SchoolsForPeace TeacherManual Level01Eng NEWMAR14SINGLES

THE NON-VIOLENCE PROJECT FOUNDATION
LE
VE
L1

TE
AC
HER
S M A N UAL
SCHOOLS FOR
PEACEL
Imagine a world with no violence. Imagine if every student, in every
school in the world, understood how to solve conflicts peacefully.
Imagine yourself being one of them.
SchoolsForPeace_TeachersManual_Level01Eng_NEWFEB14.indd 1 06/03/14 17:08

WELCOME
TO A BETTER
WORLD.
The Non-Violence Project Foundation engages young people in a learning
process that inspires and motivates them to solve conflicts peacefully. By
reading this, you are already one of the special individuals helping us reach
out to one hundred million young people around the world.
The Schools For Peace program is a three-level process. Each level consists of
10 sessions designed to be used in the classroom with your students. You can
choose to complete two sessions a week for five weeks, or one session a week
for ten weeks. If your work with the first level is successful, you can continue
with the second and third level.
The program contains interactive and creative exercises focused on:
Self-esteem and personal development

Violence and non-violence
Conflict management and communication
Introduction Teachers Manual Students Booklet Students Diploma

Manual Level One Level One Level One

This is your Teachers Manual for Schools For Peace Level One. It includes
instructions for all sessions and individual activities presented in the Student
Booklet. The Student Booklet can be used in the classroom or for homework
assignments.
The main purpose of this program is to encourage personal growth, and

empower young people to take responsibility for their actions so that
they can contribute to peace and non-violence in
their schools, neighborhoods and communities.
At the end of this training program, participants will

be able to identify the importance of and build
on healthy self-esteem, using listening and
conflict management skills to solve problems
in peaceful and non-violent ways.
After you and your students have worked

through this Schools For Peace program
you can reward them with a
personal diploma.
Thank you once again, and have fun!
CONTENT:
1. Create your dream page 4
2. Spot the conflict page 6
3. Visit the conflict zoo page 10

4. Build your self-esteem page 18
5. Read your emotions page 22
6. Become a good listener page 26
7. Be a role model page 30
8. Knot the violence page 32
9. Express yourself page 36
10. Take action for peace page 40
Evaluation and Diploma page 42

CREATE YOUR DREAM
Explain the project to your students. It will be useful if you have already given
some thought as to why you are undertaking this program and what you hope
the students and your school will gain from participating in it. It is also
important to ask the students what they would like to gain from the project,
as this helps them to take more responsibility for the process and to feel more
involved with the outcome.
Learning objectives: This training session will empower the students to

understand their own role in creating a peaceful
environment, and recognize the importance of
cooperation in achieving it.
Learning outcomes: Students will communicate their vision for the

peaceful and non-violent school environment,
and will understand the importance of cooperation.
ACTIVITY 1: IT STARTS WITH A DREAM
Duration: 30-40 minutes
Learning objectives: To empower the students to understand their role

and take responsibility for their learning
achievements in the Schools for Peace program
Learning outcomes: At the end of the activity, students will be able

to visualize and verbalize what they would like the
environment at their school to be like.
Learning methods: Brainstorming and discussion
Description: Divide the class into small groups.
Each group should brainstorm about what their

dream school would be like. Give them a chance to
be creative, using drawings, colors, pictures, etc.
Let each group share with the rest of the class what
they have come up with.

ACTIVITY 2: THE KNOT
Duration: 10 minutes
Learning objectives: To encourage cooperation within the group
To instill a feeling of being able to do the impossible
Learning outcomes: At the end of the activity, students will

understand the importance of cooperation.
Learning methods: Instruction and practical activity
Description: Divide the class into 3-4 smaller groups

(8-10 people in each group).
Ask each group to form a tight circle, shoulder to

shoulder. Ask the group to close their eyes. Ask them
to slowly walk towards the middle of the circle. When
they can not walk further tell them to stop.

Instruct each member to join right hands with
another member of the group and maintain that
grasp but it cant be the person standing right
beside them.
Now ask each group member to connect left hands

with a different person, but this, still, cannot be
someone next to them.
You now have what is called a knot, or a human

pretzel. The groups task is to try to untangle
themselves and get back into one big circle without
letting go of anyones hand.
They can turn or rotate their grips to avoid injury from

the twisting and turning required to solve the puzzle,
but they cannot break the existing handgrips.

Please note that most groups will be able to
untangle into one big circle. However, at times,
interlocking circles will be the result.

SPOT THE CONFLICT
Conflict is part of our lives from when we are born until we die. We experience
degrees of conflict in almost all of our relationships with other people at some
point, but it is a word that we seldom discuss. We take for granted that we
know what it means and that others define it the same way we do. But the
interpretation of conflict differs from person to person. Some people think
that conflict is when you have different points of view on an issue, while
others think it only occurs when there is a problem that is unsolvable.
Understanding how people around you view conflict is an important key to
constructive conflict management.
Learning objectives: This training session will bring out participants

different perceptions about the conflict.
Learning outcomes: Students will learn the definition of the word

conflict, and understand their own perceptions
about what conflict means to them.
ACTIVITY 1: THE HOT CHAIR
Learning objectives: That the students are aware of how they

individually, and others in the group think about
and identify with conflict
Learning outcomes: At the end of the activity, students will be aware

of their own and others students perceptions
about conflict.
Learning methods: Practical activity
Description: Read a few statements about conflict out loud. If

students agree with the statement, they should
stand up; if they dont they should sit down. There
are no right or wrong answers and students are
encouraged to notice what others in the group
are thinking.

