Teaching for Human Rights, 1-4: Chapter 6

An apology:
Stephanie's report was much longer than the edited version provided here. Among other things she described a large number of specific activities grouped under the headings: (a) warm-up activities; (b) self-awareness; (c) other awareness; (d) group processes and dynamics; and (e) problem solving and decision-making. Most of these activities are well known, and many appear in the earlier text. She did not comment upon them in any detail and they have not been included.

Class 2
Traditional classroom setting with one teacher and twenty-five students (fifteen girls, ten boys). I take the children for all subjects.

Most of the class have been together since Kindergarten. An influx of six new class members this year created major social changes and threatened established friendship groups.

The new members obviously brought with them talents, problems and demands of their own which had to be accommodated. It has been an ideal time to introduce this program.

Diary
I decided to keep a diary and I used a folder. It didn't work particularly well because I usually didn't have it with me whenever I wanted to record something. I also found that it was too large and conspicuous.

I found that, for me, it was better to have piles of scrap paper placed around the classroom and a box folder. Whenever I wanted to make a comment, reminder etc. I just dated a slip of paper, and wrote the message. I then collected them in the box folder. They were easily collated at a later date and I found that I had far more material than when I had the conventional diary. It was a quick, easy and effective way for me to keep a record of what was going on.

At the beginning of the first term I noted that I was confused, overwhelmed and intimidated by the amount of material I had read. I also kept noting how remote I felt--I hadn't received the Teaching for human rights handbook, had no idea what had been done and generally found it difficult to get started. I knew that I wanted to keep the program cheap and simple. I wanted it to provide basic skills for future human rights education and development. I also wanted to incorporate as many subject areas as possible. The program that has evolved over the two terms has included Drama, Art/Craft, Science, Maths, Physical Education, Music and Oral/Written Language.

(I really appreciated the Teaching for human rights handbook when it arrived--after all my initial reading it was a relief to read a book that was full of great ideas, clearly set out and easy to read.)

• It's important to introduce the Human Rights Program as early as possible--the longer you leave it the more self-conscious the children become. By starting the program while they're young their manner/ approach is more natural.
• Children have the right to know themselves and the other selves that they have to deal with.
• It is important to remember that 'normal' children have needs too-I mustn't get continually side-tracked by the needs of the handicapped/ disadvantaged.
• I must encourage and develop effective language and communication skills. [This led to the use of the Circle Technique outlined in Chapter 3] I wanted to encourage children to be curious about other people, other selves-to expect answers.
• Must watch for 'Put-downs'--critical words, statements or actions whose purpose is to hurt the self-concept of the victim.
• Want to build habits that will provide a positive climate for helping the total person to learn effectively.
• Want children to look at their lives, draw their.attention to what is going on, provide them with opportunities to 'share' their discoveries with others, question some of their statements e.g. 'all families have a mummy and a daddy', 'everyone hates me'. Encourage them to question, discuss and qualify.
• When I read Joan Braham's unit of work sent by Ralph Pettman I felt a little lost. I had been using many of the activities myself but there seemed to be a need for something that would facilitate a more detailed look at SELF and OTHERS--I wanted to be able to collate the ideas and discoveries using the same ideas but a different format. The 'All About Me' folders linked with the Circle Technique provided the solution for me.

The classroom environment needed to be trusting and the children needed to accept responsibility for their own actions. I wanted to increase self-esteem, image of self, image of self and other selves by:

• identifying with children that they do have opinions, beliefs and attitudes about people
• noting what we say and our actions
• recognising that our ideas, thoughts and opinions do change and change is important
• we are all different

I believe an open classroom environment leads to an open outside environment. Children need to feel free among peers and adults from within their own socio-economic/cultural worlds. It is what they have to live with. Then if they can cope, accept and finally enjoy other people who are the 'same' as them (which is normally assumed) they may then be able to deal with people who are 'different'.

