My Values and Virtues – Development of Social and Emotional Skills Handbook for Secondary School Teachers

Montenegro Bureau for Education Services

Slavica Vujović, Vesna Pavićević, Ana Đurović, Marko Radojević, Igor Radulović

Podgorica, February 2020

Montenegro Bureau for Education Services

Slavica Vujović, Vesna Pavićević, Ana Đurović, Marko Radojević, Igor Radulović

My Values and Virtues – Development of Social and Emotional Skills Handbook for Secondary School Teachers

Podgorica, February 2020 My Values and Virtues – Development of Social and Emotional Skills Handbook for Secondary School Teachers

Authors: Slavica Vujović, Vesna Pavićević, Ana Đurović, Marko Radojević, Igor Radulović

Publisher: UNICEF Montenegro Editor: Anđa Backović Proofreading and editing: Sanja Marjanović

Photographs: UNICEF Montenegro / Duško Miljanić

Design and layout: IMPULS studio Printing: AP print Print run: 200

Kaталогизација у публикацији Национална библиотека Црне Горе, Цетиње IISBN 978-9940-582-12-8 COBISS.CG-ID 40114192 CONTENTS

FOREWORD ...... 7 ABOUT THE HANDBOOK: WHO IT IS FOR, WHAT IT CONTAINS AND HOW TO USE IT ...... 9 DEVELOPMENT OF SOCIAL AND EMOTIONAL SKILLS IN ADOLESCENCE ...... 11 Today’s adolescents ...... 11 Teacher interventions for promoting social and emotional learning ...... 14 USING REGULAR TEACHING TO PROMOTE SOCIAL AND EMOTIONAL DEVELOPMENT...... 17 Approaches to developing social and emotional skills ...... 17 SEL potential of different subject areas ...... 18 Teaching/learning methods ...... 20 MONITORING PROGRESS ...... 23 THE SCHOOL SUCCESSFUL AT DEVELOPING SOCIAL AND EMOTIONAL SKILLS ...... 25 WORKSHOPS/ACTIVITIES ...... 29 Introductory workshop – A word before we start ...... 31 Examples of activities that can be used for developing any social and emotional skills ...... 40 Teamwork ...... 42 Creativity ...... 55 Self-control ...... 75 Empathy ...... 91 Tolerance ...... 113 Optimism ...... 129 Self-confidence ...... 14 Honesty ...... 163 Gratitude ...... 179 SCHOOL-BASED CAMPAIGNS ...... 193 APPENDIX ...... 197 REFERENCES ...... 207

True education will have to be achieved not only to acquire technical effectiveness, FOREWORD but also to form whole human beings. I am speaking about primary and secondary education, not any specialized education, inevitably delivered by universities. I speak of that education which a human being should get in the initial phases, when his spirit is Dear teacher, more fragile, at the moment which remains Having a vocation linked with schools and decisive for what he will become: whether working with young people is hugely dependant a miser or generous, whether a coward or on teachers’ awareness of the significance of brave, whether irresponsible or responsible, their role in this transition to adulthood. It is no whether a wolf to another man or a person light responsibility nor an insignificant task to be capable of joint endeavours. Moral issues, or daily in direct interaction with dozens of young at least spiritual ones; but also practical ones people, setting true knowledge and education eventually, because the development of a as a standard never to be relinquished. One of nation first and foremost needs such values, the missions of every truly committed teacher otherwise we would end up with what we is to bring their students to an understanding have been exhibiting here recently: hatred of the need to acquire a solid education that and destruction, sadism and cowardice, will be their best recommendation in the contemptuous dogmatism, and cruelty… future for a range of different jobs in the vast (Ernesto Sabato, 2005)1 and multifaceted labour market. The teacher’s role, nevertheless, does not end there. In Integral personal development is not something this unique relationship developed between aspired to only by modern schools. Since time teachers and students, the teacher’s role in immemorial, the personal development of social and emotional development is much young people has been one of the main goals more far-reaching. The fact that every teacher, pursued by school curricula. Greater insistence whether they are aware of it or not, shapes on learning objectives, somewhat neglecting the personalities of their students very much social and emotional aspects, characterized the like the family or the more immediate or late 20th century. Over the last decades we have broader social environment does, adds to their been witnessing a growing awareness of the responsibility and requires them to be equally necessity to preserve and enhance the school’s competent in this role as well. Teachers have function in social and emotional development a unique opportunity to develop, foster, and as well; a kind of a movement for modernizing reinforce character traits in students, to help and reinforcing this role of schools is gaining shape the whole being of a young person. influence in educational systems around the To make this happen, a teacher needs to be globe, raising awareness among teachers of willing and keen to do so, but also to have clear the necessity to preserve and enhance this role. guidance about the relevant methods. To put The ‘My Values and Virtues’ programme, applied it simply, they have to be open to broadening in Montenegrin primary schools since 2015, in their own knowledge and skills, and to be good general secondary schools since 2017, and in life-long learners, as essential traits of their own vocational schools since 2018, is the response of character. The need to make things easier for our education system to those growing global teachers by offering a number of options for demands to offer young people a balanced social and emotional development gave rise to 1 Available at: http://www.skripta.info/ernesto-sabato- this Handbook. pojedinac-i-univerzum-pdf-download/.

My Values and Virtues – Development of Social and Emotional Skills 7 set of the skills (cognitive, social and emotional) We have no doubt that one of the impressions they need for further schooling and careers. any teacher is bound to have after becoming acquainted with this Handbook is the most An overwhelming body of contemporary sincere conviction that many of the things listed research shows that intellectual abilities here are already part of classroom practice and alone are not enough for good and sustained that every teacher has many ideas that deserve outcomes in school, life, careers, and a place in this Handbook. Naturally, any such interpersonal relations.2 Tolerance, self-control, suggestion is more than welcome and precious belief in one’s abilities, fairness, and creativity to the team of authors.4 But, what prompted are just some of a number of character traits or us to carry out the ‘My Values and Virtues’ characteristics, the absence of which may be programme and to develop this Handbook is a source of serious problems in the life of any the need for all the things done by teachers, person. Collectively, all are referred to as “soft most often spontaneously or incidentally, when skills”, or social and emotional skills (SES). Apart a good opportunity or situation arises, to be from these terms, the Handbook will also make systematized and shaped into a well-designed reference to the virtues found in the very name and elaborated programme to be applied in of the programme/initiative. It is noteworthy a planned fashion. It is only in this way that that both terms imply positive character traits teachers, already overwhelmed by the huge guiding the conduct of individuals for their amount of material to be taught, will be able own benefit and that of others. When SES are to focus the necessary attention on developing properly directed and fostered in children and some SES – honesty or self-confidence, for young people, in time such behaviours become instance. There seems to be a dire need in this habits and the foundations of a sound character modern world for such values to underpin and virtues. There is no finite list of all the areas all knowledge, all interpersonal relations, all of human experience and corresponding skills. labour markets – in a word, the foundations of These can change and evolve depending on both societies and individuals. the developmental stage and/or in reference to societal circumstances. The set of SES covered by this Handbook stems from a study (Pešikan & Lalović, 2015) and the piloting of the ‘My Values and Virtues’ programme.3 Naturally, this does not mean that the selection of skills covered by this handbook is a finite or a binding list that it is impossible to change. On the contrary: you may, as you deem fit, extend or narrow down the list of skills or focus on fewer skills that you find relevant in the given circumstances, situations or the given group or class.

2 More information on programmes delivered around the world to develop social and emotional skills of students is available at: https://www.researchgate.net/publication/235971900_ PROGRAMI_ZA_POTICANJE_EMOCIONALNE_I_SOCIJALNE_ KOMPETENTNOSTI_KOD_DJECE_I_ADOLESCENATA_1. 3 More on the project, survey findings, and the Primary 4 You can send your ideas and suggestions to the Programme School Handbook is available at: https://www.unicef. org/ Coordinator, Ms Anđa Backović at: [email protected]. montenegro/publikacije-i-istraživanja, me.

8 Handbook for Secondary School Teachers support programmes, where they can either pursue the activities on their own or work in ABOUT THE conjunction with the homeroom teachers. It HANDBOOK: WHO may also be quite helpful for extracurricular activities, student organizations or in designing IT IS FOR, WHAT school-based projects and campaigns. The Handbook is structured so as to give IT CONTAINS AND clear and straightforward insights into the HOW TO USE IT importance of developing SES in adolescents, and the possibilities for your personal engagement in the task. The introductory section features texts explaining the significance and purpose One child, one teacher, one book, one of focusing on SES, particularly during pen can change the world. adolescence. Given the great potential offered by regular instruction, a separate section Malala Yousafzai focuses on core-subject teaching techniques and methods as a resource to foster SES development. This is followed by the sections The social and emotional skills to be fostered on how to monitor SES and recognize whether with the help of this Handbook include: your school is doing well in this respect. teamwork, creativity, self-control, empathy, The rest of the Handbook presents workshops, tolerance, optimism, self-confidence, honesty, i.e. activities, for each of the selected SES. Each of and gratitude. It is important to know that all these starts with a theoretical input for teachers SES are intertwined, interlinked, and mutually on the significance and peculiarities of the reinforcing, that none acts in isolation or given skill. This is followed by a number of ideas autonomously, and that each has its own deep for activities which can be freely combined. meaning. Never forget, a skill “feeds” skill; look Depending on students’ preferences and needs, at those nine social and emotional skills as a you can develop workshops based on the ideas bunch of grapes in which the large and vigorous offered, or take it a step further and engage in grapes support the growth of those only just independent exploration and development of emerging. With the aim of encouraging and new teaching content. inspiring you to reflect on the significance of your role in fostering SES and, in general, the The final sections deal with school-based optimal development of your students, we campaigns and what opportunities they offer have attempted to offer a range of resources for the development of SES. and encouragements. The order in which the SES are presented The Handbook may be used in several different in the Handbook is not mandatory. You can ways and put to different uses. Homeroom choose yourself, depending on the varying teachers are recommended to use it for circumstances and the students’ needs, how to homeroom classes. For subject teachers, the deliver the Programme. One of the options is to Handbook may be a source of ideas on how to carry out some activities for all nine skills within infuse regular instruction with the objectives/ the course of one school year. outcomes regarding SES. Other school For example, you can devise a workshop around professionals may also use it as a resource each skill. Or, if you deem it necessary, you may or inspiration for delivering various student decide to focus more lessons during one school

My Values and Virtues – Development of Social and Emotional Skills 9 year on one skill only. Depending on your type The whole point of the Handbook is to guide of school, class profile, current class climate, you effortlessly through many challenges. In and prevailing circumstances, you will decide any case, we hope it will be of use to you and which model to use. In any case, your expertise that, through your efforts, it will be conducive and professional experience, and the infallible to developing SES. feeling that a teacher who knows his/her class well has, will show you the way. Students will be grateful for that.

10 Handbook for Secondary School Teachers identity, his/her value system, and the lifestyle that will very much define his/her further life DEVELOPMENT trajectory. In these turbulent times, the process OF SOCIAL AND seems more complex than ever, which makes the role of those who are taking part in it harder EMOTIONAL SKILLS and more delicate than ever before. A survey conducted by the UNICEF Regional IN ADOLESCENCE Office for Europe and Central Asia (ECARO) about support programmes for the parents/ care-givers of adolescents in Belarus, Bulgaria, Georgia, Montenegro, Moldova, and Romania show that although parents/care-givers, No one is good by accident; virtue is a experts, and decision makers see adolescence difficult science and must be learnt. as a development stage (from the point of view of the whole course of life), this transitional Seneca period from childhood into adulthood is often perceived negatively as being linked with Today’s adolescents developmental challenges, difficulties and problems, while very little is known or talked The spirit of the 21st century, the many about its development potential (resources).5 challenges it poses, and the rapid changes that people have difficulties keeping pace with Adolescence should be seen proactively are but some of the reasons why adolescents The UN Committee on the Rights of the Child’s today do not have an easy time. This delicate General Comment No. 20 (2016) stresses the transitional stage between childhood and tendency towards positive changes during the adulthood is tending to become prolonged. transition to adulthood, which is “prompted Although biological maturing is happening by the significant capacity of adolescents to earlier, economic independence is being learn rapidly, to experience new and diverse acquired later. Most classifications of one’s situations, to develop and use critical thinking, life course within Western cultures set the to familiarize themselves with freedom, to be boundaries of adolescence from the age of 10 or creative and to socialize” (CRC GC 4, par. 2, 11, with the beginning of puberty, until the age ibid.). Therefore, adolescence should be viewed of 18 or 21 (in some classifications as late as 26) proactively, although “adolescence also poses when a person, according to different criteria, new challenges to health and development acquires the status of an adult in a society. owing to their relative vulnerability and pressure from society, including peers, to Literature cites different systematizations of adopt risky health behaviour” (CRC GC 4, the development tasks an adolescent is to fulfil par. 2, ibid.). In the light of these risks and before a successful transition to the new stage, challenges, General Comment No. 20 (2016) the key ones being: gaining autonomy and notes that adolescents require special forms independence from one’s parents, mastering of support and protection during their skills and knowledge and developing a realistic, transition to adulthood. This is because “the stable and positive identity. Young people keep foundations laid down during adolescence in asking: Who am I? Where do I belong? What terms of emotional security, health, sexuality, kind of a person do I want to become? Where 5 Available at: https://www.unicef.org/montenegro/izvjestaji/ do I want to get to? Searching for answers to studija-o-programima-podr%C5%A1ke-roditeljimastaratelji- those questions is a process of forming his/her ma-adolescenata.

My Values and Virtues – Development of Social and Emotional Skills 11 education, skills, resilience and understanding A vast body of research globally and in our of rights will have profound implications, country (Pešikan & Lalović, 2015) shows that, not only for their individual optimum despite the crisis, teachers and schools are largely development, but also for present and future identifying with their role in shaping social and social and economic development”.6 emotional development, but that there are also numerous dilemmas regarding the methods Neuroscientist Sarah Jayne Blakemore believes towards achieving good results in this field. that what are sometimes seen as problems with adolescents – increased risk taking and It often happens that teachers, particularly impulsiveness – should not be stigmatized.7 in secondary schools, are focusing their Fifteen years ago, it was widely assumed that work primarily on imparting knowledge, the vast majority of brain development takes overshadowing the SES component of their place in the first few years of life. In the past function, as if they are forgetting what power decade or so, neuroscientists have started they have and what responsibility they bear. to look inside living human brains of people Thus, teachers need to acknowledge and accept of all ages, and to track the changes in the the power they possess and use it in the noblest brain structure and brain function, revealing manner possible – by helping continuously in that this does not finish in early childhood, the process of transition to adulthood and and instead, the brain continues to develop shaping desirable character traits. Children right throughout adolescence and into one’s and young people need a comprehensive and twenties and thirties. One of the regions of the balanced set of cognitive, emotional and social brain that changes most dramatically during skills in order to lead healthy and successful adolescence is called the prefrontal cortex. It is lives, to have fulfilling careers and participate proportionally much bigger in humans than in meaningfully in society: cognitive skills are any other species, and it is involved in a whole only a basis for good school achievement, for range of high-level cognitive functions, things employability and the labour market; they are like decision making, planning, inhibiting risk- reinforced by and intertwined with the social taking behaviour, and is key for empathy and and emotional skills required for a healthy lifestyle, healthy relationships, a feeling of social interaction, and development of other satisfaction with one’s life, and a safer society. characteristics. The environment, including teaching, can and does shape the developing The most recent European recommendation adolescent brain. In fact, changes in the brain with eight key competences for lifelong provide an excellent opportunity for education learning8 stresses the significance of a and social development. broad set of competences that every child and adolescent needs to lead a fulfilling It is noteworthy, in the context of this Handbook, personal and professional life, and become that when speaking of brain development in autonomous and active citizens. Teachers are adolescents, a safe and caring environment in key to attaining those goals and they need which teenagers receive continuous support, is society’s support in doing so. vital for brain development. Young people need adults to have trust in them and to encourage The competences include, among others, them. personal social competence and learning- to-learn competence, among whose components many social and emotional skills 6 Ibid. 7 The TED speech by Sarah-Jayne Blakemore about the brain 8 The Council of the European Union adopted the development in adolescence together with the transcript Recommendation in May 2018. The document is is available at: https://www.ted.com/ talks/sarah_jayne_ available at: https://op.europa.eu/en/publication-detail/-/ blakemore_the_mysterious_workings_ of_the_adolescent_ publication/297a33c8-a1f3-11e9-9d01-01aa75ed71a1/ brain/transcript?language=sr. language-en.

12 Handbook for Secondary School Teachers are recognized. This competence involves the in four general secondary schools confirms ability to reflect upon oneself, to work with that a well-planned and designed influence of others in a constructive way, the ability to teachers is feasible. Survey findings show that cope with complexity, to manage one’s own the programme did have a major impact on learning and career, learning to learn, to developing SES, leading to a better learning maintain physical and mental health, lead a environment, teaching methodology, teacher– future-oriented life, empathize and manage student interactions, and student–student conflicts in an inclusive and supportive interactions. All of the above supports our context. view that through well-planned and organized activities, both in regular teaching and This is a huge task and a major challenge, extracurricular activities, secondary school but equally so one of the greatest rewards students can be helped to learn about virtues, of teaching as a calling. The experimental think about them and apply them (Pešikan & application of the ‘My Values and Virtues’ Lalović, 2017). Teaching methods and feedback programme during the 2017–2018 school year play a key role in such endeavours.

My Values and Virtues – Development of Social and Emotional Skills 13 Teacher interventions and development of Guidance social and emotional The teacher helps students to: see a virtue in a new light, a new skills situation; Young people are eager to show what they know identify how it can apply to their and to prove themselves, to be acknowledged lives, from a different angle. and appreciated. Development and shaping Example: A student lacks determination, of social and emotional skills will not produce persistence to master something new. the desired effects without well-designed and Think of an earlier situation when timely feedback that teachers give to students you were determined and persistent. while working, thinking, and responding in the course of these activities. How did you feel then, what did you think and say to yourself? Could that Reinforcement, guidance, and correction are help you now to be more persistent the interventions directed at students when in this task? we wish to praise and support them, help them Think of the people you know and recognize and anticipate the situations in which think of them as a good example the desired behaviour will be helpful for them of perseverance. What did they do, and others or, on the other hand, instruct them what was their approach? How could on how to correct their behaviour. you use their experience to help yourself?