You can do this exercise in silence or, if you have
more time, let the students explain why they
answered the way they did.
Read out loud the following statements (or make up

some of your own):
I think conflict exists in all relationships

I dont have any conflict in my life
I try to avoid conflict
I think conflict is exciting
I think conflict is unnecessary
I think conflict can be good
ACTIVITY 2: BRAINSTORM ABOUT CONFLICT
Learning objectives: To share the groups understanding of conflict

of their own, and other students meanings and
categorizations of conflict.
Learning methods: Brainstorming and discussion
Description: Write the word conflict on the board. Let the group
brainstorm about what the word means to them.
Write down their responses.
After the brainstorm you can categorize the words.

For example, words that are positive/negative,
words that describe conflict, words that
describe causes of conflict, etc.

ACTIVITY 3: GROUP DEFINITION OF CONFLICT
Learning objectives: To come up with the definition of the conflict
Learning outcomes: At the end of the activity, students will have

clear definitions of what conflict is.
Learning methods: Group discussion
Description: Divide the group into subgroups of 4-5 participants.
Ask each group to discuss what conflict means to

them. To get the discussions started, you can
provide questions to help clarify what conflict
means to them.
When does a conflict start?

Between whom do conflicts exist?
Is conflict positive or negative?
Give each group markers and paper to write down

all of the possible definitions they can think of for
the word conflict.
Invite the groups to share their definitions and post

them somewhere in the room where everyone can
see. Are the definitions of each group similar or
different?

NOTES:

VISIT THE CONFLICT ZOO
This chapter is about conflict management. Conflicts are neither good nor bad
in themselves. It is the way we manage them that makes them a positive or
negative experience. Constructive conflict management is something we all
need to practice. The following exercises discuss various conflicts, and provide
some tools for peaceful and constructive management of the situation.
Learning objectives: This training session will emphasize the use of

different conflict strategies.
Learning outcomes: Students will become aware of their own and

other peoples different conflict strategies.
ACTIVITY 1: THE LINE
Learning objectives: To show the difference in results between

competition and cooperation
To introduce five different conflict strategies
To introduce the idea of win-win solutions

of different strategies of action in conflicts,
including cooperation and win/win solutions.
Learning methods: Experiential based activity, discussion and lecture
Description: Ask the students to stand in two rows, facing

each other.
Put yourself at the end of the lines. To make sure

everyone has a partner, and to get the students to
have physical contact with each other, ask them to
shake hands with the person opposite them. Ask
them to keep holding hands while you give the
instruction:

10

1) Tell them that you are giving them a TASK they will
need to solve in pairs.
2) Ask them to imagine that there is an INVISIBLE LINE

between the two rows of students.
3) Turn towards ONE ROW of students,

point clearly at their row and explain
that their task is to get the person
they are shaking hands with,
over to THIS side of the line.

4) Then turn to THE OTHER ROW of
students, point clearly at their row and
explain that their task is to get the
person they are shaking hands with,
over to THIS side of the line.
The invisible line
5) It is important to point to each row and

say over to THIS side of the center line.
DO NOT say over to YOUR side of the center
line. The trick is that students will most
likely interpret your instruction as over to
MY side of the center line, and with that in
mind, look upon the task as a competition.
11

6) Explain that there are no rules and they
can solve the task however they like. Do
not invite or answer questions, as it spoils
the surprise element of the exercise (The
win-win outcome is to have each pair of
students switching to the other side).
Students will use different strategies to get their

partner over the line. Some will pull, others will
persuade or bribe, and some will cooperate.

Most likely any of the five different strategies from
the conflict strategy diagram will be used:

DOMINATE
Pulling another one over
ADJUST
Accept being pulled over
AVOID
Ignore the exercise
COMPROMISE
Both standing with one leg on each side
WIN-WIN
Both participants change places
To create an Aha! experience, it is useful to

provide conditions where the participants
compete, as explained above. This will
demonstrate how people often automatically
assume that in these situations someone has
to win and someone has to lose.
After the exercise you can point out to them that

you gave them a problem to solve, you did not say
that it was a competition! Also remind them that
you didnt say they needed to stay on the side
where they started, but that they should get the
other person over to their own side of the line.