I wanted to take the fear of the unknown away from the children. Prejudice comes from fear and we persecute those we are afraid of.

The program also needed to incorporate: the recognition of the interrelated processes of thinking and feeling; the importance of effective interpersonal skills and self-direction in a positive classroom environment. I wanted to help students make connections between thoughts, feelings, actions and values.

The first half of Term I was spent establishing an 'open' classroom environment which would facilitate the development of the Human Rights Program--I wanted the program to be flexible so that I could do it at anytime.

Many of the activities introduced are not original. They have been gleaned from various sources to highlight and develop:

• awareness of self trust
• co-operation
• an awareness of others
• a willingness to communicate at a personal level

I don't believe these activities need to be introduced in any particular order although it would be an idea to establish the Circle Technique and make a Name Tin first.

It is important however to monitor how we do the activities; i.e. we need to be positive and encouraging. The adult is a very important part of the process. We are reflecting many of the-behaviours we are trying to encourage and develop in the children.

I began the program by sending out welcome letters and meeting with parents to outline the Human Rights Program. I mentioned that emphasis would be placed on self-awareness and I explained how I thought the program would develop. I discussed how I would:

• set up class routines and general climate
• introduce activities to develop particular skills i.e. communication
• introduce 'All About Me' folders

The parents were enthusiastic and happy to be involved in the program and every one of them agreed with the overall aims and objectives.

Also from my diary
I found that I was taking all the responsibility for their behaviour--I was constantly reminding them about silent reading procedures, to bring their P.E. gear, etc.

I decided to increase positive interactions to encourage students to take more and more responsibility for their actions by keeping a record of my positive and negative instructions/comments. It really helped to keep me positive.

The children wrote up their own silent reading rules-these were discussed and then displayed. The P.E. clothes problem was solved using a chart.

Problem:
A number of children were forgetting to bring their gear for P.E. each week.

Aims:
• To encourage children to remember to bring their gear.
• To encourage children to accept responsibility for remembering/forgetting.

Procedure:
• I simply put up a chart and children drew a happy face alongside their name and under the date if they remembered their clothes. The class decided that if they forgot they would put an 'X' in the space.

I REMEMBERED MY P.E. CLOTHES
Date	June 3rd	10th	17th	24th	July 1st	8th	15th	22nd
GEORGE
HEATHER	X
ALICE
JIM

Welcome letters
Welcome letters were posted to each child at the beginning of the year.

The response from both parents and children was warm, immediate, and encouraging.

It was a definite, positive beginning to setting up an open, friendly climate between school and home as well as in the classroom.

It has been a pleasure to welcome you into Class 2. I am looking forward to getting to know you and I am sure we will have happy times together this year.

Where do I sit?
At the beginning of the year the children could choose where they wanted to sit and with whom. There were squabbles and it took them 35 minutes to organise their desks and groups.

After a few days some children complained that they couldn't work properly next to the people they had chosen.

A circle discussion time was held and children decided they'd rather have groups chosen using the Name Tin-this worked satisfactorily and every week we re-arranged the groups.

Six weeks later I decided to give the children a chance to choose their seating arrangements again.

Procedure:
• During the next two minutes think about someone/some people you would like to work with.
• Talk to the person or people and work out a mutual agreement. • Now arrange your group and sit down when you're ready.

Results:
The difference was amazing. Their communication was effective and they were able to organise themselves quickly and quietly in eight minutes.

The Circle Technique
During the program the Circle Technique has been used at least once daily-on some days three to four sessions have been
held [see Chapter 3, for detailed instructions].

I like this technique because, amongst other things, it encourages listening, provides an excellent venue for all children to be heard and everyone can see everyone else. Children have an opportunity to pass or contribute and I have found that it is an excellent means for maintaining an open classroom climate. Circle times are particularly useful for incidental reporting back to class, end of day reviews and for developing ideas. Children settle down readily to this format. It quickly becomes familiar and they know that they will be able to contribute if they want to.