Meaningful praise Correction The teacher clearly observes and The teacher indicates a situation states something specific that a in which a student says or does student/group did. something which is not conducive to his/her wellbeing or that of others. The teacher helps them think about Don’t criticize the person. Criticize why it is helpful both for them and the action. for others. Instead of criticism or threats, help The teacher motivates them to students understand the effect and behave the same way again. consequences of what they are doing and understand that there is a An example: A student stays focused and way to make it right. persistent in doing a task. Example: Insulting others. Can you tell us how you managed to...? Did you notice what happened when What happened...? What did you do? you told Igor that...? What helped you move on, persevere? How do you think your words affected Do you know anyone with the same him? approach to his/her work? Do you What would be a good thing to say to have a role model for that? him or do now?

14 Handbook for Secondary School Teachers Praising adolescents The potential of praise is commonly known, praise is agreeable to every student. But, do we ever think that maybe not everybody appreciates the same kind of praise? Carol Dweck, a professor of psychology (Columbia University, Stanford University), researched how praise affect students: dominantly praising personal characteristics and abilities (IQ) helps students build a positive self-image, build self-confidence (up to a point), but when they face an obstacle, they avoid it because they identify themselves with their success or failure. It often leads to a drop in personal motivation due to an overdependence on the opinions of others, and a tendency towards academic dishonesty to maintain the positive image of oneself before others. Conversely, praising someone’s method of work, strategy or effort is conducive to students feeling in control over what they are doing, the feeling of competence, self-confidence, perseverance and responsibility. Such praise encourages internal motivation, and errors are seen as a natural part of learning. One should particularly be cautious when praising adolescents because: adolescents notice the difference between what is thought and what is said; they assess and anticipate others’ reactions better; thus, insincere and underserved praise should be avoided; frequent praise of efforts and persistence may have the opposite effect: I work hard… I need more time… I’m dumber than the others!; adolescents like it when they see that their behaviours and actions have a positive effect on others; praising tête-à-tête and nonverbal praise are advisable at this stage in life; praise is not to be combined with criticism – avoid messages with a “but” following immediately after the praise; instead of generalized praise for a good job, it is more effective to ask the student how he/ she managed to do it, for others to hear: Tell us more about...; adolescents are often suspicious of praise – they feel insecure, doubt their own abilities, and are suspicious of others who praise them; it is advisable to link praise with goals – help students understand that the specific behaviours that we are praising lead to the goal they have. Ask them to see for themselves whether certain behaviour is bringing them closer to or further away from the goal.

Instead of.... More helpful... You’re great at English... ‘A’ for you again! You seem to have a good system for learning. How did you manage it?

Teacher: Student understands: Not an easy task at all, but you gave your best I don’t quit easily... I’m persistent (others to solve it... appreciate that...)

My Values and Virtues – Development of Social and Emotional Skills 15

communities, and the school ethos at large that affect the development of such skills, FOSTERING SOCIAL but huge opportunities also exist in regular AND EMOTIONAL instruction in all subject areas – teaching and learning methodologies and interactions SKILLS THROUGH can be put to the same use. The approach we took in developing the ‘My Values and REGULAR Virtues’ programme was to combine the two INSTRUCTION approaches. Although the programme is largely designed to be used in the homeroom classes, where the role of homeroom teachers gains the most prominence, it is certainly possible to extend Character does not only mean doing the the work and apply it in regular classrooms. A particular quality of this programme lies in the right thing in terms of ethics; character fact that the teacher who truly connects with means working in the best way. To that it, who accepts and embraces it, will not be effect, character education is not just left untouched; rather, this becomes a learning helping children succeed – it involves process for the teacher him/herself, who begins also teaching children to work hard, to evolve and better understand the process to develop their talents, and aspire of developing human character, and diverse to excellence in every area of their social and emotional skills. This sharpens his/ her ability to recognize and plan the points endeavours. in the teaching process that lend themselves Tom Lickona and Matt Davidson well to developing SES. He/she begins to think about which part of the lesson to use, what things can serve as a cue, maybe some inspiring Approaches to introduction to the lesson, or a segment during developing social and the main part of the lesson, or else something for the wrap-up. By exploiting the potentials of emotional skills every subject matter to develop SES, teachers There are numerous examples of successful help themselves, and their subject – in the practices aimed at developing students’ social eyes of their students – opens up into new and emotional skills, as well as building the dimensions. The students then understand competencies of teachers and schools to that what matters to their teacher is not only support such development. Above all, apart their knowledge, but also their personality to from the implicit or implied role of schools no lesser extent. A range of shorter texts with and teachers in developing the social and the accompanying methodological appendices emotional skills of their students, education featured in the Handbook may serve the needs systems and schools are increasingly planning, of regular classrooms quite well. Each teacher designing, carrying out and monitoring diverse can, depending on their personal preference targeted actions and programmes to support and judgment, use any segment of the teaching the development of SES in children and young content offered (a short story, a game, a poem), people. Some rely on extracurricular activities, which can be very effective and interesting. others on regular teaching. In other words, As needs be, the contents can be modified or it has been recognized that it is not only you can even take it a step further and devise school-based actions, workshops, student something new, adapted to your subject matter.

My Values and Virtues – Development of Social and Emotional Skills 17 In addition, each section with theoretical inputs by their subject in a new and deeper way and has a part focusing on the role of teachers, with identify opportunities for new methods of recommendations on how teachers can foster interpretation that have possibly remained the development of social and emotional skills, unobserved. Once a teacher has mastered both for homeroom and for regular classrooms. the basics of the programme, understood its significance and their own role in delivering it, their lessons may become new areas of action Potential of subject in which, even more than before, creativity, curricula for developing imagination, empathy, tolerance, and other social and emotional social and emotional skills are developed. skills

Education is the way to move Things can be different9 mountains, to build bridges, to change When you watch TV or see a film, you are the world. looking at things happening to other people. Oprah Winfrey Prose fiction is something you build up from 26 letters and a handful of punctuation When they are in school, students spend most marks, and you, and you alone, using your of the time in regular instruction, where they imagination, create a world and populate acquire specific knowledge from different core it and look out through others’ eyes. You and vocational subjects that is necessary for get to feel things, visit places and worlds their future professions or transition to higher you would never otherwise know. You learn levels of education. They deal with the various that everyone else out there is a me, as well. teaching content and meet different teachers. You’re being someone else, and when you One could ask oneself: How can we work on return to your own world, you’re going to developing social and emotional skills when be slightly changed. Empathy is a tool for the curricula are quite overwhelming as it is, building people into groups, for allowing and teachers are in a constant rush to cover us to function as more than self-obsessed it all? With good organization and the belief individuals. As you read, you’re also finding that it is possible, any subject teacher will be out something vitally important for making able to find a way, depending on the subject matter covered and suited to their personality your way in the world. And it’s this: The world and approach to the job, to work continuously doesn’t have to be like this. Things can be on more comprehensive character building in different. their students. Every teacher both educates *** and develops SES at the same time, and Literacy is more important than ever it was, every subject has some content, situations or in this world of text and email, a world of circumstances which can be used for pursuing written information. We need to read and this SES development role. write, we need global citizens who can read comfortably, comprehend what they are No matter how true it is that language and reading, understand nuance, and make literature classrooms lend themselves naturally themselves understood. to the development of values and virtues, and that such teachers are inevitably continuously (Neil Gaiman, 2017) fostering virtues, nevertheless the ‘My Values 9 From Neil Gaiman’s column available at: https:// and Virtues’ programme introduces a new www.6yka.com/novosti/nil-gejmen-zasto-nasa- dimension into teaching by encouraging any buducnost-zavisi-od-biblioteka-citanja-i-mastarenja. teacher to see the range of potentials offered

18 Handbook for Secondary School Teachers In foreign language classrooms there is also Just as there is an ingrained conviction that a range of opportunities for developing SES. languages and literature are the only fields Given that learning a foreign language is always with a rich potential to develop SES, there is more than just learning a language, since it also an ingrained understanding that the SES implies learning about the cultures of various development function of science is negligible. peoples, the norms and values in those cultures, However, physics, chemistry, or biology teachers the potential for developing SES is quite rich – are so well positioned when explaining the laws texts used in language instruction are often an of nature, chemical processes, plant and animal ideal basis for developing SES, since most often life, and the importance of preserving the they speak of various human destinies, different environment to be able to target the fostering lifestyles, and numerous interesting facts that, of specific SES, such as gratitude, integrity, or with proper methodological guidance by the empathy. teacher, will be a good basis for developing not only communication skills, but also teamwork, It is also a deeply rooted opinion that arts and curiosity, tolerance, solidarity, empathy, self- literature teachers are those who are responsible control, and other SES. for developing creativity in their students but cooking or hair-dressing lessons also offer a host of opportunities for developing SES. The quest for a more humane life should start with school-based education You can be creative in anything – in math, There is an urgent need for access to a science, engineering, philosophy – as much different method of education, to teach as you can in music or in painting or in children how to live on this earth that dance. we have to preserve, since we depend on (Sir Ken Robinson) water, on air, on trees, on birds, and all living beings, and since any harm we cause to this magnificent oecumene threatens Numerous other vocational subjects are quite the future life and may lead to its demise. suitable for developing SES. By way of example, What would education be like if, instead of medicine and veterinary subjects have the overwhelming children with information potential for developing empathy or solidarity; no one has ever managed to memorize, it the set of subjects dealing with law and would be linked with the struggle to retain economics is well-suited for building honesty species, with the dire need to preserve and fairness; in maritime subjects’ students the seas and oceans. Children should be have the possibility to develop self-control or warned of the global dangers and atrocities responsibility. The set of subjects dealing with that wars have brought about for nations. electrical and civil engineering may have It is important they feel a part of history its potential for developing SES, for instance, throughout which people did great things, creativity or teamwork. but also made terrible mistakes. The quest for a more humane life should start with Physical education is well-suited for working school education. on persistence, optimism, self-confidence, and (Ernesto Sabato, 2004) honesty. PE teachers who know their students well, who monitor their progress and cheer them when it is difficult to persist in an effort to get to the finish line or do some other sporting achievement, can have a major impact on the

My Values and Virtues – Development of Social and Emotional Skills 19 development of self-confidence, persistence, students’ ability to accept differences and and teamwork skills. appreciate the authentic contributions that the nations of the world are making to civilization. Teaching mathematics also abounds in moments suitable for fostering the development The omnipresence of modern technologies of SES. Thinking about it, it is precisely in in the lives of young people and the huge such lessons that critical and logical thinking benefits, but also risks associated with its are developed, together with concentration, use, pose huge challenges for information persistence, a systematic approach, accuracy, technology teachers. In no way can their task and precision, then it becomes clear that a be boiled down solely to teaching students mathematics teacher is one who can often use how to use digital devices, but rather they have classroom situations to develop tolerance, self- to perform other functions and, both explicitly confidence, empathy, and other SES. When and implicitly, develop a whole range of SES, through praise or reinforcement he/she gives starting from creativity or teamwork to fostering credit to a student who has solved a difficult critical thinking, responsibility, and self-control. problem in a new way, then the teacher fosters This brief mention of possible paths within some creativity, but also optimism and self-confidence, of the wide range of subjects taught in general and belief in people, in equal measure. and vocational secondary schools is intended just to spur teachers into thinking more deeply about such important issues. Every teacher knows best when and to what extent regular Science promotes strong moral values. It teaching may serve as a good basis for developing teaches us to give precedence to arguments SES. The aim here is not to give a book of recipes over brutality, to honesty over hoax, to (given the sheer number of subjects taught and strictness over anything else; to truth over curricula delivered in secondary schools, a whole “anything is possible”. It establishes a rich new handbook would be needed to do so); it is dialogue between man and the universe. rather to remind of the huge area for action in (Quéré, 2008) extracurricular activities, but also that this is in no way lesser in regular instruction. Likewise, we wish to remind you that it is true that huge potential lies in the students, but also in you, History lessons open up possibilities for teachers, and very often it is up to you whether students to think critically about ethical issues you will kindle a spark in students’ hearts or related to historical events and personalities. not, whether they will become better people Instead of insisting on mere rote learning of or not, whether their characters will have the the content presented in a textbook, a history virtues and values necessary to develop a sound, teacher has an opportunity to encourage accomplished character. students to think about the causes and results of an event, about the character traits of the main figures in those events, the rightness Teaching/learning of the decisions that have carved world and methods national history, the importance of empathy, tolerance and mutual respect for preserving It should also be borne in mind that, in addition peace in the world, both in the past and today. to the content, the very choice of procedures by which we guide students to the desired Geography teachers are in no worse a position goal or outcome has the potential to develop to develop SES either. By learning about the SES. This refers to teaching methods. When differences between people, cultures, countries selecting a teaching method, the key criteria or regions, they are well-positioned to develop we are guided by are learning outcomes, as well

20 Handbook for Secondary School Teachers as the resources we have available. Speaking of teaching methodology that encourages SES development objectives, it is noteworthy thinking, with the teacher as a facilitator of that these are not intended to push back the learning. An active teaching methodology has educational objectives. The whole point is the capacity to engage the attention of students, not to develop social and emotional skills to as usually happens; however, such activities the detriment of the cognitive ones. On the should not be carried out as fun exercises contrary, if teaching is well-designed and if only. The best strategies should be used to proper learning methods are selected, adding pursue the intended objectives. In practice, a focus on social and emotional development for example, group work is quite common, but will only solidify the overall educational it is questionable whether it involves always process. This means that a teacher must use an true cooperative learning, which has a strong array of teaching methods.10 This will provide potential to develop SES, or is it merely a formal students with ample opportunities to apply division of students into groups, without the what they learn, to practice it, to recognize true engagement of all group/team members. the linkages between what they learn and real (More details in the theoretical input to the life situations, to reconsider their knowledge, Teamwork section, p. 45.) views, values, and judgements. It is particularly As noted at the beginning, if we approach important for students to become more aware the programme with sincerity, optimism, and that the subject they study contributes to their belief in positive outcomes, even within the personality development. boundaries of a strictly vocational subject, the Most theoreticians dealing with social and results will not disappoint, to the benefit of emotional skills and the designers of curricula both students and teachers. for developing such skills promote an active

10 The appendix to this Handbook details some teaching methods and techniques suitable for developing social and emotional skills through regular instruction.

My Values and Virtues – Development of Social and Emotional Skills 21

track, and to what extent. How else are we to know whether what we are doing in regular MONITORING teaching and other planned activities makes sense unless we monitor and check the effects STUDENT PROGRESS of what we are doing? Given that the Programme’s goal, in addition to individual progress, is also a better classroom climate, communication at all levels, school I am a scholar of life. Every night before ethos, etc., one of the ways to monitor progress is school self-assessment, which is already I go to sleep, I analyse every detail of mandatory and done each year. what I did that day. I evaluate things As a homeroom or subject teacher, feel free and people, which helps me avoid to choose how you intend to monitor class mistakes. progress. It may be in the form of a journal in Compay Segundo which at the beginning of each school year you enter some general remarks about the classroom climate and individual students. Perfection is not possible in the area of measuring Then do the same at the end of the school year human characteristics and achievements; thus, and record the areas in which changes have there are numerous controversies around happened. classroom assessment. Many subjective and Over the course of the year you can write down objective factors affect (un)biased assessment all the specific moments both in your actions on the part of the assessor/teacher, student, the and regarding your students: whether they are subject of the assessment and the assessment using the language of virtues more; whether tools. A vast body of research indicates that anything has changed in their interpersonal marks speak most about the assessor. The relations and communication, regarding their same happens when assessing the knowledge responsibilities; whether they are more able to of students in a certain field, something that critically assess themselves and their behaviour at first glance might seem readily measurable. and how that affects others around them; Therefore, we are aware that many teachers whether they understand better the causes and will find this section unappealing, some even results of certain behaviours and how some can redundant. You may wonder how are we to be corrected so as to be more constructive. measure progress in developing character traits when we already face so many problems On page 38 of this Handbook we propose using an interactive class diary in which students in measuring knowledge. would record their ideas and proposals in To start with, it is noteworthy that no perfect or reference to the development of virtues, good precise measurement is even expected; having or bad examples from their lives, e.g. situations said that, it is necessary to monitor progress when they exhibited tolerance, optimism, and to sum up the results, since this is a natural honesty, but also situations in which they process. experienced violence or disappointment. Your If we wish students to progress, to develop journal and this diary may serve as inspiring certain skills helpful for their learning and and creative methods of assessment. personal development, to reflect on them and In addition to monitoring and recording the practice them, the thing that will interest both progress of individual students, and of the class us and them is whether we are on the right as a whole, you may evaluate specific activities

My Values and Virtues – Development of Social and Emotional Skills 23 as well – give your students an opportunity a simple way of monitoring changes, and your after the classes focusing on fostering SES or students may find it interesting. after homeroom classes to evaluate the format Below is a simple self-assessment sheet that and effects of these activities. you may give your students at the beginning The section on self-confidence refers to the of the school year (the beginning of the website https://www.futureme.org, where Programme). Keep the filled-out sheets. At the students write a letter to themselves talking end of the school year/programme, pass the about their wishes and goals. A year later they same questionnaire out again. Compare them will check whether there have been any changes to see if there have been any changes. in their thinking, feelings, and attitudes. This is

See below the descriptions of some skills and characteristics, and assess how well they describe you (on a scale of 1 to 5, where 1 represents the lowest level of congruence, and 5 the highest).

1. I truly believe my efforts will pay off and that I can achieve what I 1 2 3 4 5 want if I try hard. 2. I am a good person who has no problems accepting and respecting 1 2 3 4 5 all types of differences.

3. I can work well in a team and contribute to the common goal. 1 2 3 4 5

4. I have no problems acknowledging what others are doing for me 1 2 3 4 5 and reciprocating with my good deeds. 5. I do good, the right things, regardless of whether I am seen or am 1 2 3 4 5 being monitored or not.

6. I use my imagination and get some original ideas and creations. 1 2 3 4 5

7. Even in the most stressful situations, when overwhelmed by strong 1 2 3 4 5 and unpleasant feelings, I manage to keep calm and composed. 8. I understand well what it is like to be in another person’s shoes and 1 2 3 4 5 can sympathize with people who are different from me. 9. I recognize when other people do something good for me and I 1 2 3 4 5 want to reciprocate.