12

Go though the diagram illustrating the different
strategies of behaving during a conflict. It will
connect this exercise with the next one:
Visit The Conflict Zoo.
Satisfied
needs
COOPERATE
DOMINATE
WIN-WIN
COMPROMISE
AVOID ADJUST
THE CONFLICT STRATEGY DIAGRAM BY JOHAN GALTUNG
Satisfied relationship
with opponent/partner
13

ACTIVITY 2: VISIT THE CONFLICT ZOO
Learning objectives: To learn about different conflict strategies
To illustrate how we choose different behavior in

different conflict situations
To encourage self-reflection about how the

participants act during conflicts

of their own and other students different conflict
strategies.
Learning methods: Practical activity and discussion
Description: This exercise illustrates how we all use different

conflict strategies depending on the situation.
Explain, or discuss with the students, how each of

the five animals (dolphin, turtle, camel, fox, and
lion) most likely would behave if they were in a
conflict. Try to lead the students to determine
which animal would fit best into which type of
strategiy mentioned in the diagram in the precious
activity (page 12-13).
Now, prepare the room for the activity by placing a

sign, or a picture, of each animal in the room one
animal in each corner and one animal in the middle.
14

THE DOLPHIN
The dolphin is helpful, peaceful and cooperative. It listens to
what others have to say and is good at communicating his/her
own feelings, needs and desires. The dolphin feels that ma-
intaining a good relationship with the other person is just as
important as meeting each others needs. It sees conflict as a
common problem that is solved by cooperation.
THE TURTLE
The turtle withdraws into its shell when a conflict arises. It
does not listen to the needs or feelings of itself, or the other
person. The turtle is good at not dwelling on things, and is
not controlled by pride. The risk of avoiding conflict is that it
often surfaces later, and by then, the issue may have grown
and become more difficult to resolve.
THE CAMEL
The camel carries other peoples loads, in order to avoid
conflict. It adapts to the feelings, needs and desires of
others, to maintain a good relationship. The camel has good
qualities such as flexibility, solidarity and kindness. The risk,
however, is that the camel is ignoring its own needs.
THE FOX
The fox is cunning and tries to come up with solutions that
will suit both parties. If we take half each, we will be equally
pleased. Compromising in a conflict is positive, since we
communicate and collaborate. The risk of a fifty-fifty solution
is that the conflict may come back later when we feel that we
are not completely satisfied with the outcome.
THE LION
The lion is good at setting limitations and asserting its own
needs and desires when it comes to conflict. The lion can
be bad at listening to the other persons feelings and needs,
and can also be very dominant.
15

Explain that you are going to ask how the students
would react during a conflict with some of the
people they regularly encounter.
The students shall answer your question by walking

to the point in the room, representing the animal
they feel would best represents how they would
react.
QUESTIONS:
In conflicts with your

Parents or close relatives
Sibling or someone they have a sibling-like

relationship with
Best friend
Someone at school not their best friend
An adult at school teacher, coach, or similar
what animal do you usually act like?
This exercise can be done in silence or with the

opportunity to comment on why the students have
chosen a certain animal.
Instructors Note:
It is important that no one feels forced to answer.
Most people will have a different reaction,
depending on what the conflict is about. Point this
out, to demonstrate that this is not a negative
conflict behavior. We all use different strategies
depending on what the conflict is about, and who it
is with. When we are aware of our behavior, we can
strive to be the Dolphin and find win-win solutions
to conflict situations.
16

17

BUILD YOUR SELF-ESTEEM
Self-esteem is defined as ones belief in oneself. Whether our self-esteem is
high or low determines how we respond to the world around us. For example,
if someone puts us down, we have the choice of either accepting the negative
message or rejecting it. We can choose to say to ourselves, I am a worth-
while human being and I know that what this person has said is not true. I am
a unique and special person. If we choose to accept negative messages, we
are, in fact, giving control of ourselves to others.
Learning objectives: This training session aims to illustrate the

importance of self-esteem.
Learning outcomes: Students will be able to differentiate between

self-esteem and self-confidence, and be able to
identify their own strengths.
Self-esteem is both conscious and unconscious. It depends on a persons

background and upbringing, but also on the choices they make. Good
self-esteem comes from choosing to be the type of person you want to be.
It also depends on whether or not you have received unconditional love,
for example from your parents. Good self-esteem is achieved when what you
want to be reflects what you perceive yourself to be.
Self-esteem
Self-esteem is how we view ourselves. People with high self-esteem think po-
sitively about themselves and know they are valuable for who they are.
Self-confidence
Self-confidence is how we feel about the things we do. People who are
self-confident know they are good at something. For example, a student might
know that he/she is good in history, or writing.
A person with self-confidence can have a low self-esteem and vice versa.
18

Will Schutz, an American physiologist who studies intra- and inter- personal
relations, describes self-esteem as a positive or favorable feeling one has
towards ones self. He lists six factors, which contribute to the feeling of good
self-esteem:
Aliveness: I experience all of myself