I have found that it's a good idea to limit children to a one to two sentence contribution because it is possible for these sessions to become negative i.e. one child dominating, teacher disapproving of a contribution etc. I strongly recommend that the guidelines for running a circle and the guidelines for teacher behaviour are followed carefully.

Aims:
• To encourage children to recognise positive attributes of others.
• To develop a basis for relating to others.

Procedure:
• Children list the reasons why would like to say thank you to someone in the class.
• Their ideas are written onto cards. (I spray-painted them gold to make them look special.)
• The 'tree' is placed in the middle of a circle with the cards spread out on the ground around it.
• Each child in the circle has a turn to choose a card. He/she then says the person's name and reads out the thank you i.e. 'Magda, thank you for helping me' and the card is given. The child receiving the thank you card hangs it on the tree and sits down. (The thank you can be explained if they choose.) Children do not have to give a thank you card-they can pass.

Comments:
To avoid disappointments I found it was necessary to ask at the end of the Circle Time if there was anyone who believed they deserved a thank you and why.

I was hoping to use the 'Thank You Tree' daily but I found it difficult to remember. I now use it two to three days per week and it has remained a special time.

It's also worthwhile finding out from the class what they think are helpful acts and then reminding them.

• Thank you for being helpful listening
•     "        "     "   being thoughtful
•     "        "     "   being friendly
•     "        "     "   sharing
•     "        "     "   making room for me in the circle
•     "        "     "   letting me into the line
•     "        "     "   working quietly
•     "        "     "   helping me

Aims:
• to encourage to evaluate their work
• to encourage children to accept responsibility for displaying their work.

Comments:
The cards were made using the class' ideas. Children listed all the reasons why they would want to display their work.

• because I think it is neat
• I drew some good pictures
• I set out my work carefully
• my writing is neat
• I got everything correct
• it has improved
• my work is set out well
• all my work was done carefully
• I tried to do my best
• I am proud of my writing
• I am proud of my work

Name Tin
The Name Tin was used to:
• choose groups and leaders
• set up games and order for a line or a circle
• select someone to help, represent class, give their news etc.

I made up the Name Tin because some children were eagerly sought as a partner or for a group and others were left out. I needed to mix up established friendship groups and I wanted something that would provide opportunities for all children to be chosen.

A large tin was covered with a piece of cardboard that all the children had signed in texta colour. This was then sealed with clear contact.

Name cards (approx. 10 cms x 4 cms) were made out of cardboard, covered with clear contact and stored in the tin.

Comments:
This proved to be an essential aid. We all used it constantly and the children readily accepted it as a fair way to choose groups and leaders etc.

Procedure:
• Children decided where they wanted to run to.
• Children measured their daily run circuit (we measured a 250 m distance).
• Children spent 5 minutes daily running and/or walking the circuit.
• Back in the classroom the number of runs was tallied and the kilometres worked out. A graph was kept as a record.

Comments from circle time:
'I did one lap and that was enough for today.'
'I ran 1 kilometre today--I'm really pleased.'

I found that in the beginning some of the children were not honest about the number of laps they had done. I expressed my concern to the class and they decided that they would run with a partner and check their laps together. They also thought that when we tallied up our laps it would be a good idea to put a block in the middle of the carpet for every lap completed so we sat in a circle and each child said 'I have run ... laps' and they would place the appropriate number of blocks in the middle of the carpet. These were then grouped to make up a kilometre i.e. 4 x 250 in = 1 km.

We talked about the towns we 'ran' through, special features etc. and they often dragged parents and friends in to show them how far we had run. This activity generated a lot of interest in the school.