24 Handbook for Secondary School Teachers ––it clearly defines and promotes all the key values and agreed standards of behaviour THE SCHOOL THAT for everyone in the school; IS SUCCESSFUL AT ––it plans thoroughly and in detail how to support the development of values, virtues DEVELOPING SOCIAL and skills in students, and does not count on it happening spontaneously or unaided; AND EMOTIONAL ––every area of school life and work and all SKILLS the participants in the process offer opportunities for character building: the teacher as a role model, teacher–student and student–student interaction, curricula, teaching and learning methods, extracurricular One looks back with appreciation at the activities, assessment and monitoring, school management, partnerships with pa- brilliant teachers, but with gratitude at rents, and the community; those who touched our human feelings. ––it uses teaching and learning methods that The curriculum is so much necessary develop motivation, autonomy, integrity, raw material, but warmth is the vital teamwork, and other social and emotional skills; element for the growing plant and for ––it offers plenty of opportunities for stu- the soul of the child. dents to act in line with the adopted values Carl Jung and skills; ––it monitors and assesses the school ethos at large, as well as student progression, ser- There is no ‘one-size-fits-all’ approach to how a ving as inputs for planning further measu- school can foster the development of social and res and progress. emotional skills. All schools are similar in some respects, and quite dissimilar in others, and each school has its own character, its own personality. Nevertheless, the experiences of schools that are developing cognitive, and social and emotional skills in equal measure show that all of them are following some fundamental principles of working on social and emotional aspects in all areas of work and life. School is truly devoted to developing social and emotional skills when:11 ––it is understood that EVERYTHING that goes on in a school affects the development of desirable traits in students and that it is the responsibility of EVERYONE in the school;

11 Adapted from Eleven Principles of Effective Character Education; available at https://www.researchgate.net/ publication/268077357_Eleven_Principles_of_Effective_ Character_ Education.

My Values and Virtues – Development of Social and Emotional Skills 25 Think about the Every school should clearly articulate in its mission statement which traits it aspires to Assume responsibility consequences! Don't take all the things you develop and reinforce in its students. Here, the for your actions! see in the media at face value! key role rests with teachers as role models for intellectual and social and emotional conduct. There are many ways in which teachers can influence their students.12 Even when they have no intention of doing so, teachers leave an Play by the rules! impression. Be honest! Don't blame others Research13 shows that academic achievements are better in schools committed to character for your failures! building in their students – ones that promote and conduct activities to that effect. Thus, Preserve the particular attention needs to be devoted to Be persistent! the school environment and interactions. It is Stay informed! environment! futile to teach young people to manage anger Keep on trying! if, when they leave the classroom, they see their teachers lose it. Likewise, it is pointless to talk about the importance of respect if they do not feel respected themselves in daily school interactions. The messages about virtues need to be sent out everywhere, in classrooms, Share! How often do You say Behave well! corridors, on sports fields, in communication between students and teachers, between to your students…? students and the school administration, and should be promoted through various forms of Don't abuse extracurricular activities. The whole purpose of Express gratitude! our joint effort to promote SES is in the set ideal others! of the whole school living in the spirit of values and virtues that a young person will continue to develop and have as their legacy when they enter adulthood. Be kind! Respect true Volunteer! authority! Listen to others!

Forgive! Help those who need help! Always give your best!

12 The role of the teacher in developing SES will be presented in detail in the theoretical inputs for each skill. Be compassionate 13 https://www.jubileecentre.ac.uk/userfiles/jubileecentre/pdf/ Plan! conference-papers/GrossJIf-Kipling-characterandschools. and show that you care! pdf.

26 Handbook for Secondary School Teachers Think about the Assume responsibility consequences! Don't take all the things you for your actions! see in the media at face value!

Play by the rules! Be honest! Don't blame others for your failures!

Preserve the Be persistent! Stay informed! environment! Keep on trying!

Share! How often do You say Behave well! to your students…?

Don't abuse Express gratitude! others!

Be kind! Respect true Volunteer! authority! Listen to others!

Forgive! Help those who need help! Always give your best! Be compassionate Plan! and show that you care!

My Values and Virtues – Development of Social and Emotional Skills 27

INTRODUCTORY WORKSHOP

My Values and –DevelopmentVirtues andEmotional Skills ofSocial 14 where students feel mutualcloseness, love, and hand, means having such a classroom climate precondition andanaiminitself. This, onone and astrong senseofcompanionship isbotha Strengthening thebondbetween students agreeable atmosphere for the workshops. attention shouldbedevoted to creating an theprogramme.discussing during Particular that theyasagroup onand willbereflecting andskills value, andthevirtues and character) students thebasicconcepts shouldlearn (virtue, Using a setofstraightforward activities, interaction withstudents. to follow, but, at times, alsofor our overall sets the tone not only for the immediate steps initial agreeable atmosphere oruncomfortable ofstudents,teacher whenthe and anewcohort compared with the first meeting between a significance of this step may be illustratively basic understandingoftheprogramme. The that willintriguestudents andoffer thema activities selected andskilfully well-designed and Virtues’ with programme shouldstart of the on the journey embarking ‘My Values crucialanddelicatethe first, often step, thus Just as many with human endeavours start A word we before begin with asinglestep. The journeyofathousandmilesbegins Introductor ACTIVITIES WORKSHOPS/ vremena.html. https://www.biznis-akademija.com/ Poslovne_misli_za_sva_ za sva vremena (Business Thoughts for All Times). Available at: quotations areMost takenfrom thepublication Poslovne misli 14 y workshop Lao Tzu Virtues’ programme andgood luckwithit! Have a safe with the journey ‘My Values and Programme that your school delivers. You canalsouseit for theCareer Orientation coveredwith the virtues by the programme. later, once students have become more familiar one. theintroductory after You cansave itfor it doesnotmeanyou needto doitimmediately classroom. Although thisworkshop comes first, you would like to work with in your school or that youfact are that free to choosethevirtues the flexible nature oftheprogramme, and the professions. The foreword hasalready stressed associatedregarding with different virtues suggestsaworkshop this Handbooksection general schools, and vocational secondary Given that the programme is intended for all believed by many to epitomize goodcharacter. to usethe well-knownpoem “If” by R.Kipling, we activities, framework propose ofintroductory andskills. for developing virtues Within the as a sourceother things can serve of inspiration Wise sayings, quotations, music, filmsand additional activities. With thisinmind, we have alsoproposed some firststep as toyou deemfit. thisimportant your own judgement and devote as much time time isneededfor thisstage, feel free to exercise andifyou activities, believeintroductory more You doingthe canspendoneschoolperiod you intheform ofthisHandbook. ofthewholeideapresentedmeaningfulness to themselves. This and confirmed the validity as well asinteractions between thestudents learning, better teacher–student interactions, helped create anenvironment conducive to over the2017/2018schoolyear andthat it programme schools infour general secondary and Virtues’ was already appliedasapilot We have already mentioned that ‘My Values before. truevaluescherish –more andbetter than at creating group a well-knit of individuals who the ‘My Values and Virtues’ programme isaimed torespect be able to move on, and on the other, 31

INTRODUCTORY WORKSHOP 2. Where I’d live; 3. What I’d be doing in my free time (hobbies); and 4. What will be most important for me. Then the students present their coats-of-arms; first it could be volunteers, continuing with the rest of them. Divide the board into two columns: the left-hand side for writing down the traits WORKSHOP: students identified, and the right-hand side for what is most important for them in life. What kind of a person will I be? Once done, ask your students to sum up, in one word only, all the positive character traits they Goals: mentioned as being ones they wish to develop. Through discussion, come up with the notion Students will: of virtue, and then ask them to sum up, in one ––recognize the goals for building one’s own word only, what is most important for them, character in the future their priorities. Conclude together that these ––develop relations of mutual respect and a are referred to as values. sense of belonging to a group Duration: 45 minutes What is character? (10 min) Materials: a flip chart or a school board, sheets of A4 paper, markers, biros, copies of a coat-of- Write between the two columns you drew on arms the board previously (the one with values and the other with virtues) the word ‘character’. Ask * * * your students – what is character? – and let them brainstorm. Invite them to use the virtues Rules (5 min) already written on the board. Sum this up. Explain the etymology of the word Invite your students to propose the ground “character” (Greek word haraso = to engrave). rules for group work. Write down the rules you Character may be said to be composed of agree on, and later you can write them on a virtues in action, our behaviour. For instance, poster that will be displayed in the classroom. virtues such as fairness, honesty, and care for others are objective human qualities, equally good for the individual who possess them, Coat-of-arms (20 min) and for the community/society he/she lives in. Finally, they are of global significance. Pass out sheets of paper with a coat-of-arms (see notes and the appendix at the end of this workshop). Students put their names and other My values and virtues (10 min) particulars, thus creating their personal coat- of-arms, where they use words or symbols to Discuss the following: present themselves in the four boxes: ––What personality traits should my generati- 1. What kind of an adult I’d like to be – the traits on develop? Why are they important? I’d like to have (avoid words about occupations (Guide them to recognize the importance and what their profession will be); of these traits for a happy and fulfilled life,

32 Handbook for Secondary School Teachers place in society: cognitive are thebasis skills place in society: for ahealthy andfulfillinglife, job, andtheir set ofcognitive, emotionalandsocialskills people needacomprehensive andbalanced the SES to be covered. Explain that young Then give anoutlineoftheprogramme and question). (inresponse to thepreviousmost important Let your students singleoutseveral whichare written ontheboard. backto Go thevirtues My Values and –DevelopmentVirtues andEmotional Skills ofSocial – – ture basedon? be qualities– What should a better life in the fu- ofall, progress,safety orsocietal etc.) for one’s professional life andcareer, forthe 3 1 Appendix: An example ofacoat-of-arms IME can decorate theircoats-of-arms. the requested information. theywish, If paper). Pass outcopies andaskthemto fillin fitonto asinglesheetofA4 coats-of-arms if you provide themwithprinted copies (two can save the time for the ensuing discussion Note: life, andasafer society. relationships, withone’s asenseofsatisfaction neededfor healthyskills lifestyles, sound withthesocialandemotional intertwined theseareand labourmarket; reinforced and for achievements ineducation, employability Instead ofdrawingInstead acoat-of-arms, you 4 2 33

INTRODUCTORY WORKSHOP OR YOU CAN DO ANY OF THE FOLLOWING:

The following activities may be used instead article about you in an encyclopaedia. What does of the coat-of-arms activity or as an addition the article say about you? What kind of a person to the previous activities. Two lessons may be were you? What did you do in life? What made you devoted to introductory activities if you deem so interesting to deserve having your place in an it necessary. encyclopaedia? Write a 300-word article. In one paragraph, write down which values and virtues It is most important… are promoted by that article. Divide the class into several smaller groups. Each group should write a set of virtues which We Millennials are important for them (no more than 10). Then, Table a discussion on “We Millennials” where a rapporteur from each group presents the list students will talk about what Millennials are of virtues they have chosen to the rest of the more successful and better at than the previous class. All the lists are then posted on the wall. generations. What do they lack? Which virtues were included in all the lists? Were there any major differences between the groups? Talk about the differences and make a list that is accepted and supported by the whole class.

Self-assessment An individual task may be for students to do self-assessment: what virtues/skills they have, where these are seen in action (their behaviour), and which still need to be developed further.

Interview This is an activity done in pairs. Students ask each other questions to get to know each other better. You can give them prompts for the interview. Then, students share with the rest of the class what they have learned about their partner. The main aim of the activity is to get closer to a classmate.

Me in an encyclopaedia Prompts for an essay: Imagine that in a hundred years’ time your great-grandchildren discover an

34 Handbook for Secondary School Teachers “If”. theyhavewhat expectations ofapoemtitled Discuss thetitleofpoem.Ask your students poem “If”, apencil Materials: Duration: 45minutes My Values and –DevelopmentVirtues andEmotional Skills ofSocial Students will: Goal: If WORKSHOP: – – qualities ofa goodperson. complexities andthe ofhumancharacter identified anddiscuss the the virtues to the wordNext “Man” write down group oftwo lines. referredpoem andthevirtues to by each a discussion onthe meaning ofthe Start about thepoem. Invite themto share theirfirstimpressions they finishthepoem. Pairs read thelinesinsequential order until several pairsto takeadditionallines). in classes with less than 32 students, invite and 6;soon(endingin32,or16pairs; two adjacent numbers:1and2;34;5 They areby joining to find their partner numbered line. and take a piece of paper each with one Invite your students to come uponeby one asanexample racter, “If” usingthepoem analyse thetraits thatmake cha- upagood a flip chart oraschoolboard, the a flipchart * develop, andwhichflaws theyshouldcurb. theyshould and theirflaws; whichvirtues how theyseethemselves, theirvirtues, am I? Invite them to do self-assessment – to thefinallinesofpoem:HowMan biga Ask your students thequestioninreference 35

INTRODUCTORY WORKSHOP IF 1. If you can keep your head when all about you self-control, prudence 2. Are losing theirs and blaming it on you, 3. If you can trust yourself when all men doubt you self-confidence, tolerance, 4. But make allowance for their doubting too; optimism 5. If you can wait and not be tired by waiting, self-control, perseverance

6. Or being lied about, don’t deal in lies, honesty

7. Or being hated, don’t give way to hating, resilience, honesty

8. And yet don’t look too good, nor talk too wise. moderation, modesty

9. If you can dream—and not make dreams your master, imagination/creativity,

10. If you can think—and not make thoughts your aim, prudence, moderation

11. If you can meet with Triumph and Disaster modesty, resilience

12. And treat those two impostors just the same; adaptability/flexibility 13. If you can bear to hear the truth you’ve spoken tolerance, self-confidence 14. Twisted by knaves to make a trap for fools, 15. Or watch the things you gave your life to, broken, courage, resilience

16. And stoop and build ’em up with worn-out tools: optimism 17. If you can make one heap of all your winnings, self-confidence, optimism 18. And risk it on one turn of pitch-and-toss, 19. And lose, and start again at your beginnings, optimism

20. And never breathe a word about your loss; self-control 21. If you can force your heart and nerve and sinew determination, optimism, self- 22. To serve your turn long after they are gone, confidence 23. And so hold on when there is nothing in you determination, optimism 24. Except the Will which says to them: ‘Hold on!’ 25. If you can talk with crowds and keep your virtue, altruism, tolerance

26. Or walk with Kings—nor lose the common touch; modesty

27. If neither foes nor loving friends can hurt you, self-control, resilience

28. If all men count with you, but none too much; moderation 29. If you can fill the unforgiving minute wisdom, creativity 30. With sixty seconds’ worth of distance run, 31. Yours is the Earth and everything that’s in it, good character 32. And—which is more—you’ll be a Man, my son!

36 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial 32. And—which is more—you’ll my beaMan, son! 31. Yours that’s andeverything istheEarth init, 30. seconds’With sixty ofdistance run, worth you29. If canfilltheunforgiving minute all mencount28. If withyou, butnonetoo much; you, neitherfoes27. If norloving canhurt friends losethecommon26. Orwalk touch; withKings—nor you25. If cantalkwithcrowds andkeepyour virtue, 24. Except the Will whichsays to them: ‘Hold on!’ 23. And soholdonwhenthere isnothinginyou 22. To your theyare longafter turn gone, serve you21. If canforce andsinew andnerve your heart 20. And never breathe aword aboutyour loss; againat your19. And lose, beginnings, andstart ofpitch-and-toss, itononeturn 18. And risk you17. If canmakeoneheapofallyour winnings, 16. And stoop andbuild’em tools: upwithworn-out 15. Orwatch thethingsyou gave your life to, broken, 14. Twisted by knaves to makeatrap for fools, you13. If canbearto hearthetruthyou’ve spoken 12. And treat thosetwo impostors justthesame; you11. If canmeetwith Triumph andDisaster you10. If canthink—and notmakethoughts your aim, you9. If candream—and notmakedreams your master, 8. And yet don’t looktoo good, nortalktoo wise. 7. Orbeinghated, don’t give way to hating, 6. Orbeingliedabout, don’t dealinlies, you5. If canwait andnotbetired by waiting, 4. Butmakeallowance for theirdoubtingtoo; you3. If cantrustyourself whenallmendoubtyou 2. Are losingtheirsandblamingitonyou, you1. If cankeepyour headwhenallaboutyou IF 37

INTRODUCTORY WORKSHOP Unprofessional professionals (5 min)

Short introduction by the teacher: Each profession comes with its own ethical norms stipulating the behaviour and operation in line with the values and moral norms. This is known as professional ethics or professional integrity. A lot has been said and written lately about WORKSHOP: unprofessional conduct of professionals, unjust judges, uncaring doctors, biased journalists, and The virtues of my future corrupt politicians. What are the consequences profession of such behaviour?