Self-determination: I determine my own life
Awareness: I understand myself, including my feelings,
thoughts, actions and sensations
Significance: I am important
Competence: I am capable
Lovable: I am lovable and likable
Schutz also says that self-esteem is at the heart of all major human issues
involving teamwork, conflict resolution, problem solving and leadership. It is
important to know yourself, understand your strengths and weaknesses, and
to be able to meet other people and problems in a constructive way.
The activities focusing on self-esteem are included in this material to stress

the collective responsibility of parents, teachers, youth leaders and peers to
build self-esteem in young people.
The activities focus on the individual, and the individual choices one makes to
improve ones self- esteem.
The activities should be done in groups, so that peers can support and com-
plement each other, and for the adult leader to take responsibility and secure
a self-esteem development process.
Keagan, from a school in South Africa, wrote down some of her good qualities.
Sometimes its good to write down things like that, just as a reminder.
19

ACTIVITY 1: WHAT IS SELF-ESTEEM?
Learning objectives: To start a discussion defining self-esteem.
To learn the difference between self-esteem and

self-confidence.
Learning outcomes: At the end of the activity, students will:
Know the difference between self-esteem

and self-confidence.

Know the importance of self-esteem.
Learning methods: Brainstorming and group share discussion.
Description: Have everyone sit in the circle. Ask the participants

if they know the words self-esteem and
self-confidence. What do they mean? What is the
difference between the two words? Explain both
terms to the group.
Break the large group into smaller groups. Let each

group talk about self-esteem and self-confidence
between themselves, using the following questions:
Why is it important to have good self-esteem?

Why is it important to have good
self-confidence?
Can you have low self-esteem and good
self-confidence at the same time?
Can you have good self-esteem but low
self-confidence?
What can happen if you have a low
self-esteem?
How can you increase your self-esteem?
How can we help others increase their
self-esteem?
How is sport connected to self-confidence?
20

ACTIVITY 2: KNOW MY STRENGTHS
Learning objectives: To empower students to identify their own

strengths and share them with others.
Learning outcomes: At the end of the activities, students will be able

to identify their own strengths.
Learning methods: Practical activity (you need 1 ball for every

5 people).
Description: Ask the students to write down (or just think of)
three good things about themselves and to raise
their hand when they have done so.
When all participants have raised their hands, ask

them to stand in small circles (6-8 people in each
group).
Get them to kick/pass a ball (or other object)

between each other.
When they kick/pass the ball they should say:
I am good because.
I am good at
I am a good
Make sure that everyone gets to say at least two

good things about themselves.
21

READ YOUR EMOTIONS AND NEEDS
Our behaviors are often related to our needs. If we are happy, or at peace, our
needs are probably being met, so we feel good. If our needs are not being met,
we can feel angry, frustrated or even sad. Emotions express our needs. If you
understand the need behind the feeling, it is easier to understand yourself and
others.
Learning objectives: This training session will demonstrate the

importance of recognizing the connection between
emotions, and needs.
Learning outcomes: Students will be able to connect their body

language to feelings, and recognize how and when
the feelings and needs are connected.
All our feelings are valuable, and we need all of them. When we teach
emotional competence, we give children and young people the tools they
need to connect their feelings and thoughts, so that they are able to make
active decisions.
Our primary feelings are happiness, anger, fear and sadness. These feelings
have similar expressions all over the world. Some of our basic needs are rest,
freedom, love, belonging, safety and identity.
ACTIVITY 1: EMOTIONAL WALK
Learning objectives: To connect body language to feelings.
To become aware of how different people express

emotions.
Learning outcomes: At the end of the activity, students will be able

to connect feelings to body expression.
22

Description: Ask students to walk around the room. Get them
to walk as if they were experiencing different
emotions. Ask them them the following:
- Walk as you are happy

- Walk as you are exited
- Walk as you are sad
- Walk as you are afraid
- Walk as you are frustrated
- Walk as you are worried
- Walk as you are angry (before stating this, tell
the group that they are not allowed to touch any
one else)
- Walk as you are tired
- Walk as you are in love
- Walk as you are peaceful
Always finish the exercise with a comfortable

emotion.
Discuss the connection between emotions and

expressions.
ACTIVITY 2: FIND OUR NEEDS
Learning objectives: To identify basic human needs
Learning outcomes: At the end of this activity, students will be able

to identify needs.
Learning methods: Practical activity and assignment in booklet
Description: Show the picture and ask what a tree needs

to survive and grow strong.
Show the picture and ask what a dog needs

to survive, feel good and be happy.
Show the picture and ask what a

child needs to survive, feel
good and be happy.
23

ACTIVITY 3: CONNECT FEELINGS AND NEEDS
Learning objectives: To understand how feelings and needs are

connected
To recognize the need behind the feeling
Learning outcomes: At the end of this activity, students will be able

to understand and recognize how our feelings and
needs are connected.
I NEED
I FEEL BECAUSE
Safety
Afraid Belonging
Sad
Love
Angry Care
Frustrated Confirmation
Stressed Food
Unhappy Movement
Shy
Freedom
Confused Creativity
Tired
Appreciation
Restless Development
Lonely Rest
Impatient Change
Annoyed Play
Embarrassed
24