Class behaviour/rules
What behaviours or rules would help to make the classroom a happier place for you?
• During Circle Time children gave their ideas for preferred class behaviour.
• Their contributions were recorded on the blackboard using their language. Don'ts were in vogue! i.e. 'Don't fight anyone', 'Don't break the games' etc.
• After they had given their ideas I went back through the list and asked for reasons.
• At a later date the children were given a sheet of their ideas and reasons for preferred classroom behaviour. They were asked to tick what they agreed with and to add extra ideas if they had any.
• Random groups were chosen (using Name Tin) and children read their decisions to the group. e.g. 'I agree that we should not throw blocks'.
• The next day an agreement form was issued and children cut out and pasted on all the 'rules' they agreed with. They signed the form and it was put in their 'All About Me' folder.

Comments:
Next time I will make the agreement more special i.e. use a gold/silver text, have a 'flash' border, use thicker paper.

Signing the agreement can be a ceremony. The children took it very seriously and they constantly reminded each other of what they had agreed to!

Next time I will list their ideas so that they fall into the two categories:
• positive (freedom to)
• negative (freedom from)

Children of this age group are a little too young to fully understand the Declaration of Human Rights but they are quite able to form their own preferences in terms of likes and dislikes.

Comparing rules
Class 2 visited another section of the Junior School. When they arrived they found that they didn't know:
• where they were allowed to play
• how the equipment was to be used
• how they were to protect the environment

During the follow-up discussion time children said it was good fun playing at the other place. They made no mention of the confusion re expectations and different rules.

On the second visit I asked them what they could remember from the previous visit: 'We are not allowed over there'; 'We are not to break branches off the bushes and trees' etc.

With both lots of children together we talked about rules. We said that we had rules' over at our place and we decided to make a comparison.
• What rules do we have?
• Which rules are different?
• Which rules are the same?
• Why do we have these rules?
• Do we agree with them?
•Which rules would you change and why?

When we got together again with the other group we talked about our findings and we discovered that many of our rules were the same and we had rules for similar reasons-safety, to protect our environment, for convenience of supervision, etc.

Needs and rights
The children's ideas of needs and rights were written on the blackboard under the appropriate headings.

The children wrote what they believed their needs and rights to be on their worksheets.

They read out their needs and rights during a Circle Time. 'My needs are ...' 'My rights are...'

The children were then asked to spend some time at home thinking and finding out about the needs and rights of each family member.

Once again their thoughts were shared during Circle Time. 'I found out that my mother's needs are...' 'My brother's needs are...' etc.

Who am I--today?
This was one of the initial activities. The children were asked to sit quietly and think about the statements and the worksheet as I read them out.

During Circle Time each child gave the answer to number 1, then number 2 and so on. (They could pass if they wished.)

The children then folded their paper, sealed it with a 'special' label and signed their name over the label.

They then put their paper into a box which was sealed, wrapped in brown paper and sealed again.

They decided to open the box in ten months time to find out whether they have changed or not.

I plan to give them a different looking worksheet to fill in two weeks before the opening of the 'Who Am I' box. It will seek the same information and on completion will be placed in their 'All About Me' folders [see the next section for a variant of this activity]. At the appointed time, the 'Who Am I' sheet from the beginning of the year will be opened, compared and added to their folders. A Circle Time will be held for the children to tell what has changed and what has stayed the same.

Aims:
• To develop a trusting attitude towards members of the class.
• To examine patterns of listening.

Procedure:
• Children sit in a circle.
• A child is chosen to whisper a message about herself/himself that the class doesn't know, to a person sitting next to her/him.
• The last person to hear the message tells the class what they heard i.e. 'Mim likes to play with her dog Spot.'

Questions:
• Was the final message the one that was started?
• If not, how did it change?
• How well did you listen?
• Is this a pattern of yours?

'What I like...'
During the first week I told the children who I was, about my family, what I had done in my life, and showed them photographs. I said that we were going to do different activities in order to get to know each other better. I then introduced 'What I Like' which was very successful.

Materials needed:
a mirror, cardboard, paper plates, wool, coloured paper, textas, scissors etc.