Ability may get you to the top, but it Virtues needed for my future profession (30 min) takes character to keep you there. John Wooden Divide the class into groups depending on the profession of their choice (not necessarily identical ones – they can be related occupations). When talking to your students about the choice Each group gets a set of questions: of their future profession or the one envisaged ––What virtue (one or two) is essential for this by their vocational school, it is important to profession? help them recognize the significance, first and foremost, of morality and other virtues and ––What are the key challenges and difficulties values required to be successful in such jobs. in this profession? ––What will happen in the case of misconduct Goals: in your job? What will the harm be for you, Students will: and what will it be for others? ––– become aware of the demands placed be- ––What do you know about that virtue? Whe- fore certain professions and which SES are re do you stand in terms of that virtue now, particularly important for being successful at in your opinion? How can you improve it, in that job what situations? ––recognize how certain skills may be practiced The group rapporteurs present the group in different situations in daily life discussion. Write down the key virtues on the Duration: 45 minutes board. Materials: a flip chart or a school board, papers, pencils Wrap-up (5 min) * * * In the wrap-up, it is important to stress that professional knowledge is not enough in most professions for someone to be successful. Various employers look for different skills needed to perform certain tasks well. In addition, today there are various “skill frameworks” listing

38 Handbook for Secondary School Teachers least demandingoccupations. a job, from thehighestlevels ofpower to the job andadvance init. This goesfor any of type toresponsibility are keepthe traits necessary while honesty, integrity, respect,empathy, and century. are rather skills easyto Some acquire, My Values and –DevelopmentVirtues andEmotional Skills ofSocial key competences, for instance for the21 st

Tell them that, according to the OECD SES for successful companies and employers. Ask themwhat theythinkare themostrelevant self-control, curiosity, creativity, andempathy. onesare: teamwork,important responsibility, 15 Development. The Organization for Economic Cooperation and 15 , the most 39

INTRODUCTORY WORKSHOP Sample activities that can to violence, displayed disappointment, etc. Students do not have to sign their name to be used for developing the contributions they make if they do not any SES want to do so; what counts is the exchange of ideas, and this format of communication TED talks. Students choose one of their may boost empathy, or help them have favourite inspirational talks highlighting some relief from their daily troubles. An good character traits. Then their task is to interactive diary may also be an excellent act as inspirational speakers to encourage 16 tool to monitor the progress students are others to develop such virtues. making. Short texts for long conversations. Film. For example, during a history lesson, Quotations and sayings can be used you could watch any of the following to start discussions on topics related films: La vita è bella/ Life is Beautiful, The to any virtue or any point of view. This Boy in the Striped Pyjamas, Schindler’s List, will encourage your students to better The Great Debaters. The first three speak understand and think deeper about a of the atrocities of concentration camps certain virtue. You could introduce “A during World War II, and the fourth about Quotation A Day” rule. You can expand on the struggle of African Americans in the the lists offered here. USA for equality. After watching a film, Biographies of famous people. The you could have a discussion for students lives and works of scholars or artists from to share their views, their experiences, various periods are a valuable source of critical views on the film, their knowledge inspiration for your students. It is important on the issues covered by the film, whether to avoid mystifying their personalities so they recognize any forms of discrimination that students can observe that what those in their own environments, what effect people have in common and what made the film had on them and what feelings it them great was not their “genius”, but their elicited. commitment, perseverance, humanism, Encourage them to discuss how well suited precision, and other character traits. the films are for presenting a problem and Situations from everyday life (in and out whether the director’s artistic expression of school). Using properly instructional may distract one’s attention and relativize moments (topics in teaching and real the main theme (Life is Beautiful). Film situations happening in the classroom, sessions may also be organized where which give direct insight into a certain these, but also some other films (Apocalypse action, the behaviour of students, and Now, All Quiet on the Western Front, No Man’s reactions to that) is an excellent option for Land, Gandhi, Judgement at Nuremberg, fostering SES. Hitler: The Rise of Evil, The Imitation Game, Small-scale projects, e.g. interactive Darkest Hour, Philadelphia, Lincoln) would diary. Students have a common notebook be featured several days in a row followed in which they record ideas and proposals by discussions on the same principles as about how to develop virtues. They can above. also use it to give good and bad examples Books. In his essay on education,17 Ernesto from their own lives, e.g. situations in Sabato says: Children are not familiar with which they displayed tolerance, optimism, contemporary writers that could kindle a love honesty, but also ones when they resorted

17 Available at: http://www.skripta.info/ernesto-sabato-pojedinac- 16 Available at: https://www.ted.com/#/. i-univerzum-pdf-download/.

40 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial 18 based Campaigns, p. 163). literatureof modern onSchool- (more details in thesection called “Biblioduh“, where young booklovers discussworks Rolović”“Niko Barhasabookclub School General Secondary study, create something, daydream, talkto ofmusicdoyou listen tokinds whenyou How canmusicaffecthumanbeings? What does musicgetitspower oritsmagic from? in thelives ofpeople, young people? Where ismusic things like:How important asking it, andthenpromptdescribe discussionby the world without music and askthem to about musicby inviting students to imagine Music. adiscussion The teacher canstart building. books andreading ingeneral for character also aconversation of ontheimportance discussion linkedwithsomeoftheSES,but a the choice ofbooks, theteacher canstart young readers intheirnet”. on Depending who, assuggested by Sabato, would “catch them interms ofthemesandculture, and teachers or students, whoare closerto authors,some modern by selected the reading list include inthecompulsory Therefore, to also itwould beimportant unwillingly andwhenforced to doso. it is no wonder that classics are read often orimposed,anything that iscompulsory Since young peopletend to oppose ofwords.cemetery nothingmore itwillbe thana otherwise the onlyway to trulyexperience something, are read, but are read with passion, this is fundamental structure. Even iffewbooks orwhichmake upthe something important andproblems,episodes onesthatachieved nothavedoes to to be teach itall, justsome loneliness andbravery. theintention And andhope, about misfortune death, about Homer orCervantes wrote love about and for studentsto ableto be appreciate what from contemporary authors, inorderstarting literature taught shouldbe backwards, closest to therefore their fears and hopes; the oneswhowould inthelanguage speak for literature since they are in their hearts, 18

subject classrooms.subject a totally different in one of regular activity whether SESinthehomeroom classesor for any form ofwork intheclassroom, background inspiring music may beavery other withsimilarmessages. addition, In example anditsmessages,about thelyrics for adiscussion to start offers opportunities this music focusing ononeofthevirtues; The teacher canalsopropose listening to to goodmusicandwhy? isitto listenthem better? How important How peopleandmake doesmusicenrich your friends? What doesmusicelicitinyou? Imagine by JohnLennon orsome 41

INTRODUCTORY WORKSHOP

TEAMWORK

My Values and –DevelopmentVirtues andEmotional Skills ofSocial with astrong cooperative that spirit, are well may andbe and conflicts arise resolved. Teams any othergroup, misunderstandings, crises that is expected in teams, much like in It very given Agoodteam takestimeto build. task. whether itinvolves the best individualsfor the of peopledoesnotmakeateam, regardless of his/her place androle. But, amere gathering unitwherea harmonious eachmemberhas team, thusenablingthisformat as to function creative andcommunication potentials to a theirownand skills, intellectual, practical, theirowneach memberbrings knowledge team membersare alldifferent from eachother, organized within ateam. Given action that to reach agoalthrough common andwell- placed on collaboration, that is, theability effective way to success, more emphasisis relationships between individualsasthemost Today, incontrast to thetraditional competitive i.e. a group gathered around a common goal. ofateam, reinforcing asapart to act theability context is developed, amongotherthings, by of ourown role withinthewidersocietal receive andaccept others. Suchanawareness we needto give ourselves, justaswe have to to have interaction with, to which acertain ofabigger wholethat webut afraction have like –unique, different, – distinctive we are all so, that, onehasto nomatter know what we are equallyso, andskills, knowledge oreven more forced to rely onthemselves andtheirown No matter how inlife often apersonmay be people. isaprocess It ofgive andtake. A team ismore thanacollection of Teamwork B. Glacel to others. individual to displayand talents their own skills for isanexcellent every in fact, opportunity scope andgoalofcommon work. Teamwork, tolerance for others and different views of the higher levels and thinking, critical ofthinking, standpoints and perspectives, whichfosters individual isexposed to newideas, different in group an work, self-confidence.By partaking ideas. All ofthat isconducive to mutualtrustand contributing to thecommon goal, andsharing appreciated, to othersfor by being important from collaboration withothers:by feeling Personality individualcanbenefit . Every be understood at several levels. cognitive, emotional, may andsocial structures The benefitsofeffective teamwork forour conflict resolution orleadership. listeningactive andothercommunication skills, different teamwork are exhibited, skills suchas doing so, at different levels ofdevelopment, inagroup. ofpeopleworking characteristic In each other, etc.). These are all behaviours feelings, respond to others’ confront actions, (they talkto eachother, express thoughts and to evolvestart themoment ateam issetup amongmembers andemotional reactions Social a team and itsrelevance for developing SES. testimony to ideaof thesignificance ofthe very as awell-coordinated andaligned unit, isa etc. Their general presence inateam oragroup, control, tolerance, empathy, honesty, creativity, ground for developing self-confidence, self- thatrespect, itcomes itisfertile asnosurprise hinges on aculture of dialogue and mutual in societalprocesses. Given that teamwork learning, future careers, lives andparticipation emotional development of individuals, their whichare essentialvirtues, for thesocialand development of numerous values and skills, teamwork may beastrong lever for the When plannedand executed effectively, challenges. goal, are more effective in overcoming such organized andeagerto reach thecommon 45

TEAMWORK Cognitive abilities and skills. When people learn and choose the one that will be most effective. and/or work together towards a shared goal, it His/her role, naturally, does not end with the is only natural that throughout the process they design and planning. The teacher is a watchful offer and share ideas, analyse them, reconsider facilitator throughout the group process. He/ them, and come up with joint solutions. In she monitors, guides, andencourages his/her the process we learn how to explain to others students, seeing to it that all the group members our thoughts, to analyse our own thinking are contributing. Experience has shown that processes and those of others. In addition, one of the major drawbacks of this method is teamwork helps develop problem-solving, an unbalanced contribution from all members. assessment, and evaluation skills. A good team By no means does setting up a group mean shares responsibility, finds resources within the gathering several students and sitting them group, and manages to carry out a wider range next to each other, choosing a rapporteur who of activities than an individual working alone. would, then, do the bulk of the work. One of the ways to overcome this passivity is for each group Just like a basketball team thinking as one, member to have his/her own specific role or task, planning, and practicing to score as many which is one of the features of a team. points as possible, in any team individuals have specific roles to play in carrying out some work It is also important to pay attention to group or a task. Even if only one player scores points, connectedness and interactivity, the need it is the result of team effort – their planning, for members to keep pace with others, to coordination, and cooperation! contribute, ask, use civil dialogue to confront or harmonize views – in a word, to cooperate. Employers today are looking for people who are Hence, it is important in the classroom, when able and willing to work with others, ready to carrying out teamwork, for each member to feel adapt to differences and who have relinquished comfortable and motivated, to be outspoken the need to always be the “winner”. In today’s and feel free to present their own thoughts, to labour market, teamwork abilities and skills are be hardworking and committed to contributing among the most highly regarded competences. to the ultimate goal, the achievement of the shared goal. The teacher’s role In addition to the potential teamwork has for developing social and emotional skills, its significance is no less in the process of learning and pursuing learning goals. Modern-day teaching aspires to a cooperative learning method that combines group work with active teaching methodology. Being divided into groups or teams is relatively common, but in order for this method to yield its true potential, both in pursuit of learning goals and developing SES, it needs to be carefully planned, both in terms of group tasks and group structure. Whether a group should be homogenous or heterogeneous, it depends on the goal pursued. This is where the role of the teacher comes into play; the teacher is to carefully weigh all the options

46 Handbook for Secondary School Teachers Materials: sheetsofA4paper, pencils Duration: 45minutes My Values and –DevelopmentVirtues andEmotional Skills ofSocial NEIGHBOUR ... NECKLACE NATIONS NAPKIN NIGHT NAME NUT NO N etc. For example: composed of two letters, thenthree, then four, letter,selected followed by thesecond word the chosenletter. withthe The firststep starts “build” stairsmadeoutofwords beginning with theaimisto theparticipants: done, instruct sureMake they choose different letters. Once than five people).Each group picksaletter. Split theclassinto groups (eachwithnomore Students will: Goals: Why ofateam? to part be isitgood WORKSHOP: – – – – – – sus building practice decisions through making consen- communication ontheteam develop mutual trust,cooperation andgood tance ofteamwork andfunctions their own the impor views about re-examine Stairs (10min) * - gradual increase inthenumberofletters). care oftherule is thelongest, taking minutes (i.e. whose last word inthe sequence up withthehighestnumberofwords intwo forms. The winneristheteam that comes one, butcannotbe thesamenouninvarious letters for each subsequent word increases by ofspeech. be someotherpart The numberof exception one, ofthetwo-letter whichmay The words usedshouldbenouns, withthe Then discuss. Prompt thediscussion: the three qualitiesandthree skills. presentThe rapporteurs theiropinionabout minutes). and makeadecisioningroup ofeight (5 minutes). Then two groups offour jointogether groups offour) andmakeajoint decision(5 again andnow two pairsshould combine (into When 5 minutes have passed, clap your hands (5minutes). qualities andthree skills and together choosethree find apartner When you clapyour hands, each person should down and writing thosequalitiesandskills. They have 2minutes individually for thinking on theirown, thentogether withtheothers. Explain to your students that theywillfirstthink Leave itto themto decideanddefine the terms. about thedefinitionofqualitiesandskills. Note: possess. people whoare to populate theplanetshould identify three that qualities the and three skills whose taskisto populate theplanet. You should populated; you are membersofacommittee has excellent conditions for living, itmustbe A newplanethasbeendiscovered. Since it Provide anintroduction into theactivity: – – – – How didyou reach adecision? process?with thedecision-making How satisfied are you with the result, and Do notprovideDo explanations ifasked Planet (30min) 47

TEAMWORK ––When was it easiest to make the decision – in pairs, in groups of four...? Summing up (5 min) ––What was difficult? ––While you were working in groups, did you Sum up the impressions and explain that operate as a team? How do you know? teamwork skills are significant not only for classroom work, but also for their future ––What are the advantages and challenges of careers and lives in general. Remind them that teamwork? all professions, from doctors to professional ––What does it offer? basketball players, require the skill of working ––What qualities and skills are displayed in with others. good teamwork (e.g. active listening, toleran- The activities envisaged by the ‘My Values and ce for diversity, and patience). Virtues’ programme will also require possessing the same virtues; at the same time, this will offer methods for practicing them. Stress that good teamwork is not only pleasant, but serves to develop essential professional and life skills.

OR YOU CAN DO ANY OF THE FOLLOWING:

Modelled against the above workshop, the These activities help students learn about activities below may be combined, done teamwork, reflect on it and practice teamwork autonomously or alongside some others from skills, such as: active listening, trust, respect, the Introductory Workshop and the final game. creativity, leadership, and conflict resolution.

Collaboration or competition

Competition is a war waged without weapons We cannot have togetherness when all relationships are based on rivalry. Indubitably, competition motivates some people to greater endeavours, underpinned by a desire to win over others. But let us not fool ourselves, because competition is a war waged without weapons, but fought equally as one with weapons – it is based on individualism that separates us from others, the ones we are fighting against. If we had a greater spirit of togetherness, our history would be different, and our purpose in life would be different. When I criticize competition, I am not doing that only from some ethical principle, but because of the huge enjoyment of people sharing the same destiny, and which will save us from becoming futile with all the running for personal success that human life is coming down to. (Ernesto Sabato, 2004)

48 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial the following examples: the pros andcons for teamwork. needed, If add and thetaskisforgroup students to activity list any otherlessonusinggroup work. This isa This canbeusedin andthefollowing activity are related to othersocialandemotional skills? does nothave theskills? What teamwork skills what would theconsequences beifsomeone for situations, thegiven occupation?certain In leadership, and conflict resolution –important listening,such asactive trust, respect, creativity, recognize: to what extentare teamwork – skills draw andform groups inthat way. The taskisto occupations onpieces ofpaperthat students occupations); analternative isto offer several ofjobstheirchoice (thesameorsimilar type Split theclassinto groups, possibly by the intolerance amongstudents. competitiveness see aggression often and sooner orlater theyquit. Classrooms fostering but what happensto thosewhodonotwin?– exceptional motivation for thosewhosucceed, findings showing that competition canbean by researchThe discussioncanbesupported same goal? comes from working together withothersonthe the onesofsomeonewhosemotivation primarily the wishto better thanothers, be to asopposed fostered whose greatest inaperson motivation is Think the character about traits that will be work andlearning:collaboration orcompetition? over competition? motivates What you inyour give preference to collaboration and togetherness ofmotives/drive,when speaking theauthor does students shouldthinkaboutthefollowing: Why, of it. canbedoneingroups,This activity and outloudthequotationRead ormakecopies Teamwork –pros andcons occupation Teamwork andmy future Pros – examples: is your conclusion? Discuss thepros andcons:prevails? What What Cons –examples: they recall. teamwork.during Let themcite theexamples and outofschoolwhen aproblem occurred Encourage your students to recall situations in – – – – – – – – – – – – in teamwork Overcoming obstaclesthat arise – – – – – – – – – – – – mutually reinforcing; on the teameveryone join and become the positive qualitiesandtalents of this boostsourself-confidence; our positive qualitiesandattitudes, and ople around us, becausetheygetto know we establishbetter relationships withpe (writing, acting, etc.);the surface our positive qualitiesandtalents come to adily theviews ofothers; we understandbetter andaccept more re knowledge, ideas, andfeelings; other area oflife ifwe share information, we achieve more at school, orinany work, body’s idea, creativity, etc. opinion and disregardmajority some teams may putpressure to accept the etc.) avoidingworkload, one’s responsibilities, may (e.g.conflicts arise due to anuneven time- very fferent pace; be can consuming, e.g. team memberswork at di- teamwork times at it takeslongerto makeadecisionasteam; bers. we to learn work withother group mem- we to learn resolve conflicts; and sharing; we develop afeeling ofjoint ownership - - - 49

TEAMWORK Obstacles – examples: pieces, asking students to put it together, or telling them to draw something together, to –– someone in the group is talking loudly, teasing other group members, refusing to make a newspaper tower, etc. Ask them: How participate; did you solve the problem? Why is communication an important precondition for teamwork? How –– diluting personal responsibility; helpful was nonverbal communication? –– uneven workload distribution; On the other hand, encourage them to observe –– some members lack teamwork skills; how good/effective communication fosters –– at times teamwork may undermine creati- teamwork because: every team member vity; knows his/her role, what is expected of him/ –– poor communication; her, asks questions and gets responses, receives –– conflicts can be subdued; feedback on things done. –– predominance of a team member or a part of the team, etc. A perfect team player This can be done as an individual activity, in After listing the obstacles that may arise in pairs or in groups: teamwork, encourage your students to come up with ways to overcome potential obstacles. ––Try to remember a person who achieved gre- For example, for an uneven workload or diluting at success while working with others (an at- personal responsibility the solution may be for hlete, a politician, etc.) This can be a famous each group member to be assigned a specific person or someone you know in person. Tell task. Someone who refuses to participate or his/her life story focusing on how teamwork distracts others should not be criticized, but was important in what he/she does. rather asked what the problem is and whether ––Write down all the qualities and skills a succe- he/she needs assistance. ssful team player should possess. The method for assessing/evaluating group work may help remove obstacles – apart from A perfect team the usual assessment/feedback evaluating the overall product of group work, you may Imagine that you are in charge of the world. evaluate the work of individuals within the Choose 10 people you wish to have on your team group. In doing so, you may ask the group itself who can help you improve the situation in the to assess the contribution of each member, and world. Who is on your team and why? Which skills you may also resort to self-assessment. are particularly important for you? What are the predominant characteristics of people on your The self-assessment and mutual assessment, team? apart from leading to a less biased mark, is also an important tool in developing the self- My thoughts assessment skills, but also of integrity, tolerance, etc. Students write extensive answers to the following questions: Importance of communication ––The best team I have ever worked with ... for good teamwork ––Why is it important to work with other peo- Divide the class into groups. You can give ple? them a task that needs to be solved together, ––What skills do I need to improve, what values but prevent them from talking. It can be a do I need to aspire to in order to be a good geometrical shape that you have cut into several team player?