Learning method: Assignment in the student booklet and discussion
Description: Use the student booklet, and let the student make
the connection by drawing lines between feelings
and needs in the student booklet. Let them share
their examples with each other.
I FEEL
BECAUSE
MY IS FULFIL
NEED FO LED
Thankful R
Relieved Safety
Happy Belonging
Inspired Love
Calm Care
Energetic Confirma
tio n
Proud Food
Relaxed Movemen
t
Peaceful Rest
Confiden Freedom
t
Touched Creativity
Appreciat
ion
25

BECOME A GOOD LISTENER
This chapter is about communication. Being able to communicate well is the
key to constructive and peaceful conflict management. Ineffective communi-
cation often leads to conflict.
Learning objectives: This training session will focus on

different types of communication,
and the importance of using
effective listening skills in order
to improve how they communicate.
Learning outcomes: Students will be able to understand

different types of communication, and
recognize the qualities of a good listener.
ACTIVITY 1: SPEAKING WITHOUT WORDS.
Learning objectives: To demonstrate the importance

of nonverbal communication
To encourage students to
think about different kinds
of communication
To emphasize the importance

of cooperation in communication
and conflict management
Learning outcomes: At the end of the activity, students will

understand the importance of non-verbal
communication.
Learning methods: Practical exercise
26

Description: Arrange as many chairs in a row as there are
participants in the room and ask everyone to
carefully stand on the chairs. If you dont want to
use chairs for this exercise, it works just as well to
have the students standing on a line on the floor.
Ask the students to sort themselves according to

their birthdays, without speaking or getting off the
chairs.
For example, a person born on January 1st would

stand on the left end and a person born on
December 31st would stand on the right end.
TIPS AND INFO:
Good listening skills are some of the most important and useful abilities
someone can learn. Being able to listen has been called The Art of Life. How
well are we able to listen determines how well we understand other people.
Depending on how we listen, we can either assist or hinder the other person
to be better understood. We can listen in a way that helps the other person to
speak, or we can listen in a way that hinders the other person to speak. These
two ways are called Communication Boosters and Communication Busters
(see Activity 2 on page 28).
Here are some examples on what it takes to be a good listener:
1. Be present
Focus fully on the person who is talking.
2. Be curious
Decide that you want to learn as much as posible about the other
person and what she/he is telling you.
3. Be aware of the body language

Indicate that you are interested by the way you are sitting;
nod your head to show that you are following what the
other person is saying; maintain eye contact with the
speaker.
27

4. Listen instead of giving advice
We often feel that we should give advice, but usually its enough
just to listen actively. Only give advice if someone asks for it.
5. Ask questions
Questions are a useful tool for active listening. Asking questions can
help you understand more, or prompt the other person to talk or think
in a different way.
6. Listen for feelings and needs

As mentioned before, conflict and violence are connected
to feelings and needs. Try to hear what feelings
and needs there are in the story you are
listening to!
ACTIVITY 2: GOOD LISTENING SKILLS
Learning objectives: To recognize the qualities

of active listening
Learning outcomes: At the end of this activity, participants

will know the qualities of a good listener.
Description: Pair the participants into couples. Explain that one

person will assume the role of Speaker, and the
other the role of Listener. Explain to them that they
are going to practice listening by using
communication boosters and busters.
1. Communication Busters
For more information, please refer to Introduction
Manual.
For one minute, the Speaker should talk to the

Listener about a situation that made him/her angry
and hurt, and describe how he/she reacted to it.
28

The Listener should use Communication Busters.
The Speaker becomes the Listener, and the

Listener becomes the Speaker. Do the same
exercise again. Take a moment to let the
participants share how they experienced the
situation:
How did it feel to know you werent being

listened to?
Was it difficult or easy not to listen for one
minute? How much of the story did you
hear?
What Busters did you observe during the
conversation?
2. Communication Boosters
Repeat the exercise again, but this time the
Listener will be an active listener using
communication boosters.
Ask the group:

How did it feel knowing you were being
listened to?
Was it difficult or easy to listen for one
minute? How much of the story did you
hear?
What Boosters did you use
in the conversation?
3. Debriefing
End the exercise with a
discussion about the
importance of active
listening in friendship,
in school, and in
conflict resolution.
Make your ear-portrait.
29

BE A ROLE MODEL
HN
To create positive change in the world we need to learn from the experience
JO
of history. But we also need to see ourselves as actors for change. In this
session the students learn about the lives and struggles of some of the
leading non-violence figures, as well as identifying role models in their lives
and encouraging them to see themselves as role models.
Learning objectives: This training session aims to introduce students

to peace and non-violence role models, and
encourage them to start thinking that S R I
G H T TO
GO
IRL
they could be role models as well. O
R
G TO
SC
F
P
HO
DU
Learning outcomes: Students will be able to name
OL
STO O
IN AFGHANIS
peace and non-violence role
MALA
models, and list few qualities
that would enable them to
TA
become role models to others.
N
.
ACTIVITY 1: NON-VIOLENCE ICONS LU
THE
R KING H
E LD
IN T
H
C E B ETW
H
EA
RT
EP EE
E
N
MA
FA
AD BL
M
MO
AC
LA
U S S P E AC H
KS
DE
Learning objectives: To introduce

N
AND
ON MA
non-violence
WHITES
NELS
icons.
IH
AV
IN
A
DR
SO
EAM
Learning outcomes: At the end of this
.
U
TH
AF
activity, students will
RIC
A.
understand the history and significance

M A H AT M A G A N
of non-violence icons such as .
D HI
,
N
Mahatma Ghandi, Nelson Mendela,
RE
IN
DI
ILD
Raul Wallenbert and Malala.