Procedure:
• Class brainstormed their ideas re what they like and these were written on blackboard.
• Read through list.
• Children wrote and illustrated their choices onto both sides of card (19 cms x 25 cms).
• They read through their list with a partner and made additions/deletions. Children had a good look at themselves in a mirror and then they made up a paper plate collage of their face. The child's name was written on the back--'Ben likes...' and the card was then hung from paper plate face.
• During Circle Time each child read out their list: 'I like...'
• Children noted who had the same likes.
• Mobiles of 'What I Like' hung from hoops.

Comments:
The display of 'What I Like' generated a lot of interest both within the classroom and with visitors. The list of things someone liked was often talked over with the person concerned and the children loved showing visitors.

During Circle Time children ask a question about the V.I.P. The answers are then written onto a poster with the V.I.P.'s name on the top. This is displayed in a prominent place for the week and more information can be added by anyone during that time.

Variation:
Display child's name above a list of questions:
• When is your birthday?
• What do you like to eat? etc.

Conclusion:
During Circle Time at the end of the week each child tells what they found out about the V.I.P.

Comments:
This was a very popular activity and we certainly got to know each other!

Finding out about others
Discuss individual differences in people. No two people are exactly alike. Sit opposite a partner and write down a list of ways in which your partner is different from you--don't forget things like ability to kick a ball, to run, to talk, to get along with people, etc. When you have finished, compare lists with your partner. If he or she has some qualities you like, tell him or her, and ask how he or she got them, and if he or she would help you get them.

Discuss some physical things which can affect the reasons why people act differently at times e.g. weather, tiredness, sickness.

Finding out about others
Make up cards for children to fill in. They write their name first.

Cards are stored in a box and used as a reading activity. They can be turned upside down and used in a game or read by a child during quiet reading or activity time.

Music listening
A child reports:
• 'We all listened to the same piece of music' ('Song of the Seashore': James Galway) 'We drew
pictures about the music and then we wrote down what we thought about when we listened to
the music. We all listened to the same music but we had different ideas.'
• 'I thought of sailing around in a boat on calm water.'
• 'The flowers are growing in the green house and it is a hot day. The weather vane is turning
slowly in the wind.'
• 'Three pigeons are flying and a baby pigeon is in the tree.'
• 'I thought of the wilderness. I saw a platypus sitting on the bank.'

Something to think about
During spare minutes before or after play or time in between lessons I read newspaper articles, selections from books or showed photographs to give the children 'Something To Think About'. The aim was to develop understanding of others by finding out about other selves. I was hoping to develop sensitivity to others' needs and highlight some issues i.e. how can we help disabled people? What makes their life different, difficult or easier? etc.

They were always attentive and keen to add their experiences and opinions. I tried to keep the 'Something To Think About' times short and interesting-just long enough to raise an issue or state a fact.

If the 'Something To Think About' session generated a lot of interest we held a Circle Time for further discussion. The book What it's like to be me edited by Helen Exley generated a lot of discussion. Children often talked about the children mentioned in the book and it provided them with a valuable insight into the lives of many disabled children.

What it's like to be me
(What it's like to be me, ed. by Helen Exley, Exley Publications Limited)

This book was prepared during the International Year of the Disabled as a contribution by disabled children themselves. It is written and illustrated entirely by disabled children.

Some of the section headings include:
• Why me?
• I can answer for myself
• I feel the same as you
• Problems getting out and about
• Don't stare
• Please don't tease me
• I'm happy to be me
• About eczema
• About hearing problems
• Feeling left out

The book contains an incredible amount of material-black and white drawings, colourful illustrations, photographs, comments, poems and life histories. Each contribution is labelled with the child's name and age.

The book provides an excellent insight into the lives of disabled children and it was used continuously.

Did you know?
Place a blackboard or display board in a prominent place in the school. Children add any information re human rights, i.e. newspaper cuttings, photographs, quotes from books etc. Teachers or parents make sure that something new is added on a regular basis--once a week.

Some examples:
(adapted from Human rights by David Hayes)
In Africa and Asia only 20% of the rural population has access to clean water.