50 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial 19 splitup.bands often such asuccess astheydidtogether? Discusswhy of theRollingStones individually have achieved continued team success. Would any member ofrehearsing together forthe importance The example below highlights particularly Stones.Rolling and accepted? Then talkaboutthelegendary to work better ontheteam where you feltsafe experiences? Have you ever inasituation been do you thinkoftheseresults andwhatare your byconducted Google. Ask your students: What loud, andthendiscusstheresults oftheanalysis makes ateam successful. theexamples out Read of teamwork from different anglesandwhat The stories below talkabouttheimportance teamwork Inspirational stories about another. has less to It do with who is in a team, and more with how interact the members with one conversation equally, one another’s andrespect emotions. successful team: thebestteams are mindfulthat allmembersshouldcontribute to the now psychologicalGoogle describes safety Sakaguchi’s strategy, andGoogle’s findingsisthe concept of “psychological safety”. initially silent, hiscolleagues theirown thenbegansharing of personalstories. At theheart findings into practice. He took his team off-site toopenupabouthiscancer diagnosis. Although amid-level managerat Google, Sakaguchi, wasanother. Matt keento putProject Aristotle’s known: Google’s intense led to data collection the same conclusions that good managers have always orbackgrounds madeanyskills difference between successful andlesssuccessful teams. teams at thecompany. Theretypes or was nothingshowing that amixofspecificpersonality with hundreds ofemployees. They analysed data aboutthepeopleonmore than100active asProject ran known Google aproject Aristotle. took several It years and includedinterviews to form astellarnecessary team. team’.perfect The company’s executives mixofindividuals worked hard onfindingtheperfect employees’ lives, andamongotherthingsitwas determined to findouthow to compile‘the ofits aspect thelastdecade, every hasspentnearly In millionsofdollarsonmeasuring Google discoversGoogle thekey teamwork to good of-teamwork/. https://www.scoro.com/blog/teamwork-stories-importance- More examples anddetailsaboutthesestories are available at: In the best teams, thebest In show members sensitivity, andmostimportantly, listen to one 19

as the most important factor inbuildinga factor as themostimportant from musicorotherareas. to give of, otherexamples theyknow either them whenhewent solo?Invite your students mean to Freddie Mercury, what happenedto Stones. withtheRolling Queen What didQueen filmRhapsody”, “Bohemian they can compare your If studentssurvive. have watched the they are for any team, bandsincluded, to andhow previousduring important activities allteamworkRecall that you discussed skills 51

TEAMWORK A rolling stone gathers no moss Mick Jagger, Charlie Watts, Keith Richards, and Ronnie Wood – the Rolling Stones – have played together for more than 50 years. However, they still recognize the importance of practicing together. Before every tour, the band typically commits to two months of rehearsing. No matter how good they might be individually, they know that it is important to be mutually accorded. They appreciate the opportunity to reconnect with their collective rhythm. A huge amount of experience together enables the band to perform with almost telepathic communication, and the Rolling Stones’ success comes from each member having a distinctive yet complementary role. Each of the band’s members is a talent in his own right, but it is the chemistry the band has with each of them that works best. Being part of the Rolling Stones remains the best way for each member to achieve their individual goals. The best teams are those which combine individual drive with understanding the importance and power of the team. This is the secret to becoming an excellent team: There is no substitute for the ongoing commitment and deliberate practice required to build better teams.

Teamwork quotations Teamwork is the ability to work together toward a common vision. It is the fuel that allows common people to attain uncommon If you want to be incrementally better: Be results. competitive. If you want to be exponentially Andrew Carnegie better: Be cooperative! Unknown Remember, teamwork begins by building trust. And the only way to do that is to overcome our Alone we can do so little; together we can do need for invulnerability. so much. Patrick Lencioni Helen Keller None of us is as smart as all of us. Talent wins games, but teamwork and Ken Blanchard intelligence wins championships. Michael Jordan If everyone is moving forward together, then success takes care of itself. Coming together is a beginning, staying Henry Ford together is progress, and working together is success. The strength of the team is each individual member. The strength of each member is the Henry Ford team. Individual commitment to a group effort – Phil Jackson that is what makes a team work, a company It takes two flints to make a fire. work, a society work, a civilization work. Louisa May Alcott Vince Lombardi

52 Handbook for Secondary School Teachers

CREATIVITY

My Values and –DevelopmentVirtues andEmotional Skills ofSocial galaxies. in theopposite Looking direction, that theMilky Way isbutoneofbillions earth’s touched orbit, themoon,discovered – goneupinto stepped the skies, outof Humans have ventured into themacrocosm reached thebottom oftheocean withsonar. They have measured andexplored theearth, mastered the land, the water, and the air. Thanks to thiscreative humanshave spark, sped upthepace ofhumanthrough history. flints againsteachother? This Promethean light our ancestor whowas persistent inrubbingtwo cave walls. thecolossal Imagine work doneby plants, andanimalsto makecolours andpaint a spear,making orusingthejuices oftheearth, must have apoleand hadtheideaofsharpening Even ancestors ourearly were inventors; ahunter creativecurious mind. wonders created by humans thanks to their of,of pages just to list, and still fall short all the remote control would takethousands boat? It of relativity, Tesla’s alternating current and press, Newton’s law of gravity, Einstein’s theory Copernicus’ heliocentric system, Gutenberg’s Pythagoras’ theorem, Archimedes’ lever, by Shakespeare? Would we ever have reached exhibit the Renaissance symbols celebrated become? Would have we ever beenableto beings? ofcreaturesWhat kind would we have the invention andcreative inhuman spark like since without thedawn ofhumanity wonder: What would thisworld have looked creativity and its significance we cannot but about text At thebeginning ofthisintroductory along isnotlocomotives, butideas. That which leads and sweeps the world Creativit y Victor Hugo is true that Mozart was achildprodigy and that is truethat Mozart only.with; andthat itisexhibited inthearts It that onlysomeindividualsaregift endowed two ingrained conceptions: that creativity isa all areas oflife. Recent research hasshattered andessential forknowledge successful work in the keycompetences inseparable from core Today creativity is considered to be one of that didnotexist before orto create. Latin word creare, meaningto produce things unique ornew. The term itselfcomes from the that orproducts are theories ideas, forms ofart, processes thatthinking helpreach solutions, word itself. Creativity is anotionthat refers to ofthe the truemeaningandetymology ofcreativity andaskourselvesfunction about to delve more deeplyinto thenotionand This questionisat thesametime aninvitation illuminating thehorizon? the imagination light ofachildinto apowerful we transform theshy in beacon borne ofspirit up therealms ofthehumanmind, how can that inevitablycomes upis:How canwe open beings waiting to bekindled. The question the creative potential lyingdormantinhuman character, lives whosespark inallofus. This is component of human important is a very The common denominator to alloftheabove been possibleinthefirstplace. the ground-breaking oneswould nothave everyday creative endeavours, withoutwhich achievements, butalsothrough countless and innumerable scientific and technological shapes, movements, andnaturally, themind, been embodiedthrough words, colours, tones, years already thehumancreative has spirit withtheirinterlocutor.to-eye For thousands conversation withsomeoneoverseas, eye- the recent dream ofbeingableto have a prolonged life expectancy, into turned reality eye. Humans have conquered many diseases, in themillimicron range, invisible to thehuman future science, creating technological wonders sciencean interdisciplinary thatall underpins and developed, for instance, nanotechnology, discovered a universe of molecules and atoms, humans have also conquered the microcosm – 57

CREATIVITY a 10-year old Bach wrote thousands of notes students to be creative themselves. As noted by in the moonlight, but also any inventor, any Steinbeck in the above quotation, working with scholar, and researcher first had to be a child adolescents is, in fact, a vast field of opportunities and a daydreamer, who ardently put into action and of creation waiting to be delivered. The their first inventions without ever leaving their teacher is truly a potential artist. The teacher attics. They had to believe in themselves and the sculpts and shapes the spirit of their students rightness of their ideas, to be open, optimistic, even when not attempting to do anything of tolerant, and persistent. These are all character the sort; imagine what could be achieved when traits that creativity is closely linked with. leading by example in creative action. It is only if the teachers themselves are creative that they Creativity is also linked with divergent thinking, will be able to spread and transfer their creative whose basic feature is to seek as many solutions spirit and raise the awareness of their students to a problem as possible. Divergent thinking about how important creativity is, both for the implies the production of ideas, elasticity of lives of individuals, and society at large. opinion, the discovery of new paths to solving one and the same problem. This type of thinking Apart from the need to be creative in the choice is predominant in the arts, but is also necessary of methods in pursuit of teaching goals, a teacher in many stages of scientific work. has to be the creator of a pleasant and relaxed atmosphere where students feel free and safe, As for adolescents, their thinking is by nature which is conducive to the free flow and exchange open and susceptible to the new and different, it of ideas. A teacher with good pedagogical skills is playful, ready to take risks and nonconformist. will know how to support their students even These are all features which create a good when they doubt their own creative powers, and foundation for creative production. Thus, will raise their spirits so that they do not to feel teachers should be aware at all times of this discouraged and so that they continue to think creative potential present in their classrooms. freely even when they face obstacles. It is only through working in this spirit that The teacher’s role the teacher, aware that they have a unique I have come to believe that a great teacher is a opportunity to develop young people’s creative great artist and that there are as few as there are potentials and determined to make that one any other great artists. Teaching might even be of their professional missions, will be able to the greatest of the arts since the medium is the respond negatively to the question posed by human mind and spirit. (John Steinbeck) Sir Ken Robinson in his renowned motivational talk: Does school kill creativity? Given that it is known that creativity is a thinking process that can be fostered and developed, it is clear that the teacher’s role in the process is very important, but the thing each teacher should think about during self- assessment is whether and to what extent they themselves are creative. It is hard to imagine a teacher fostering creativity in their students without nourishing their own creative spirit and displaying it in their classroom delivery. A creative teacher stands ready to be innovative and different, taking the pulse of the group, to apply the particular teaching method, technique, or tool that is sure to lead to the desired results, create dynamism, stimulate, and encourage

58 Handbook for Secondary School Teachers newspapers, scissors andglue Materials: sheets of paper, poster paper, old Duration: 45minutes My Values and –DevelopmentVirtues andEmotional Skills ofSocial finished, gather allthe questionsandput of life, whatever comes to mindfirst. Once to. The question may touch uponany domain a questiontheywould like to have an answer Each ofthemneedsto useonesheet to write Pass outtwo sheets of paperto eachstudent. Students will: : Goals cross paths. ofothers imagination andthereality chance where to atapoint be our we live in;because truthhasthebest obviousness ofthereal world that at least as much as we follow the to follow isourduty imagination It News from adifferent angle WORKSHOP: – – – – – – versa the andvicecourse oftheircreativity affect understand how ideas, qualities andskills practice associative anddivergent thinking understand thenotionofcreativity Questions andanswersQuestions (10min) * Borislav Pekić define thenotionofcreativity. etc.thinking, While summingthisup, you will in connections, originality than-obvious creativity involved less- seeking inthistask: Once thisisdone, discusstheelement of distant connections. is remote, thestudents willhave to seeksome of themdrawing theirown questionandanswer Given to finda thatconnection. thechance try should read thequestionandanswer and and one answer from theother. Then he/she student picksoutonequestionfrom onebox, put theminanotherbox. Thereafter, each response to themand theirquestion.Collect the second sheetofpaperto write down their them inabox. Then tell your students to use counting and recording ofresults. to 5) for originality. Assign a student to do the by raising handsandthenumberoffingers (1 the mostoriginal piece ofwork. Voting isdone attentively sothat theycanvote at theendfor the news from theirpanel. The others listen When theyhave finished, the groups present your newspaper. You have 15minutes to dothat.” anything new. Justusescissorsandglueto create Younewspaper! are not allowed to write or draw from newspapers. actual Give a nameto your with somenewandoriginalnewsusingmaterials will use one poster-size piece to of paper come up unusual, witty, andoptimisticnews. Each group “Now we willgive ourselves thefreedom to create angle onreality. such information,we tend to take apessimistic conflicts, violence, andaccidents. Influenced by of areNewspapers filled with headlines speaking information thananything positive oroptimistic. “Today the media brings much more negative in thisway: form group 1,andso on.Introduce theactivity that allthestudents assigned thenumber1 each, counting all the students from 1 to 5, so Divide theclassinto 5groups of5−6students Recreated news (30min) 59

CREATIVITY Discuss with your students what other social while working? How did you feel while assessing and emotional skills creativity is linked with; the work of others? Is it difficult to assess the which skills (their own and those of other group originality of a product? members) helped them recreate news, and which ones possibly stifled their creativity.

Group creativity (5 min.)

If there is some time left, talk to your students about the process they went through: Did the group stimulate or block your ideas? How did you reach an agreement? How did you feel

OR YOU CAN DO ANY OF THE FOLLOWING:

Modelled against the above workshops, the As an executive, you have to write an activities that follow may be used together, apology for a faulty product your company separately, or with some other introductory and made. final games. These activities help the students Imagine you are a tree. What are you thinking learn about creativity, reflect on its importance about while you are being cut down? and application in various situations. This will Find a photograph and describe what you also boost their own creativity. see. Creative tasks20 You lent your car to your friend, but forgot that there was something in it you didn’t These are just a few of the sample tasks that can want to be found. What is it? be used to foster creative thinking, and they An exchange student is spending a week at can also be used at the beginning or the end your place. Choose a restaurant he/she has of a lesson. Students can work individually, in to visit and a person he/she has to meet. pairs, or in groups. The tasks can be used as a Write a postscript for the last letter a human topic for essays in literature or foreign language being is to send to another human being. classes. Describe a shirt in your wardrobe that you Sample tasks: never wear. Write a creative definition of creativity. Someone blocked your car in the parking It is time to enrol at university. Explain in lot. Write a kind note. Write an angry note. one paragraph why you have chosen the A genie trapped in a lamp can make your given department. three wishes come true. What are your three wishes?

20 Most tasks are taken from Po Bronson’s book 642 Tiny Things What is one of the people in your proximity to Write About. currently thinking about?

60 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial 21 Icarus human features. The myth ofDaedalusand be a goodbasis for discussion about various creators butcanalso invarious forms ofarts, are aninexhaustible source ofinspiration for The myths andlegendsofAncient Greece Daedalus fled to Crete, where he found refuge his creations. When he was caught red-handed, Talos whenhethought hewould better himin better than he. That his nephew is why he killed vain andcould notaccept that anyone might be hadonebigflawBut, the great –he was artist of histime, abuilder, sculptor, andstonecutter. themostgifted man Daedalus was artistically retell the myth: and Icaruswere. You canread or thefulltext Ask students if they remember who Daedalus for lessonsinliterature, history, etc. thearts, discussion oncreativity. issuited This activity Daedalus andIcarus ikar.html. Available at: http://elyisum.blogspot.com/2009/03/dedal-i- you thinkhe/shewanted to tell you? away withoutsaying anything. What do you. Then, at thelastmoment, he/sheruns panic andwants to confide somethingin Your onthedoorin knocks bestfriend “The Trial”, “Anna Karenina”, etc. the firstsentences from“The Stranger”, to recall inthebooks,Without try looking Write your infive life sentences. story of two familieslivinginthesamehouse. holiday ofahorrible Come upwithastory is inlove again. realizescharacter that his/hergoodfriend thescene inwhich themain Describe Why istea better thancoffee? Why iscoffee better than tea? title? Have your parents seenthefilm? Whyfunded thefilm?did you pickthisexact inspiredWhat you Who to write thisstory? festival. The audience asks you the following: choice). You’re a debut at a film making You (topic ofyour madeadocumentary 21 may serve asasource may serve ofinspiration for did not listen to Daedalus’ instructions. Ask your students what Icarus was like, why he sea anddrowned. wax, and the wings came off. Icarus fell into the higher up, and the sun warmed and melted the a whileIcarusbecameever bolder andventured wentEverything fineinthebeginning, but after be ableto flyany longer. Then theybothsetoff. sea foam would soakthewingsandwould not would meltthewax, andifheflew too low, the too low, becauseifheflew too high,thesun Daedalus warnedIcarusnotto fly too highor him how to fly. When they were both ready, a pairofwingsfor hissonIcarusandtaught flapped thewings to test them. Then hemade completed, Daedalus, standingstill, spread and reminiscent ofbird’s wings. When thetaskwas threads, andthesmalleroneswithwax, to be Hesecured thelargersurface. feathers with the smallesttoalarge thelargest, thusmaking for Icarus. Heboundfeathers together, from inventive Hemadewingsfor spirit. himselfand Daedalus conquered nature through his Icarus. How was hisinventive spiritdisplayed? Daedalus contrived to save himselfandhisson Pause againandaskyour students what the roads andalltheships. Daedalusandkeptwatchimprisoned over all truth spreading about theLabyrinth, Minos Then tell therest ofthemyth: To prevent the expression ‘Ariadne’s thread’ used? displayed?creativity For whatsituations isthe Labyrinth to slay the Minotaur. gave thethread to Theseus whoentered the themhowRemind Minos’s daughter Ariadne Labyrinth. Have theyheard ofAriadne’s thread? other myth related andthe to theMinotaur Labyrinth. Ask themwhethertheyrecall any the students fail toIf recall, of the tell the story was creative? being Daedalus shelter Daedalusbuiltfor theMinotaur. How Pause here andaskyour of students what kind him away from humaneyes. shelter for andkeep the monster theMinotaur whoaskedhimto Minos, builda with King How is Ariadne’s Can we 61

CREATIVITY say that Icarus lacked self-control? What can we whose inventiveness and creativity we owe say about his ambitions and self-confidence? our gratitude for the comforts of our daily life that we often take for granted. Choose stories There is a saying: Who flies high, falls low. What about the lives of great investors. Ask your do you think about it? Did Daedalus warn Icarus students: How did they come up with these not to fly too high? It is often overlooked that he inventions? Encourage your students to search also warned him not to fly too low. If we are to say for more information about those great people, one should not fly too high or too low, how does their inventions, and creativity22. In vocational that relate to everyday situations? Why do some schools you can choose inventors in fields close creative people fail? What hinders them? What do to the heart of your school and of your students. they lack? Likewise, this activity can be adapted to regular Daedalus blamed himself and his skilfulness teaching of any subject matter by focusing on for his son’s death, and the spot where Icarus inventions or people significant to the given fell into the sea and drowned was named field. Icaria. Eventually Daedalus reached the shores We believe that your students will find of Sicily, where he was offered protection by interesting the biography of Chris Anderson, King Cocalus. In Sicily Daedalus built a temple an inventor who designed a method to in honour of the god Apollo, and hung up his spread creative ideas, as well as Nikola Tesla’s wings as an offering. autobiography about his inventions. Great inventors and their inventions This activity may be linked to the story of

the mythical hero Daedalus, followed by a 22 Lots of interesting facts are available at: https://www.thoughtco. discussion about actual heroes – inventors, to com/inventive-thinking-and-creativity-gallery-4122925.