A,
H THE CH
SAID:
I F YO U
Learning methods: Discussion.

WIT
RT
WA
Description: Introduce the non-violence icons to the

A
NT
ST
, TO
LD
class. Divide everyone into small groups
R CH
WO ANG
E THE
and give them information about one of the
30

non-violence icons from the Introduction Manual.

S HOT A
WA S
NO
N ND
KI
L
Please copy information sheets before training
EN
program.
LE
L
HN
D
IN
JO
NEW
Encourage each group to come up with a short

YO R K .
performance that dramatizes the life of one of the

non-violence icons. This can be a drawing, recital,
HE
music or similar. Each group needs to present to the

W
RO
. TE
bigger group.
E TH
E SO IN
N G I M AG
ACTIVITY 2: BE A ROLE MODEL (Homework exercise)
Duration: (Homework exercise 30 minutes)
Learning objectives: To understand different qualities of role models

To become aware of the qualities that each
individual has to have to become a role model.
Learning outcomes: At the end of this activity, students will be able to

identify qualities in both themselves, and others
that could make them good role models.
BL
Learning methods: Discussion, practical activity

AC
KS
AND
Description: Ask the students to think of people who they think

WHITES
of as role models. It can be a famous person,

a family member, a teacher or youth leader, a friend,
IN
SO
E ...
or a person from their neighborhood.
US
U
CA
E
,B
Why are these people role models for you?

ME
What qualities do they have that make them

good role models?
What good qualities do they bring out in you?
Discuss the importance of role models in building

self-esteem and how the students might be role
models for younger ones.
Have the student draw their self-portrait and write

why they should be a non-violence icon.
31

KNOT THE VIOLENCE
Unfortunately, violence is something we experience all too often in our lives. It
can be direct or indirect, physical or psychological. Sadly, it is used regularly in
all languages and all cultures. Violence hurts and limits us. Everyone needs to
feel safe in order to feel good about themselves, and have a good quality of life,
so ending violence is something that we should all strive for.
Learning objectives: This training session aims to bring out personal

experiences and opinions about violence.
Learning outcomes: Students will be aware that there are different

types and different experiences of violence.
These exercises focusing on violence and safety can bring out many feelings
within the group. It is important that the participants have had a chance to get
to know each other a bit, and that you have created an environment where
they feel comfortable and safe, before doing these exercises.
It is also a good idea to discuss the meaning and importance of confidentiality

before this exercise. As the Facilitator, you should consider the maturity level of
the group, and only use those exercises you feel they will be comfortable with.
It is important to be prepared to assist anyone who may need to process, or

talk about, some of the emotions that might arise as a result of one of these
activities. If there is a school counselor available, make students aware of him/
her, or have details of another qualified person available for them to talk to.
Certain activities can trigger feelings in a student that may have been buried
for a long time.
ACTIVITY 1: THE HOT CHAIR WHAT IS VIOLENCE?
Duration: 5 minutes
Learning objectives: To introduce the students to the subject of violence
To learn about different types of violence
To encourage students to share the thoughts and

values they have about violence
32

Learning outcomes: At the end of this activity, students will be able to
identify different types of violence.
Learning methods: Practical activity and discussion.
Description: This is a silent activity. Ask everyone

to sit in a circle and tell the group
that you are going to read out
some statements about violence.
If they agree with the

statement, they should
stand up. If they disagree,
they should sit down.

The statements are:
Violence is always wrong.

It is better to do nothing
than to use violence if you
see someone being treated badly.
It is ok to use violence to defend yourself.
It is ok to use violence to defend
someone else.
It is ok to use violence to defend your country.
It is possible to have a conflict without
violence.
Most people who use violence are afraid.
Sometimes it is right to start a conflict.
It is possible to resolve a conflict without
violence.
After the activity, take a few minutes to let the

group speak, in case they have something they want
to say or explain. If there are many people wanting
to speak, you can divide the participants into smaller
groups of 2-4 people.
33

We have all experienced violence at some point in our lives. By sharing stories
within the group, individuals will have a better picture of the violence within
their own community, and be able to understand that they are not alone.
ACTIVITY 2: I HAVE BEEN THERE
Learning objectives: To share experiences of violence
To demonstrate that no one is alone in having

experienced violence
To discuss what acts of violence are
Learning outcomes: At the end of this activity, students will be aware

of different experiences of violence.
Learning methods: Discussion and practical activity
Description: Divide the participants into smaller

groups (4-6 students), and ask them
to share their own experiences
of violence.
Stress that they can choose what

they want to share with
the group and that
everything that is
said during the
activity will
stay within
the group.
34