Every year the world spends $450 billion on defence. One twentieth of this sum could begin to provide adequate food and services for the world's starving population.

We may agree that everyone has the right to education but did you know that most children in the world do not receive even an elementary education and that women, the poor and people living in rural districts are the worst affected.

In the Third World life expectancy is under 48 years. Fifteen million children under 5 years of age die every year through malnutrition.

Some questions:
• What do you think everyone in the world should have?
• What makes you happy?
• What do you need?
• If you were hungry how would you feel coming to school, working and playing games?
• Have you seen anyone who is poor? How can you tell? Do you think people should be called poor only if they are hungry or have fewer material things than most other people?
• What happens to old people who cannot look after themselves?

Recommendations:
• Place a world map next to the board so that students can look up countries that may be mentioned.
• Have a teacher as a reference point so that interested children can ask questions, discuss the quote, hand in more material, collect books to read etc.
• Regularly mention any new display material in staff meetings and during assemblies--interest generated may carry through to the classrooms and be developed further.

C. 'ALL ABOUT ME' FOLDERS
[These have been mentioned a number of times above. Here Stephanie develops the idea in detail.)

1. SETTING UP FOLDERS
Children were given the opportunity to choose the colour of their folder. They decorated their 'All About Me' label and their name for the cover. This was then put on the folder and covered with clear contact.

Comments:
I was hoping to have a file of 'All About Me' ideas/worksheets so that I could just select a particular topic and use it at an appropriate time i.e. 'Mothers' to use around about Mothers Day. This plan didn't eventuate. I think it would have been easier to have had a basic resource of ideas/worksheets to draw upon instead of sifting through lots of material as I went along.

The response from the children was taken into account. Some ideas were received better than others and they could have easily been developed into themes, using additional material i.e. books, films, drama etc.

Although the ringed folders were bulky, they were strong and provided flexibility.

Store the folders together for easy reference and care. I found two oblong plastic containers were ideal, with every two folders facing each other. With the spine of the folder named, children were able to find their folder quickly and easily. The folders stored in this way meant that they could easily be moved to other rooms etc.

Procedure:
• Tear a piece of paper into six pieces. On each piece of paper write one word which describes you. No-one else will see your papers so be as honest as possible.
• Arrange your words in order putting the one you are most pleased with at the top and the one you are least pleased with at the bottom.
• Think about what you feel about each of your describing words. Do you like it?
Do you want to keep it?
Do you want to describe it more?
Do you want to leave it out?
• Imagine what you would be like with only two of your pieces of paper. How would you have changed?
• Write down two things that you have learned about yourself and put them in your 'All About Me' folder.
• In Circle Time tell the group the two things you found out about yourself.

Comments:
I've found this activity is easier if a lot of descriptive words are written on the blackboard before the children start to write their words.

(b) My family
Think about your family.
Tell someone near you who is in your family.
Draw your family.
Write their names under their pictures.
During Circle Time tell us who is in your family and show your picture.

Comments:
This was a simple and yet very informative activity. All the children were happy to talk about their family.

My family-follow up
During a quiet time children were asked to think about the following:
• Is each member of your family the same?
• What is the same?
• What does your mother like/dislike?
• What does your father like/dislike? etc.
If you don't know the answers to these questions how can you find out? A couple of days later they were given the following worksheet.

YOUR FAMILY
Is each member of your family the same?    Yes No
What is the same? ______________________________________________
Fill in the likes and dislikes for each member of your family
My mother likes    ______________________________________________
My mother dislikes ______________________________________________
My _____ likes    ______________________________________________
My _____ dislikes ______________________________________________
My _____ likes     ______________________________________________
My _____ dislikes ______________________________________________
etc.

(e) When I was a baby
Children were asked to find out about their likes and dislikes when they were a baby.

This activity caused a great deal of excitement. The children enthusiastically told everyone about their findings and we had lots of laughs. The parent feedback was very positive and immediate.