Chris Anderson Chris Anderson has run the organization TED, a set of conferences aimed at spreading good ideas across the world, since 2001 and has shifted the focus from just technology and engineering to original, interesting and exciting ideas of all kinds, and to people. Born in Pakistan in 1957, Chris Anderson moved around with his missionary parents, living in Afghanistan, Pakistan, and India before attending a boarding school in Bath in the UK. He originally worked in journalism and publishing, but in 2001 he left Future Publishing and acquired TED, an organization founded in 1984 which held an annual conference focusing on Technology and Design ideas. He took the TED model and shifted it to focus on ‘fostering the spread of good ideas’ and invited people from all walks of life and careers to share their ideas and tell their stories. Speakers have included Bill Clinton, Al Gore, Gordon Brown, Richard Dawkins, Larry Page (Google founder), author Chimamanda Ngozi Adichie, Sheryl Sandberg (COO at Facebook), Christy Turlington (former model and an activist) and many Nobel Prize winners. He also introduced the TED Prize, the TED Fellows Program, TED-Ed and the TEDx programme, allowing hundreds of independently organized TED-like events to be held around the world.

62 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial imagine apathfrom anideato invention? anactual Before reading theexcerpt, askyour doyou students: Nikola What knowabout Tesla? How doyou 24 years there asingleexception.? twenty hasnotbeen otherwise Why should itbe device works asIconceived thatitshould, comes andtheexperiment outexactly asIplannedit.In and seenofault anywhere, Iputinto concrete of formthisfinalproduct my brain. Invariably my I haveWhen gone so far in as the toinvention improvement possible embody every I can think of without touching anything. whatever, theresults are thesame. Inthisway aconception Iamableto rapidly develop and perfect my turbineinthought ortest itinmy shop. Ieven note ifitisoutofbalance. There isnodifference improvements andoperate thedevice inmy mind. isabsolutely immaterial It to mewhetherIrun atonce building it up inmy imagination. Ichangetheconstruction, make Igetanideastart When beneficial... andreason andespecially to develop sense,memory thecritical andwere undoubtedly very mental calculations.sentences orperforming These dailylessonswere intended to strengthen one another'sthoughts, discovering thedefectsofsomeform orexpression, repeating long [my father] gave ofexercises—as, memusthave comprised allsorts beenhelpful. It guessing Altho I must trace to my mother's influence whatever inventiveness I possess, the training My inventions 23 other. most inspired thinkers, andalsoacommunity ofcurioussoulsto engagewithideasandeach we’reSo buildinghereknowledge aclearinghousethatoffersfree andinspiration from the world’s We believe passionately inthepower ofideasto changeattitudes, lives andultimately, theworld. TED’s missionstatement begins likethis: understanding ofthebiggestissuesfaced by theworld. visionaries, teachers, andmost inspiring sothat millionsof people cangainabetter stewardship, TED aimsto provide aplatform for theworld’s thinkers, greatest smartest and facilitate ofcreative, thesharing exciting, ideas. Anderson’s UnderChris andimportant Anderson tookChris of the structure creatively,TED and, thinking saw how itcould expand the wholeworld canaccess andunderstandthem. TED talksare available for free ontheinternet andtheyare currently beingtranslated sothat autobiografija-pdf-free.html. The translation oftheexcerpt from Tesla’s autobiography was takenfrom: https://edoc.site/-nikola-tesla-moji-izumi- Character%20PDFs/Resources/9.%20Creative.pdf The Anderson isavailable aboutChris original text at: https://www.jubileecentre.ac.uk/userfiles/jubileecentre/pdf/My%20 23 24 (Nikola Tesla,(Nikola 1919) 63

CREATIVITY After reading the excerpt, ask your students: him to start a journey around his own house, What can be said about Tesla’s journey from considering how the ordinary things in life an idea to its concrete form? What other came to be. Along the way he did a prodigious characteristics, apart from creativity, are present amount of research on the history of anything in the character of an inventor? Do you recognize and everything, from architecture to electricity, any of these characteristics in yourself? What from food preservation to epidemics, from the do you conclude from the text: can creativity be spice trade to the Eiffel Tower, from crinolines to practiced and developed? toilets; and on the brilliant, creative and often eccentric minds behind them. This is how his At Home – A Short History of book At Home – A Short History of Private Life Private Life came into being. Bill Bryson, an author of books on travel, was You can use excerpts from this book to struck one day that most of the key discoveries encourage your students to think about for humankind can be found in the very fabric inventions throughout history, and give them of the houses in which we live. This inspired creative tasks while doing so.

The world was a painfully dim place We forget just how painfully dim the world was before electricity. A candle – a good candle – provides barely a hundredth of the illumination of a single 100-watt light bulb. Open your refrigerator door and you summon forth more light than the total amount enjoyed by most households in the eighteenth century. The world at night for much of history was a very dark place indeed. (Bill Bryson, 2010)

Encourage your students to find some examples of inventions and think of other patents we use daily.

He became an inventor thanks to a railway pass The founder of the company Pennsylvania Rock Oil Company, George Bissell’s novel idea was to drill for oil, as you would for water. Everyone before had dug for it. To get things going he dispatched a man named Edwin Drake – always referred to in history books as ‘Colonel’ Edwin Drake – to Titusville with instructions to drill. Drake had no expertise in drilling and was not a colonel. He was a railway ticket collector. He had lately been forced to retire through ill health. His sole advantage to the enterprise was that he still possessed a railway pass and could travel to Pennsylvania for free. To enhance his stature, Bissell and his associates sent correspondence to Drake addressed to ‘Colonel E. L. Drake’. With a wad of borrowed money, Drake commissioned a team of drillers to begin the search for oil. On 27 August 1859, at a depth of just under seventy feet, Drake and his men hit oil. Although no one remotely appreciated it at the time, they had just changed the world completely and for ever. (Bill Bryson, 2010)

The story about Drake may inspire your students to look for interesting facts about inventors and their inventions.

64 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial reallypeople useit? make it?Isitsimilarto Would anexisting product? ittake Does alotofmoneytomade? Isitsafe? Ask them: Isyour ideapractical? Can easily itbe inventions. could be used. Students are to illustrate their They needto explain for whatit purpose combine some items to getnewinventions. new original usefor string. Encourage themto Task your students withcoming upwitha they have always beenmultiplydiscriminated against... harder for women thanmen to exercise theirrightto education, free choice ofoccupation and shut upintheprivate space oftheirfamily, ithasbeendisproportionately throughout history fathers, orbrothers, andmany ofthemwillremainforever. unknown Financially dependent, 25 http://bs.enciklopedija.wikia.com/wiki/%C5%BDene_u_nauci_od_Arhimeda_do_Ajn%C5%A1tajna. of science. Until thebeginning of20 buttheirnames are rarely start, mentioned exceptthe very inanarrow circle ofhistorians the almost four-millennia-longof science,Over history women have been present from Women inthe shadow she called thatallowed itthe‘weapon thehuman race to conquer theearth’. useful thingsmore. Wayland Elizabeth Barber, historian, was atextile hardly exaggerating when fishing lines, nets, snares, rope, leashes, tethers, slings,bows the bows in andarrows, andathousand fibres. Imagine whereup from short we be without it. would There be nocloth and clothing,would together. That achieves things:itmakes two acord thatisstrong anditallows longcords to built be elemental. pieces is simply two String is marvellously It of fibre placedtwisted side by side and string. some ingenioussoulwhocame upwithoneofthegreatest, mostunderrated inventions inhistory: region ofFranceDordogne where theywerepeople firstfound)andthatamongthesenew was big-brained, behaviourally acave commonly(after people modern knownasCro-Magnons inthe humans didn’t domuch atallexcept procreate andsurvive, there stepped from theshadows the thousandyears ago, inwhich animmenselylongperiod after can forty saidisthat about be How have longpeople dressing been themselves isaquestionnotatalleasyto answer. Allthat String th century, theywere intheshadows oftheirhusbands, or isitdown to somethingelse? womenWhy isthatso?Are lesscreative thanmen inscience andthearts. history, particularly than men,ashasbeenthecasethroughout the thatexpected there will be much fewer women count how many ofthemare is women. It possible. Write the names down, and then creative peoplefrom variouswalks oflife as Encourage your students to nameasmany social studiesinstruction. canbeusedinregular scienceThis and activity Women inscience 25 (Bill Bryson, 2010) (Bill Bryson, 65

CREATIVITY Discuss with your students: Then read out loud or pass out copies of the short text about Katie Bouman. Ask your ––How much do you think women participate students what characteristics and skills, apart in science today? from creativity, they recognize in this young ––What are the most frequent obstacles for the scholar. Encourage them to look up online for greater participation of women in science? more similar stories about women in science. ––Which misconceptions/stereotypes are most common about women in science? Students can find information online about these indicators in the world and in our country, as in the case of the given reference.26

26 UNESCO. Women in Science (2016): http://uis.unesco.org/ sites/default/files/documents/fs43-women-in-science- 2017en.pdf.

Katie Bouman – The woman behind the first black hole image27 Twenty-nine-year-old Katie Bouman led the team that developed the algorithm that created the first-ever image of a black hole. The remarkable photograph, showing a halo of dust and gas 500 million trillion km from Earth, was released on Wednesday. For Dr Bouman, its creation was the realization of an endeavour previously thought impossible. Excitedly bracing herself for the ground-breaking moment, Dr Bouman was pictured loading the image on her laptop. “Watching in disbelief as the first image I ever made of a black hole was in the process of being reconstructed,” she wrote in the caption to the Facebook post. She started developing the algorithm three years ago while she was a graduate student at the Massachusetts Institute of Technology (MIT). There, she led the project, assisted by a team from MIT’s Computer Science and Artificial Intelligence Laboratory, the Harvard-Smithsonian Center for Astrophysics and the MIT Haystack Observatory. In the hours after the photograph’s momentous release, Dr Bouman became an international sensation, with her name trending on Twitter. “3 years ago MIT grad student Katie Bouman led the creation of a new algorithm to produce the first-ever image of a black hole,” MIT's Computer Science & Artificial Intelligence Lab wrote. “Today, that image was released.” But Dr Bouman insisted the team that helped her deserves equal credit. The effort to capture the image, using telescopes in locations ranging from Antarctica to Chile, involved a team of more than 200 scientists. “No one of us could’ve done it alone,” she told CNN.

27 Available at: https://www.bbc.com/news/science-environment-47891902.

66 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial 2014/09/Sopstvena-soba.pdf 28 Own forInspiration ofOne’s ARoom theteacher: issuited forThis literature activity lessons. ofOne’sA Room Own composers, painters theyare familiarwith.How Ask your students to namewomen authors, abletobe develop andbefruitful. financial independence for her creative spirit to a woman needsthespace offreedom and a year to beableto write. otherwords, In to have aroom ofherown and500pounds author presented thethesisthat awoman has In thisfamousessay the women andfiction. in 1928whenshewas askedto speakabout Available at: https://www.rwfund.org/wp-content/uploads/ 28 isanessay written by Virginia Woolf back written? are thingstoday, years theessaywas after ninety How different withtheir own the text thinking: invite themto compare the views presented in Then read outloudtheexcerpt for theessay and key responses. do? create? shouldsociety What Write down the woman doinorder to have thepreconditions to shoulda times?What for thebetter inmodern more visible in the past? things Are changing Why andfiction? wasn’tarts women’s creativity do you of the explainsofew women inthehistory 67

CREATIVITY A Room of One’s Own and 500 pounds a year ... Be that as it may, I could not help thinking, as I looked at the works of Shakespeare on the shelf, that the bishop was right at least in this; it would have been impossible, completely and entirely, for any woman to have written the plays of Shakespeare in the age of Shakespeare. Let me imagine, since facts are so hard to come by, what would have happened had Shakespeare had a wonderfully gifted sister, called Judith, let us say. Shakespeare himself went, very probably,—his mother was an heiress—to the grammar school, where he may have learnt Latin—Ovid, Virgil and Horace—and the elements of grammar and logic... He had, it seemed, a taste for the theatre; he began by holding horses at the stage door. Very soon he got work in the theatre, became a successful actor, and lived at the hub of the universe, meeting everybody, knowing everybody, practising his art on the boards, exercising his wits in the streets, and even getting access to the palace of the queen. Meanwhile his extraordinarily gifted sister, let us suppose, remained at home. She was as adventurous, as imaginative, as agog to see the world as he was. But she was not sent to school. She had no chance of learning grammar and logic, let alone of reading Horace and Virgil. She picked up a book now and then, one of her brother's perhaps, and read a few pages. But then her parents came in and told her to mend the stockings or mind the stew and not moon about with books and papers. They would have spoken sharply but kindly, for they were substantial people who knew the conditions of life for a woman and loved their daughter—indeed, more likely than not she was the apple of her father's eye. Perhaps she scribbled some pages up in an apple loft on the sly but was careful to hide them or set fire to them. Soon, however, before she was out of her teens, she was to be betrothed to the son of a neighbouring wool-stapler. She cried out that marriage was hateful to her, and for that she was severely beaten by her father. Then he ceased to scold her. He begged her instead not to hurt him, not to shame him in this matter of her marriage. He would give her a chain of beads or a fine petticoat, he said; and there were tears in his eyes. How could she disobey him? How could she break his heart? The force of her own gift alone drove her to it. She made up a small parcel of her belongings, let herself down by a rope one summer's night and took the road to London. She was not seventeen. The birds that sang in the hedge were not more musical than she was. She had the quickest fancy, a gift like her brother's, for the tune of words. Like him, she had a taste for the theatre. She stood at the stage door; she wanted to act, she said. Men laughed in her face. The manager—a fat, looselipped man—guffawed. He bellowed something about poodles dancing and women acting—no woman, he said, could possibly be an actress. He hinted—you can imagine what. She could get no training in her craft. Could she even seek her dinner in a tavern or roam the streets at midnight? Yet her genius was for fiction and lusted to feed abundantly upon the lives of men and women and the study of their ways. At last—for she was very young, oddly like Shakespeare the poet in her face, with the same grey eyes and rounded brows—at last Nick Greene the actor-manager took pity on her; she found herself with child by that gentleman and so—who shall measure the heat and violence of the poet's heart when caught and tangled in a woman's body?—killed herself one winter's night and lies buried at some cross- roads where the omnibuses now stop outside the Elephant and Castle. That, more or less, is how the story would run, I think, if a woman in Shakespeare's day had had Shakespeare's genius. But for my part, I agree with the deceased bishop, if such he was—it is unthinkable that any woman in Shakespeare's day should have had Shakespeare's genius. For

68 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial advertising. Discussthereasons why acertain Ask your students to cite several examples from and useofslogans. “slogan”. oftheexistence Discussthepurpose available inthemarket. They define the term interesting namesto already theproducts that item could beput. Students are to give and invite themto design to apurpose which groups and entrust each group with one item Choose 5−6 items. Divide the class into several Marketing washing upthedishesandputtingchildren to bed. lives. Shelives inyou andinme, andinmany otherwomen whoare nothere tonight, fortheyare Now whonever my isthatthispoet wrote belief aword andwas buriedatthecross-roads still existence, andthat,allowing thatsomehadhelp, takes time... hundred andtwenty-three millionhuman whoare, beings according to statistics, atpresent in and bred and washed andtaught, to perhaps theageofsixorseven years, theonethousandsix WeWithout landsadesert. have ourdoing, borne thoseseaswould unsailedandthosefertile be thatitmust needsharnessitselfto andbrushesbusinesspolitics. pens mortar permeated by theircreative force, whichhas, indeed, soovercharged thecapacity ofbricksand ... For women have allthesemillionsofyears, satindoors walls sothatby thistimethevery are a room ofone'sown. have chance nothadadog's ofwritingpoetry. That iswhy Ihave laidsomuch stress onmoneyand of time. Women have had less intellectual freedom than the sons of Athenian slaves. Women, then, women... And have always poor, been hundred notfortwo years merely, butfrom thebeginning hundred years' time. she now oneofthesedays. putsin,andshewillwrite ...inanother abetter book apoet Shewillbe give heraroom ofherown and five hundred a year, hermindandleave letherspeak outhalfthat not do so badly, I thought. Give her another hundred years, Iconcluded, reading the last chapter, a bed-sitting-room, without enough of those desirable things, time, money and idleness, she did ... spinning withthem,orthelengthofwinter's night. suggested who made the ballads and the folk-songs, crooning themto herchildren, her beguiling many withoutsingingthem,was poems awoman. often was It awoman Edward Fitzgerald, Ithink, had put her to. that her gift the torture Indeed, I would venture who wroteto guess that Anon, so who dashedherbrains andmowed ormopped outonthemoor thehighways about crazed with of alostnovelist, asuppressed ofsomemute poet, andingloriousJaneAusten, someEmilyBrontë selling herbs, remarkable oreven ofavery manwhohadamother, thenIthinkwe are onthetrack however, one reads of a witch ducked, being of a woman by possessed devils, of a wise woman genius like Shakespeare's amonglabouring, isnotborn uneducated, people…. When, servile Considering that Mary Carmichael wasConsidering thatMary nogenius, butanunknowngirlwritingherfirstnovel in The possibilitiesare endless. canincludesongs,Their humour, adverts etc. whether to have amagazine, radio or advert. TV to promote theirinvention. They canchoose Encourage themto deviseanadvertisement predominant insome, photographs inothers). or magazinecommercials (withthetext discuss thevisualeffectsofTV commercials come upwithslogansfor theirinventions. They slogan iseffective. Following that, students (Virginia Woolf,(Virginia 1928/2014) 69

CREATIVITY Media literacy and creativity climate, build teamwork and critical thinking skills, as well as build a sense of comradeship. Given that media literacy is necessary in order for young people to understand the power/role of My hero the media in the modern world and to build a proper attitude towards the media, we propose This can be used as a warm-up activity at the an activity that would make it possible for them beginning of the workshop, or as a topic for to understand that every media message is a essay writing. Likewise, the same activity can construct that often stems from vested interests. be used for any other virtue. The most common interest is profit or some other Task for the class: Bring to mind an inspirational form of power – social, political, or economic. person who thinks creatively. It can be someone Suggest to your students, modelled against the famous or someone you know in person and who dailies available in the country, to make a copy lives in your neighbourhood. Explain the life story of their newspaper on “current school affairs”. of that person and what he/she did creatively. Divide the class into groups, and allow two or Which qualities and skills did that person display? three days for this activity. School and creativity When students are to present their works, discuss how they approached the task of No one learns to make right decisions creating newspapers, invite them to compare without being free to make wrong ones. points of view and observe how a different topic can be discussed from different angles, Unknown but also how the media can adapt truth to the You can find different TED talks online which interests of their founders, owners, and social may be an excellent inspiration for discussion and political groups that the given media outlet on any virtue. For creativity we suggest the TED is promoting or is dependent on. talk by Sir Ken Robinson29, for which there is transcript available in Serbian and in Croatian, Problem solving among other languages. Make a list of problems in the class (tardiness, These are just some of the views shared by Sir lack of discipline, not having required stationery, Ken Robinson in his talk entitled Do schools kill etc.) and choose several problems for which creativity? students need to come up with solutions. They ––All kids have tremendous talents, which are need to analyse problems and come up with not used enough, and creativity now is as creative ways to solve them. Write the list of important in education as literacy, and we options on the board, preferably accepting should treat it with the same status. some witty proposals. In order for the creative ––All kids have in common that they will take thinking process to be successful and fruitful, a chance. They’re not frightened of be- the classroom climate needs to be positive ing wrong. I don’t mean to say that being and agreeable, conducive to the acceptance wrong is the same thing as being creative. of different ideas, appreciating the opinions of What we do know is, if you’re not prepared others, and respecting diversity (tolerance). to be wrong, you’ll never come up with Choose one or more solutions that you could anything original. And by the time they get work on. Divide the class into groups that will to be adults, most kids have lost that capa- work on different solutions. The groups are to city. They have become frightened of being present their solutions, and their suggestions wrong because we stigmatize mistakes.

can be further improved and polished. This kind 29 Sir K. Robinson: Do schools kill creativity? – 19 min. https://www. of activity will help build a pleasant classroom ted.com/talks/ken_robinson_says_schools_kill_creativity.