When everyone has shared their story, the group
should choose one situation and create a human
statue illustrating the event, to show the other
groups. They can explain what is happening with
the statue, and why it is posed the way it is, as well
as why they chose that particular incident to depict.
KNOWLEDGE IS POWER.
35

EXPRESS YOURSELF
In this exercise, students have an opportunity to creatively express their
thoughts on non-violence and peace.
Learning objectives: This training session will encourage each student

to creatively express their own meaning of peace
and non-violence through artistically interpreting
the knotted gun.
Learning outcomes: Students will know the history of the knotted gun,
and will artistically interpret the sketch of the
knotted gun.
THE STORY OF THE NON-VIOLENCE SYMBOL
John Lennon was the lead singer in the band The Beatles. He wrote many
songs about making the world a better place. The most famous one is called,
Imagine. Have you heard it? If not, search for it on the internet. Together
with his wife, Yoko Ono, he used music as a tool to spread the message of
peace and non-violence.
On December 8th, 1980, John Lennon was shot dead outside his home in
New York City. The sculpture of a gun with a knotted barrrel was created
in memory of him by the artist Carl Fredrik Reuterswrd.
Carl Fredrik was a good friend of John
and Yoko, and he named the
sculpture Non-Violence.
The bronze sculpture

Non-Violence has been
placed at more than 30
locations around the
world. The most
famous is the one in
front of the United
Nations headquarter
in New York, USA.
36

ACTIVITY 1: DESIGN THE NON-VIOLENCE SYMBOL
Learning objectives: To encourage students

to express their thoughts on
non-violence and peace through
creativity.
Learning outcomes: At the end of the lesson, students will know the
history of the non-violence symbol and create their
own interpretation of it.
Learning methods: Theory and practical activity
Description: Show students pictures of the sculpture

Non-Violence. Tell them the story about how it
was created and that it is the symbol for the
Non-Violence Project.
Ask the students what they think of when they

see the symbol.
Ask the students to decorate the drawing of the

symbol in their booklet and to express how it makes
them feel.
They should write their name and school on the

picture and give it to you, as the leader, or they can
choose to bring it home.
37

06/03/14 17:10
SchoolsForPeace_TeachersManual_Level01Eng_NEWFEB14.indd 38
CARL FREDRIK REUTERSWRD 1980
NAME
SCHOOL
DATE 2013 THE NON-VIOLENCE PROJECT FOUNDATION
SchoolsForPeace_TeachersManual_Level01Eng_NEWFEB14.indd 39
CARL FREDRIK REUTERSWRD 1980
NAME
SCHOOL
DATE 2013 THE NON-VIOLENCE PROJECT FOUNDATION
06/03/14 17:10
TAKE ACTION FOR PEACE
Go back to the first lesson, where you talked about dreams. As a class,
what can you do to make your school, your city, or the world a little bit
more peaceful?
Learning objectives: This training session will help the students feel a
sense of ownership and responsibility for creating
their own peaceful environment.
Learning outcomes: Students will develop their own non-violence

project.
ACTIVITY 1: TAKE ACTION FOR PEACE
Learning objectives: To empower each student to take

responsibility for building peaceful
school environment
Learning method: Discussion and project planning
Description: Summarize the learning points from the

previous nine training sessions and reflect
on importance of taking action. Reconnec
with the first session when the students
described their dreams.
Guide and encourage students to create a small

peace and non-violence project within their
local context. Let the students come up
with ideas for small projects they
would like to do. They can discuss
in more detail in smaller groups
if they wish.
40

The students should come up with the first draft of
a project plan by answering the following questions:
What are they going to do?

Why do they want to do this?
How are they going to do this?
Who is responsible for what?
When are they going to do this?
Learning outcomes: At the end of the activity, students will develop their
own non-violence project.
Sophia lives in Beijing and is

teaching English. She found
the website and offered to
get some friends together
and help us translat it
into Chinese.
Mauricio started up in Mexico

and one year later the Education
Ministry of Mexico has decided to
implement our non-violence
program in schools throughout
the country.
Joshua in Minneapolis is hooked on music

and chalking. He started chalking our logo on
sidewalks, to make people aware of our call
for peace. He and his friends filmed this and
posted it on the internet. Since then, we
have spotted chalks in Germany, as
well as in Sweden.
Eddy from Uganda downloaded our educational

programs, went to his former school, and started
educating the younger students. In six months, he
and his friends had taught 400 teachers in Uganda.
One year later they had reached almost every
school in the country He was then invited to
come and speak all over Africa.
35

EVALUATION AND DIPLOMA
THE STUDENTS EVALUATION FORM
Thank you for having your students fill in the evaluation form. The answers
provide important informaton for us as we continue to improve and add to the
program.
Please collect all student evaluation forms from Student Booklets and send
them to your local NVP Coordinator.
Cut and give to the NVP Project Coordinator.
42

THE NON-VIOLENCE PROJECT | EVALUATION SCHOOLS FOR PEACE LEVEL ONE
TEACHERS EVALUATION FORM

Thank you for filling in the evaluation form. The answers provide important
informaton for us as we continue to improve and add to the program.
Please send all the evaluation forms to your local NVP Coordinator after
your Schools for Peace training.
1. What did you think about the content of the training?

