant experience, about a friendship or a successfully completed obligation, etc. They talk about how they felt when something important occurred (maximum 2 topics). The 2 topics could be:

1. Imagine that you are an all-powerful king/queen. What would you do for your classmates?
2. The most humorous thing that has ever happened to me.

Then everyone should repeat what they heard from their partner. They should start with the sentence: "If I understood correctly, you said ..." In other words, the partner should paraphrase, i.e. repeat in their own words (the most important feelings and events) what they have heard. This helps both the listener to see if their thoughts have been distorted and the speaker to see their problem more clearly. Then the roles in the pair change.

Reflection (10 minutes) A discussion follows: • Which was more enjoyable, listening or talking? • How did you know that your partner was listening to you? • What was the most interesting topic to talk about? • Were you satisfied with your partner's paraphrase of your story? PHASE 2 (20 minutes) Students are asked to work in teams and answer the question what they could have done but didn't do during the exercise. Afterwards, a worksheet is being distributed and they are asked to create and décor the decalogue of the good listener. An example could be:

1. Does not interrupt
2. Looks the person speaking in the eye
3. Does not insult
4. Does not talk about himself/herself
5. Leaves a period of silence and gives the speaker time to express himself/herself
6. Accepts what the other says
7. Does not intervene while the speaker is speaking
8. Smiles
9. Encourages with gestures and facial expressions
10. Does not humiliate the speaker

Plenary presentation (10 minutes) Each teams presents their decalogue in the plenary.

• Number of participants: 25 students
• Activities duration: 90 minutes

SessionDescription

Ice breaker/energizer (15 minutes)The teacher at the beginning of the lesson asks a student a question about how he/she spent his weekend or something similar (e.g. a happy recent moment). When the student takes the floor, the teacher shows obvious indifference in many ways (e.g. doesn’t look at the student, writes something on the board, sits at the desk and reads a book, etc.).After a while, the teacher interrupts the student (if he/she still talks) and himself and asks the following questions:

• How did you feel while you were talking, and I was not listening to you?
• How did you react?
• Addressing the whole class: if you were the speaker how would you feel and how would you have reacted?

Handout 1

Poster with the six-step problem-solving model

Handout 2

Reflection Worksheet

Activity Title

Throw it to … the lions

• Main activity (50 minutes)

Narration (10 minutes) The teacher presents on the projector and describes a six-step cycle of problem-solving process, which consists of the following steps: 1. Identify 2. Explore 3. Set goals 4. Look at alternatives 5. Select 6. Implement Teamwork (40 minutes) Each team applies the model in solving the problem they have described in the phase of brainstorming. They draw the six-step model on large pieces of paper and they write their ideas on each step. Step 1-First, they need to identify and understand the problem, but most importantly agree on whether the situation is indeed a real problem or a pseudo-problem. If it is, they write down the key issues in the problem. Step 2-Afterwards, they need to explore all the causes of the problem and list them. They also need to write the explanations of the problem. Step 3-The next step includes setting their goals and writing their objectives. What do they want to achieve? What are their values? What are their priorities? Step 4-The team must activate their creativity and brainstorm to find alternative solutions. Students must not criticize their classmates’ answers. The goal is to come up to as many ideas as they can, thinking ‘out of the box’ and even expressing wild ideas. Step 5- Now it is time to select the most appropriate solution, according to the circumstances. The ‘creative thinking’ goes to sleep while the ‘critical thinking’ awakens. Step 6- The cycle has not ended yet. If students don’t implement their solution, they will never find out whether it was a good choice or not. If it worked, then everything is ok. If not, there are several other solutions waiting in the list to be implemented. In any case, the best solution could be repeated in similar problems in the future. • Number of participants: approximately 25 students• Activities duration: 90 minutes in total

SessionDescription

• Ice breaker/energizer (10 minutes)

The teacher asks students when they are facing a problem how they feel. Apparently, students will reply with negative emotions and then he/she can tell them: ‘What if I told you that a problem could be an opportunity to know yourself and shape a better future? Let’s move on and at the end of the lesson you will understand what I am telling you about’.

• Brainstorming activity (15 minutes)

The participants are divided in teams and each team is asked to write a problem they have faced in the past or they are facing in the present (e.g. parents not allowing to go for a school trip, fighting with sister/brother, bad grades at school, etc.).

Main Aim

• To recognize signs that indicate when their listener is listening to them and when they are not.
• To contribute their ideas to the rules of active listening.

NFE methods

• Experiential learning
• Group discussions
• Teamwork
• Reflective learning
• Perspective-taking
• Role-playing

Tools

• Large sheets of paper
• Markers
• Projector and powerpoint presentation
• Worksheets

Activity Title

• Listen with your eyes and talk with your ears

Handout 1

Poster with Plutchik’s Wheel of Emotions

Handout 2

Blank sheets

Handout 3

Taboo cards of emotions

SessionDescription

PHASE 2: 3 Negative things (25 minutes) 1. We set a 15-minute timer on our mobile phone and play relaxing music at low volume. 2. We ask students to record on another sheet of paper 3 negative things that happened to them last week/difficult situations they found themselves in, how they felt and a way they used to feel good despite the difficult situation within 15 minutes. Helpful questions are:

• What negative moments do you remember from this week?
• How did you feel?
• What did you do to feel good?

3. Once the time is up, the same couples have 10 minutes to share with their partner their list, their feelings and the way they used to feel better. ATTENTION: They write the way they used to feel good in difficult situations separately on a small piece of paper that we have distributed to them and fold it. *Forbidden words: Sadness Anger Depression On the projector we show the wheel of emotions, so that they have access to a list of emotions and avoid the above common words. PHASE 3 (15 minutes) We return to the plenary, collect the papers in a bag and open them one by one, to see if there are common ways of managing negative situations. Then, we ask the children who would like to tell us what they wrote on the paper and describe the difficulty and whether the method was effective. It is good for them to see that other children are facing similar problems and in the same way, but also to get ideas for different strategies from other children. At the end, we symbolically ask them to crumple the sheet of paper with the 3 negative things and throw it in the trash, while we distribute each of the small pieces of paper (1 to each child), so that they can take it with them when they leave (along with the sheet with the 3 positive things) and remember it, so that they can use it when they are in difficult situations. • Number of participants: 25 students • Activities duration: 90 minutes

Ice breaker/energizer (15 minutes)‘Select an emotion that starts from…..’: students in a circle throw a small ball randomly to each other and try to find as many emotions as they can that start from a letter that the students who receives the ball chooses. The aim is to warm them up and recall as many emotions as they can in a playful manner. Main activity PHASE 1: 3 Positive things (25 minutes) 1. We set a 15-minute timer on our mobile phone and play relaxing music at low volume. 2. We ask students to record 3 positive things that happened to them last week within 15 minutes and one emotion on a sheet of paper. Helpful questions are:

• What positive moments do you remember from this week?
• Which ones are you grateful for?
• What emotion did these 3 positive things create in you?

3. Once the time is up, we divide the students into pairs, who have 10 minutes to share their list and their emotion with their partner. *Forbidden words: Joy Happiness Beautiful

We show the wheel of emotions on the projector, so that they have access to a list of emotions and avoid the above common words.

Activity Title

A sunshine … to the problem