70 Handbook for Secondary School Teachers and give themseveral keyideasfor discussion: Robinson’s Dividetheclassinto groups talk. recording, you canread outloudexcerpts from youIf donothave themeansto play the My Values and –DevelopmentVirtues andEmotional Skills ofSocial – – – – – – – – – – Do you agreeDo withhis views? Why? Explain. creativity? schools, in KenDo Robinson’s opinion,kill to helpthemmakesomethingofit. see thisfuture, but theywill. And ourjobis can face thisfuture. theway By –we may not task isto educate theirwholebeing, sothey children for thehopethat theyare. And our ties for theyare therichness andseeingour we’ll doitisby seeingourcreative capaci- we wisely. usethisgift And theonly way imagination. We have to becareful now that What TED celebrates ofthehuman isthegift telligence is, it'sdistinct. seeing things. And thethird thingaboutin- interaction ofdifferent ways of disciplinary thannotcomesoften aboutthrough the ving original ideasthat have value –more –whichIdefineastheprocessvity ofha- creati fact, divided into- In compartments. interactive.is wonderfully The brain isn’t interactions ofahumanbrain, intelligence intelligence is dynamic. you If look at the terms, we thinkinmovement. Secondly, think kinaesthetically. We thinkinabstract We thinkvisually, we thinkinsound, we ld inalltheways that we experience it. One, it’s diverse. We thinkaboutthewor We three know thingsaboutintelligence. so isdance. We allhave we? bodies, don't but matics. important, Ithink math isvery to children theway we teach themmathe on theplanetthat day teaches dance every and dance. There isn’t aneducation system given ahigherstatus inschoolsthandrama andmusicare normally Art within thearts. system, too,much every there’s ahierarchy And inpretty onearth. Everywhere arts. and the humanities. At the bottom are the mathematics andlanguages, thenscience same hierarchy At ofsubjects. thetop are has the education systemEvery on earth - - a discussionaboutthesemisconceptions. asanintroduction to Musicianscanserve about Excerpts from theBernard Grun’s bookAnecdotes solution. – to repeat the process until they arrive at the also disciplineandreadiness to makemistakes discoveries, ideas, extraordinary wonderful but they have because of their achieved everything their creative achievements, we willseethat have alookat peoplethat we appreciate for also need discipline and dailypractice. we If freedom ofcreative expression, becauseyou and inspiration. it is not only Nevertheless, control. Obviously, itimpliesalsoimagination discipline, knowledge, and whichimpliesskill, is not “fooling around”. isaprocess It fullof whatever comes to mind. However, creativity misconception is that creativity meansdoing of rareit is a special gift individuals. Another only,creativity islinkedwiththearts andthat One ofthemostcommon fallaciesisthat lessons. canbedoneinregular musicorart This activity – Misconceptions creativity about – lop further, andwhy? you have sometalentsthatyou didnotdeve afraid ofmistakes backthen,andwhy? Did Think backto your –were childhood you less - 71

CREATIVITY The American composer Aaron Copland once delivered a lecture on the method of work of famous composers. “What about you, Mr Copland”, an inquisitive lady asked, “how do you work? Do you wait for artistic inspiration?” “That’s right, ma’am”, he responded politely, “and I do so every single day!” Incessant, persistent, everyday work is the only thing all significant composers have in common, while they may be different in every other respect. We cannot remain indifferent before the complete edition of the works of Johann Sebastian Bach: forty-six huge volumes. The publication of his prolific oeuvre alone took half a century of work by the Bach Society… However, during his lifetime, Bach saw in this work nothing more than meeting the daily duty God had given him to provide for his family. “I had to work a lot,” he used to say, “and if anyone worked as much as I did, he would achieve the same success.” Mozart needed to be in “good spirits” to work and he had to be alone. “I don’t know,” he used to say, “where the inspiration comes from, but if I am not disturbed, my inspiration is infinite. It keeps gaining shape, until finally the whole edifice gets its form.” The incredible ease with which he composed remains to this day one of the greatest miracles of music. ... Chopin worked spontaneously, directly, almost improvising. The ideas would rush to him suddenly, unexpectedly, as if taken for granted. They were done in one go, with their entire melodic and harmonious perfection. However, Chopin had to pay for this spontaneity of ideas with hours, at times even days, of painstaking and arduous work. He would rewrite the same section a hundred times, polish and change it, bitterly moaning over an inappropriate harmony, a transition that seemed overly simple, only to get back to the original idea in the end. (Bernard Grun, 2007)

Some of the most peculiar undertakings of young musicians certainly include: the tenacity with which the then ten-year-old Bach would, for half a year, clandestinely, without candlelight, having moonlight above only, rewrite a sheet of piano music he wanted to have; the richness of Tchaikovsky’s ideas when, in composition lesson, in one single day, he came up with two hundred marvellous variations on the given theme, as well as the remarkable musicality that made Brahms famous and that was the basis for his career. (Bernard Grun, 2007)

What character traits, apart from creativity, do you recognize in these musicians? Give some examples of scientists, artists who achieved huge success. What characteristics do you recognize in them? Can creativity be practiced? Explain.

72 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial quotation theylikethemostandexplain why. copiesMake ofcreativity quotations orputthemuponavideoprojector. Volunteers choosethe Creativity quotations Everything starts as somebody's dream. assomebody's starts Everything idea seemedludicrous bold atfirst. Every on thetalentthatrubsagainstit. ideacanAn turnto dustormagic, depending is notlocomotives, butideas. That which leadsandsweeps theworld along me through books. Life-transforming ideashave always come to paths. of others crossimagination and the reality where to atapoint odds be our has thebest of thereal world thatwe live in.Because truth least asmuch aswe follow theobviousness to follow isourduty ourimaginationat It imagination. logic: than There issomethingmore important Catch thetrade winds inyour sails. bowlines. away Sail from harbour. the safe than by the ones you did do. throw So off the disappointed by thethingsyou didn't do Twenty years from now you more will be knowledge. than Imagination is more important William Bernbach Johann V. Goethe Alfred Hitchcock Albert Einstein Albert Borislav Pekić Victor Hugo Larry Niven Larry Mark TwainMark Bell Hooks Bell Creativity iscontagious.Creativity Pass iton. once hegrowsremain up. anartist The problem ishow to childisanartist. Every having fun. Perhaps imagination isonlyintelligence mistakes andhavingfun. growing, risks, taking rules,breaking making isinventing,Creativity experimenting, having noideasatall. them to wrong be thanto always be rightby is better toIt have enough ideas for some of patterns. we would forever be repeating thesame creativity, there would noprogress, be and human resource ofall.important Without There is the most is no doubt that creativity George Scialabba Edward deBono Edward deBono Albert Einstein Albert Pablo Picasso M. L.Cook 73

CREATIVITY

SELF- CONTROL

My Values and –DevelopmentVirtues andEmotional Skills ofSocial great poet. We have to becareful about what by tookilled strong aword,” are thewords ofa there itcannotbedeleted. isnoway back, “ I was a spokenword reaches theintended recipient, you are surer to missthetarget thanhitit. Once not letitleave your lipsprematurely andwhen unspoken word onthetipofyour tongue, do master. Or, to control try yourself, to restrain the wisdom: An old Arabic saying teaches ustheancient current needs, aspirations, even often whims. our need for gratification fast, short-lived ofour able we are to control ourselves andoururges, This inevitablyleadsto thequestionofhow slow thepace down alittle. as if the criterion, goal might disappear if they speed ofgettingto thegoalbecomes adecisive faster gratification orquickgains. As ifthe have focused onsomethingelsethat brings their scarce timeto, orwhethertheyshould supposed to doanddevote themselves and own choices, whetherthat iswhat theywere This prompts peopleto reconsider their orunrewarded.worthless of time, peopletend to thinkofthemselves as period short to in avery achieve everything family, or professional lives. itisnotpossible If aspire to instant gratification intheirpersonal, unrealistic, needsandwants. Very people often ofcountlessthe satisfaction real, butalso to reconcile theirnumerous dailydutieswith People today live fast, inaconstant struggle hismind.unbend ashamed oflearningmore, andmust A man,though wise, shouldnever be Self -control Of your unspoken words,Of you are the Sophocles undereating; sexually transmitted diseases; habits–overeatingunhealthy dietary and to (substance health risks abuse and addiction; behaviour,destructive as well as to exposure members ofgroups prone and to risk-taking control, tend to young be people in particular aggressive behaviour. As aresult oflow self- acausefor isoften or conflicting esteem. It is linkedwithlow andself- self-confidence Conversely, underdeveloped self-control responsibility towards oneselfandothers. linked witha “cool head”, withtolerance and strongenduring isinseparably emotions. It term goals, aswell of aspatience andtheskill planning andthegradual achievement oflong- of decisions. addition,self-control involves In power, conscious andintentional controlling later. andwill isalsoself-discipline Self-control (procedures, words) actions, that we may regret involves theconscious renouncing ofthings disappointment, anger, also orfury. It to strong feelings of dissatisfaction, goal, withoutsuccumbing an important renouncing offastgratification whenpursuing Hence, self-control isanSESthat requires the both goodandbad. those decisive moments, thewatersheds inlife, themselves, bothineveryday situations andin countneed to step to back, 10andcompose to recognize andfeel themoment when they for therightmeasure that willenablethem eye, aninternal brake, andadelicate touch ways ofself-regulation. They needaninternal alotaboutthemselves,learn to discover new a constant internal struggle. They alsohave to on the other,intellect are simply predestined to emotions andimpulses, ononehand, andtheir throughout their lives. Human beings, with their to strive for moderation, that ancient ideal, themselves, not to be excessive in anything, ofhumanbeingsto controlseen intheability is andcomplexityofcharacter The beauty both thosearound usandourselves. canwoundof that weapon. oreven It destroy at timeslethalones. We have to bethemasters we say, when,andwhoto. Words are weapons, 77

SELF-CONTROL early pregnancies; unwanted pregnancies, etc.), life situations. It is both our conscious decision and poor educational outcomes. and a plan. Therefore, a young person needs to The skill of managing one’s actions does not be brought to an understanding of the need come spontaneously. It takes effort to build to develop tools of self-control. Young people patience, self-discipline, strong will power, since themselves need to recognize the benefits of these are the virtues that make a person able such a virtue, and the resolve for this to become to bring good to him/herself and the closest an integral part of their character needs to come surroundings, but also to the wider community. about as a personal choice. It is also important There are numerous examples of individuals to develop such awareness gradually, not as a from the past and present whose virtues of self- consequence of negative experiences caused by control, patience, and self-discipline benefited the absence of self-control at a given moment. all people around the world – peace in the world, Development of self-control from an early age development of science education, culture is intended to pre-empt frequent adolescent and sport (e.g. Nelson Mandela 1918−2013; excesses, both in interpersonal relationships and Mahatma Gandhi 1869−1948; Helen Keller in regards to alcohol and substance abuse, the 1880−1968; Albert Einstein 1879−1955, etc.). most serious threats to young people’s mental and physical health. It also happens quite Science says that the regions of the brain frequently that young people who do not have responsible for self-control functions are not developed self-control regretfully fail to fulfil fully mature even at the end of adolescence, their full physical, mental, emotional, or social when many other functions are already potentials. Conversely, a person who manages to fully developed. Self-control is one of master the mechanisms of self-control creates, major problems in the lives of adolescents, at the same time, fertile ground for developing predominantly resulting from the immaturity other virtues, such as tolerance, self-confidence, of the relevant brain regions. Nonetheless, it honesty, empathy, optimism, etc. would be wrong to conclude that self-control comes naturally through the mere maturing Regardless of the type of job, self-discipline, of those brain regions and that all it takes is planning, patience, strong will, and self-control waiting. Everything that happens to a child or a are needed to a greater or lesser degree, sooner young person in their daily lives, all their events or later. The significance of these virtues and and experiences, can have a substantial impact skills for entrepreneurial, leadership, and on developing self-control – by either fostering managerial positions can hardly be overrated. or inhibiting it. The same goes for job advancement. Apart from leading and managing, leaders are also Regardless of how dependent it is on the role-models for the people they work with. One maturity of brain regions, self-control can wonders if it is possible at all to be successful be acquired, learned, and developed. It is an in one’s life and career without possessing self- integral element of the socialization process of control. each individual – we gradually learn and acquire all the things conducive to more prosperous Backed by strong evidence, particularly over and fulfilling lives, on our own and as a part of the last two decades, researchers conclude that a group. Younger children first master control children and young people who possess self- over their bodies and movements, taught control skills stand better chances of academic by their elders (external control), and during achievement, career development, better adolescence self-control becomes increasingly physical, mental and social health, to become part of the conscious mental processes (internal productive members of the society they live control). While that may be the case, self-control in than their peers who have not mastered the requires practice, rehearsal in different daily skill.

78 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial arewhen suchexpectations notstated at all. behaviour to thestandards, more than often follow your and adapt their demands clearly discipline orground rules. Many of them will your clearly regarding expectations articulate for uncontrolled behaviour there willbe. So, atmosphere, thelesschallengesandneed tone intheclassroom. The more pleasant the To alarge extent, you asateacher alsosetthe on. by keepingcontrol ofthemselves andmoving have managed to overcome delicate moments themselves andexplain to students how they teachers to beontop ofthings, i.e. to control be replicated. Therefore, for important itisvery situations. We never what behaviours know will how thestudents insimilar themselves willact well they will be accepted by the class, but also classroom situations determines notonlyhow teachers manage to handleunpleasant The teacher isalsoarole model. The way control? self-confidence, honesty, andobviously self- require precision, perseverance, optimism, come to thinkofit, doesn’t problem solving that mathematics isfarfrom any SES;however, might seemat andused. firstglance It observed a potential to develop SES,itonlyneedsto be literature –any areas has ofthesubject orart to develop self-control. itmathematics, Be Teachers alsousetheresources oftheirsubjects of self-control. aware ofthelong-term consequences ofalack and patience, theyshouldmakeyoung people similar situations inthefuture. Through honesty to bemore patientand to andmoderate try in understand thereasons why theylosecontrol encourage students to become aware ofand adolescents andthedelicaciesofyouth, to to understandthedevelopment needsof inallstudents. skill Teachers are expected do theirutmostto develop such an important for theschoolorteachers to important isvery It The teacher’s role Students will: Goals: topic ofthisworkshop. characterize self-control as the overarching self-control. Then tell them that allofthese traits: patience, calmness, discipline, willpower, The aimisto recognize andnamethe following Materials: Marshmallow Test video Duration: 45minutes WORKSHOP: Self-control is... Start theconversation:Start for several minutes. Letwithout blinking. themkeepthisposition other straight intheeyes for aslongpossible facing eachother. Their taskisto lookeach Divide students into pairssittingorstanding – – – – – – – – you satisfiedwith yourself inthisexercise? were you helped keep doingit?What up?Are wereWhat while youyou about thinking this activity? characteristics/skills did youWhat display in others forthemselvesabsence and ofself-control recognize theconsequences ofpresence or kages andtheirinterlin - andself-control ponsibility understandthemeaningofconcepts ofres Introductory exerciseIntroductory (5min) * - 79

SELF-CONTROL attention to see the thing in front of them in a Temptation (15 min) totally different way. It was no longer a food item, but a notion in nature performing an action and Play the Marshmallow Test30 − about 4−5 min. having a function. Thanks to the experiment, (They can watch it on their smart phones). In it can be observed that self-control is crucial in the experiment children were offered to take achieving long-term goals. It is equally important one marshmallow now or wait for 10 minutes for setting boundaries and developing empathy, and get two instead. which is required for having caring relationships. In addition, it helps people to avoid trouble, such Analysis: as dropping out of school, rejection of change or ––What is in conflict here – what is the tempta- performing unwanted tasks.31 tion about? (Eat a marshmallow right now or wait and get two.) Self-control and me (25 min) ––What differentiates the children who ate a marshmallow right away from those who In smaller groups, students discuss the situations waited? What were the children doing? (thin- from their experience or the experience of their king, making a decision; feeling uncomforta- peers where self-control was lacking. ble; restrained unpleasant feelings; ultimate goal – I will have two marshmallows) ––What does one fail to do then? What is confli- ––Name the experiences/feelings of children cting? What took over? who managed to wait for the two marsh- ––What are the consequences (for themselves mallows? How do you feel when you reach a and others)? goal after long and patient waiting? Then let them discuss the situation in life/ Give your students more information about relations with others/ in school where self- the experiment: Psychologist Walter Mischel control is needed and why: what would the conducted the famous Marshmallow Test. The consequences of lack of self-control be in such studies that started 50 years ago and are still situations (for themselves and others)? They ongoing showed that the control of delayed share their responses with the other groups. gratification, the ability to wait for the preferred rewards, is visible and measurable already early Encourage them to talk about situations in on in life, and that it affects the wellbeing of which they exhibited patience and self-control: people and their life outcomes in terms of physical ––What helped you? and mental health. ––What are the benefits of self-control for me/ Interestingly, such abilities can be modified and others? improved through specific cognitive strategies. In their responses students will probably For instance, while children were sat facing the mention some qualities or skills conducive treat in front of them and did their best not to eat to self-control, e.g. critical thinking, empathy. it, the experimenter attempted to help them by Indicate the linkages between these skills. comparing a marshmallow with other inedible things, such as clouds, the moon, or a ball. These Modelled against this workshop, the following concepts were chosen because of them being activities can be combined, done on their own seemingly white, fluffy and roundish, just like or with some other introductory and final the marshmallow itself. Then the experimenter games. Through these activities, students learn led them to think about playing with a ball, about self-control, think about this skill, and imagining the moon and how the clouds move work on developing it in themselves. across the sky. The idea was to redirect their

30 https://www.youtube.com/watch?v=Yo4WF3cSd9Q 31 More details about the test is available at: https://sr.wikipedia. or https://www.youtube.com/watch?v=QX_oy9614HQ. org/wiki/Man%C4%8Dmelou_eksperiment.