(VERY GOOD) (NOT GOOD)
5 4 3 2 1

COMMENTS:
2. What do you think of the teachers manual?

5 4 3 2 1
COMMENTS:
3. How did the training prepare you to implement the program

with your students?
5 4 3 2 1

COMMENTS:
4. What do you think of the student booklet?
5 4 3 2 1

COMMENTS:

THE NON-VIOLENCE PROJECT | EVALUATION SCHOOLS FOR PEACE LEVEL ONE
5. How did the work with your students go?

5 4 3 2 1
COMMENTS:
6. Would you like to do Shools for Peace Level Two with your students?
Yes
No

7. Comments:
Name:
E-mail:
School:
City: Country:

Thank you for your participation!

THE STUDENTS DIPLOMA
Each student who completes this program should recieve a Diploma.

We encourage you to organize a small ceremony for presenting the
Diplomas. This will help the students feel a sense of pride in their
newly-gained knowledge and skills, and understand that their
accomplishments have been recognized and honored.
45

NOTES:
46

NOTES:
47

THANK YOU!
Your interest in this program is the best support
a global movement for peace and non-violence can get.
We hope you enjoyed it and that you feel inspired to
continue with the next level of our programs.
And one last thing if you did like it,

why not join our global movement?
Sign up your face on our call Give Peace A Face
and become a member of the largest
crew on the planet, working together for
peace and non-violence: www.nonviolence.com
Have fun!
BROUGHT TO YOU BY THE NON-VIOLENCE PROJECT FOUNDATION WITH THE HELP OF PARTNERS, DONORS AND FRIENDS
NONVIOLENCE.COM | GIVEPEACEAFACE.COM

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THE NON-VIOLENCE PROJECT FOUNDATION

SchoolsForPeace_TeachersManual_Level01Eng_NEWFEB14.indd 1 06/03/14 17:08

The program contains interactive and creative exercises focused on:

Self-esteem and personal development

Introduction Teachers Manual Students Booklet Students Diploma

SchoolsForPeace_TeachersManual_Level01Eng_NEWFEB14.indd 2 06/03/14 17:09

The main purpose of this program is to encourage personal growth, and

At the end of this training program, participants will

After you and your students have worked

Thank you once again, and have fun!

1. Create your dream page 4

2. Spot the conflict page 6

3. Visit the conflict zoo page 10

5. Read your emotions page 22

6. Become a good listener page 26

7. Be a role model page 30

8. Knot the violence page 32

9. Express yourself page 36

10. Take action for peace page 40

Evaluation and Diploma page 42

SchoolsForPeace_TeachersManual_Level01Eng_NEWFEB14.indd 3 06/03/14 17:09

Learning objectives: This training session will empower the students to

Learning outcomes: Students will communicate their vision for the

ACTIVITY 1: IT STARTS WITH A DREAM

Duration: 30-40 minutes

Learning objectives: To empower the students to understand their role

Learning outcomes: At the end of the activity, students will be able

Learning methods: Brainstorming and discussion

Description: Divide the class into small groups.

Each group should brainstorm about what their

SchoolsForPeace_TeachersManual_Level01Eng_NEWFEB14.indd 4 06/03/14 17:09

Learning objectives: To encourage cooperation within the group

To instill a feeling of being able to do the impossible

Learning outcomes: At the end of the activity, students will

Learning methods: Instruction and practical activity

Description: Divide the class into 3-4 smaller groups

Ask each group to form a tight circle, shoulder to

Now ask each group member to connect left hands

You now have what is called a knot, or a human

They can turn or rotate their grips to avoid injury from

SchoolsForPeace_TeachersManual_Level01Eng_NEWFEB14.indd 5 06/03/14 17:09

Learning objectives: This training session will bring out participants

Learning outcomes: Students will learn the definition of the word

ACTIVITY 1: THE HOT CHAIR

Duration: 5-10 minutes

Learning objectives: That the students are aware of how they

Learning outcomes: At the end of the activity, students will be aware

Learning methods: Practical activity

Description: Read a few statements about conflict out loud. If

SchoolsForPeace_TeachersManual_Level01Eng_NEWFEB14.indd 6 06/03/14 17:09

Read out loud the following statements (or make up

I think conflict exists in all relationships

ACTIVITY 2: BRAINSTORM ABOUT CONFLICT

Duration: 5-10 minutes

Learning objectives: To share the groups understanding of conflict

Learning outcomes: At the end of the activity, students will be aware

Learning methods: Brainstorming and discussion

Write down their responses.

After the brainstorm you can categorize the words.

SchoolsForPeace_TeachersManual_Level01Eng_NEWFEB14.indd 7 06/03/14 17:09

Learning objectives: To come up with the definition of the conflict

Learning outcomes: At the end of the activity, students will have

Learning methods: Group discussion

Description: Divide the group into subgroups of 4-5 participants.