80 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial theconsequences...; bearing decision... actions; Examples: ? responsibility notion ofpersonal Ask your students: How would you definethe and sometimesbeyond us(external control). is sometimeswithinourselves (internal control), findings: (e.g. theirschoolachievements). Sumupthe the sense of control in some situations/events Comment onwhethersomeseedifferently two columns for thesakeofeasycomparison. Record theirassociations ontheboard under feel you have nocontrol over whatsoever? events, are What thethingswhere activities)? you onyouwhat depends (e.g. whatdecisions, choices, (the most),whatinyour present lifeisundercontrol, Ask your can students: What you yourselves affect conversely –It’s allinGod’s hands!Igive up! Things are undercontrol... inmy hands!Or can beillustrated by thecommon statements: to alarge degree orfully, othersnotat all. This convinced that we canaffectsomethingsinlife Teacher’s introduction: We are allquite Self-control andresponsibility go, Iwin,heloses!” day,say nothing. the next And he’d crest-fallen, be ashamed, andwould regret hiswords! There you Milovan: “Effortlessly, upon my soul! He’d getangry, curseme, leaping andshivering with rage! I’d They asked: “How so, uncleMilovan?” a duel!” Milovan, sonofJanica, Vujošević, from Brskutonce said:“Uponmy soul, Icould defeatany manin andbraveryExamples ofhumanity We all believe that the place of control Responsibility is... standing byResponsibility one’s OR YOU CANDOANYOFTHEFOLLOWING: the consequences forourselves andothers? Why do we are tend What to shirk responsibility? wish to under ourcontrol. be responsible forthosethingsthatwe believe and in thelight ofpersonalresponsibility. We are control” andinvite themto consider them themofthelistwith Remind “places of andbehaviour.actions protection, andcare towards thoseaffected by my to othersandmyself,important aswell asrespect, a duty, anobligationto dosomething, whichis can rely onus, etc.isacceptance Responsibility of sothatotherstrustusand working andbehaving Miljanov andBravery”“Examples ofHumanity by Marko 33 32 “Muso’sstory Patience” pairs oringroups. enoughcopies Make ofthe doneindividually,This canbeanactivity in Muso andMilovan knjizevnost/primjeri_cojstva_i_junastva.htm. Available at: http://www.montenegrina.net/pages/pages1/ religions, legaciesandfolk spiritual humourofhumanity. author. The stories belongto different countries, cultures and by Anthony deMello, psychotherapist, anIndian and priest was takenfromThe thebook story Prayer“The oftheFrog” 33 . 32 andtheanecdote from (Marko Miljanov) (Marko 81

SELF-CONTROL Muso’s patience Muso, one of the most illustrious masters of his day was travelling in the company of a disciple. They came to a river and boarded a ferry. Just as it was about to leave the shore a drunken samurai ran up and jumped into the overloaded boat, nearly sinking it. Then he staggered around wildly, endangering the safety of the frail vessel, so the boatman begged him to stay quiet “We’re stuffed in here like gooseberries in a bottle,” said the samurai raucously. Suddenly he saw Muso and shouted. “Here! Let’s throw the holy man overboard!” “Please be patient.” said Muso “We’ll soon be across.” “What? Me be patient?” he shouted wildly “Look! if you don’t jump off, I’ll throw you overboard this minute.” The master’s calm demeanour in the face of these threats so enraged the samurai that he walked up to Muso and struck him across the face, drawing blood. The disciple had had enough. He was a powerful man and he said, “After what he has done, he shall not live.” “Why get so upset about a trifle?” said Muso with a smile. “It is on occasions like this that our training is put to the test. You must remember that patience is more than just a word.” Then he composed a little poem that ran: “The beater and the beaten: mere actors in a play that is as short-lived as a dream.” (Anthony de Mello, 2005)

Discussion: allowed him to take Eurydice’s soul to the light ––What are the points of similarity between of day and thus revive her, provided he did not Milovan and Muso, the lead characters in the turn around once before they got out. Ask your two stories? students whether they know what happened ––What quality do they both share, in what next: Did Orpheus manage not to turn around? does their strength lie? Why? What quality did he lack? Do you know of any quotations about self-control (self-discipline, ––How many people that you know would do so- strong will, patience...)? mething similar in the given situations? Why? ––How do you react in similar situations? Mythical and contemporary flyers Why didn’t Orpheus manage to Remember the myth of Daedalus and Icarus. It save Eurydice? is included in the chapter on creativity. Ask your Remind your students of the ancient myth students: Why did Icarus drown? What quality about the tragic love between Orpheus and did he lack? Then play the recording of Felix Eurydice: Orpheus was a musician and a poet Baumgartner’s freefall from the stratosphere in with perfect pitch. When he played his lyre, 2012.34 not even nature could remain indifferent. But Students discuss Felix’s motives/qualities/skills: Orpheus was unlucky in love; his wife Eurydice Why did Felix, after jumping, say this had “changed died of a snake bite soon after their marriage. his life”? What could have he understood about Orpheus was so sad that he descended to Hades himself? to try to get her back. His grief-stricken song charmed the inhabitants of the Underworld, Hades, including Pluto and Persephone. They 34 https://www.youtube.com/watch?v=F4UlWJnOgBI.

82 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial Note: You to theoneaboutNikola canlinkthisstory Tesla. How Nikola Tesla practiced self-control 35 consider privation andsacrifice. myonly preserved lifebutderived an immenseamountofsatisfaction from what mostmenwould it was In this way not an easy task. I checked and bridled other habitsand passions and have not due to theinnocent cupofcoffee morning. I consumed every Idiscontinued atonce, thoI confess but destroyed allinclination.Long trouble untilIdiscovered agoIsuffered from heart thatit was I smoked excessively, threatening itself and Inot only stopt to ruin my health. Then my willasserted time Ihave asindifferent been period to anyDuring another formofgamblingas teeth. to picking only vanquished so asnot to but tore leave even itfrom my atrace heart of desire. Ever since that passion thenandthere andonlyregretted ahundred thatithadnotbeen timesasstrong. Inot all we thebetter itwillbe. possess Iknowthatyou willgetover it.” Shewas right.Iconquered my game, shecame to mewitharoll ofbillsandsaid, “Go andenjoy yourself. you The sooner lose I afternoon, remember,One his own efforts. when I had lost all my money and was craving for a thecharacterunderstood thatone’s ofmenandknew salvation could brought onlybe thru about frequentOn occasions hegave vent to hisangerandcontempt butmy motherwas different. She whileto give upthatwhichIwouldI pleasebutisitworth purchase withthejoys ofParadise?” indulged. Ihadastrong resolve butmy philosophy was bad. Iwould sayto him,“Ican stop whenever father lifeandcould ledanexemplary notexcuse thesenselesswaste oftimeandmoneyin whichI worried my parents. To sitdown to agameofcards was formethequintessence ofpleasure. My ageI contractedto someofthestrongest men.At acertain amaniaforgamblingwhichgreatly overgained socomplete myself amastery thatItoyed withpassionswhichhave meantdestruction butgraduallyhad to subdued be desire andwillgrew to identical. be After years ofsuchdisciplineI In thecourse oftimethisvigorous mentalexercise became second nature. At theoutsetmy wishes while Iconquered my weakness andfeltapleasure ofdoingasIwilled. Inever before—that knew toand Ibegan practise self-control. At first my resolutions faded like snowApril, in butinalittle well known Hungarian writer, Josika. This work somehow awakened my dormant powers of will oneoccasionOn Icame across anovel entitled“Abafi”Serbian translationSon ofAba),a ofa (the onherarduous dailytask. dawn, whenallotherssleptandmy motherstarted sticks into nightIwould tinforms, bushthekeyhole andevery andthecracks andread, till often in secret. Hedidnotwant meto my spoil eyes. ButIobtainedtallow, andcast madethewicking the fly into a rage when he Hehidcaught the me inthe act. candles whenhe foundthatI was reading whenever Icould manageItriedto satisfymy passionforreading. itandwould Hedidnotpermit course ofmy wholeexistence. father allthingsIliked My hadalarge thebest. and library books Of Then, allatonce,unholy monsters ofthedark. there came atremendous changewhichaltered the andlived belief superstitious inconstant dread ofthespiritevil, ofghostsandogres andother multiplied. Iwas opprest by thoughts ofpaininlifeanddeathreligious fear. Iwas swayed by extremes.wishes werebetween My of consuming force and like theheads of the hydra, they strength to formafirm resolve.My feelings came in waves andsurges andvibrated unceasingly Up to theageofeightyears, my character was weak andvacillating.neither couragehad I or One’s salvation brought onlybe can through about one’s own efforts Taken from: https://edoc.site/-nikola-tesla-moji-izumi-autobiografija-pdf-free.html. 35 (Nikola Tesla,(Nikola 1919) 83

SELF-CONTROL Discussion: ––At what moment did Nikola Tesla begin to practice self-control? ––What affected him? ––Recall some examples from your personal experience: how did you manage to resist temptation?

Nelson Mandela − 27 years in prison did not break his will Apart from homeroom classes, this activity is also suited for history, sociology, or civic education lessons. Read out loud the text about Nelson Mandela.

Nelson Mandela36 (1918−2013), Former President of South Africa Nelson Mandela, also known as Madiba, is possibly one of the most famous statesmen in the world. He served as President of South Africa from 1994 to 1999, and was the first South African president to be elected in a fully representative democratic election. Before his presidency, Mandela fought against Apartheid (the system of racial segregation and discrimination in South Africa) and as a result, served 27 years in prison. Nelson Mandela was born in Transkei, South Africa in 1918 and was the first member of his family to go to school. He attended college before moving to Johannesburg and working as a clerk in a law firm, completing his degree at the University of South Africa by correspondence. Mandela grew up in Apartheid South Africa where the rights of the majority non-white population were restricted. After the 1948 election victory of the Afrikaner-dominated National Party, Mandela got more involved in politics, leading the ANC’s Defiance campaign and helping to provide low-cost legal advice to South African blacks who could not afford representation. He initially believed in being non-violent, but after the government banned the ANC, Nelson Mandela argued for the use of force. In 1962 he was arrested and sentenced to five years’ imprisonment with hard labour. Then in 1963, Mandela was brought to stand trial with many others for plotting to overthrow the government by violence, and was sentenced to life imprisonment. From 1964 to 1982, Mandela was imprisoned at Robben Island Prison, then at Pollsmoor Prison on the mainland. Mandela was seen as a controversial figure, with many of his critics considering him a terrorist. However, people across the world campaigned for his release. Nelson Mandela was finally released on 11 February 1990, after 27 years in prison. After his release, he continued striving to attain the goals he and others had set out almost four decades earlier. In 1994 there were multi-racial, free and fair elections for the first time, and Mandela and the ANC won 62% of the vote. He was inaugurated on 10 May 1994. During his years in prison, Nelson Mandela’s reputation grew steadily. He was widely accepted as the most significant black leader in South Africa and became a symbol of resistance as the anti- apartheid movement gathered strength. He refused to compromise his political position to obtain his freedom and showed incredible patience as he suffered in prison. We must use time wisely and forever realize that the time is always ripe to do right – Nelson Mandela.

36 Taken from: https://www.jubileecentre.ac.uk/userfiles/jubileecentre/pdf/My%20Character%20PDFs/Resources/4.%20 Patience.pdf.

84 Handbook for Secondary School Teachers about tolerance, optimism,andhonesty. Nelson Mandela’s biography when you talk Tell in themyou willgobackto thesevirtues those quotations refer to. your students to recognize that othervirtues willpower/patience/self-control? Encourage What sayings speakofthesignificance of My Values and –DevelopmentVirtues andEmotional Skills ofSocial 37 Examples: Discussion: – – – – – – – – – – – izreka-nelsona-mendele-koje-svako-treba-da-procita/. Available at: https://sr.globalvoices.org/2013/12/17-mudrih- – – – – – – – – – – – ch you can useto changetheworld. Education weapon whi- isthemostpowerful truth even whenthingsseemdarkandgrim. toHonour belongs those who never forsake the afraid, buthewhoconquers thatfear. The brave notfeel manisnothewhodoes alwaysIt untilitisdone. seemsimpossible retribution. thanyou ofmercy willthroughacts of acts You willachieve more inthisworld through hatinganotherperson… No oneisborn a sinnerwhokeeps ontrying... I amnotasaint,unlessyou thinkofasaintas up again. by how many timesIfelldown andgotback notjudgemeby myDo successes, judgeme am prepared to die. hieve. Butifneedsbe, itisanidealforwhichI tois anideal which I hope live for andto ac- It in harmony andwithequal opportunities. live inwhichallpersons together free society have cherishedtheidealofademocratic and I have fought againstblackdomination.I I have fought against white domination,and Nelson Mandela? youAre aware ofany sayingorquotationby sonment? liefs by accepting that many years of impri- pressure andnotrenounce hispolitical be son Mandela? How didhemanage to resist characterWhat traits inNel- doyou observe 37 - finish the following sentences: Ask your students to work individually and Discuss theircharacteristics. musicians andresearchers (Creativity section). yourRemind students of the anecdote about is just that happened. we It do not see that part. before contacts ormaking that performances for years,out that he/shehasbeentrying having become successful overnight, itusuallyturns Even whenwe seesomeonewhoseemsto have peopleneedtimetoMost become successful. takes diligence andpatience. not true. There isnosilver bulletto success; it pass alltheexams. Unfortunately, itsimplyis or ifwe getastudyguidethat we willeasily of sneakersthat we willbecome goodathletes all andnow. We believe that ifwe buyanewpair sendsthemessageweAdvertising canhave it one canbecome successful easilyandquickly. various self-help books, send us messages that programmes, suchastheXFactorTV and unrealistic deadlines, expectations, and goals. The problem isthat we setfor ourselves goal, even whenothersgive up. and persistence in attempting to getto the of a successfulcharacteristic person is patience for it. But, it never happenslikethat. The main to getallthat we want themoment we ask would begreat It forInspiration the activity: – – – Success comes to thosewhowait – – – patience... The five situations in which I showed because... ittakesSometimes patience andwillpower because... thingscomeGood to thosewhowait 85

SELF-CONTROL Needs and wishes Tell them the following: Psychologist R.

38 Baumeister and scientific journalist J. Tierney This is an activity done individually. recently published a book39 arguing that Get your students thinking: Do you know that willpower actually operates like a muscle: it can those with the willpower to persist and be patient be strengthened with practice and becomes stand a better chance of succeeding? (If you tired by overuse. Therefore the more you discussed this before through some activity, practice having willpower the better you will just remind them of that.) Today young people become at it. face more difficulties than ever before. Can you So the next time you are offered some chocolate remain patient, delay gratification and be more that you think you really shouldn’t have, try to successful on the account of your willpower? say no. Give them the task (possibly a printed copy for Now complete the following statements: each student): Now look at the following items. Put a circle round all those that you think you ––A need is something... really need to survive. Now tick those you think ––A want is something... you would want in your life. ––I should concentrate on meeting my needs Trainers rather than my wants because... Fire A dog A house Land to grow things on Television Meat Parks and play spaces Water Telephone A car Music Shelter Blanket Education Vegetables A bed Medicines The internet Bread Books Friends Chocolate

38 The ideas for activities are taken from: https://www. jubileecentre.ac.uk/userfiles/jubileecentre/pdf/My%20 Character%20 PDFs/Resources/4.%20Patience.pdf. 39 Willpower (2012).

86 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial 40 or bus, use thetimeto read orwander inyour of beingannoyed becauseofadelayed train Turn the situation to your favour: Instead Examples: self-control. experience orwhat theyhave about learned and buildingself-control, basedonpersonal to propose strategies/methods for practicing Divide theclassinto several groups withthetask willpower strength andthisisacharacter you needto work on! youIf answered mainly ‘Probably not’ or ‘Definitely not’ to thequestionsthen you don’t have much youIf answered mainly ‘Yes’ or ‘Maybe’ to thequestionsthenyou have lots ofwillpower –well done! much willpower you have: them recording theiranswers onasheetofpaper. Answer thefollowing questionsto findouthow You canmakeacopy ofthetest for eachstudent orread themoutloudonequestionat atimewith are andnotlook at them? obvious place andyouDo findthem. you leave themwhere they Your parents have presents hiddentheChristmas inareally the salad? burger for lunch,andyou’re to behealthier. trying you Do have You canhave aburger orasaladfor dinner. You already hada leave itwhere itisandnotlookat it? ontheirbedwhile theyhave goneto theshops.diary you Do You are at your friend’s house and you notice they have their left Would you walk there instead? You meeting, had to get to but the bus broke animportant down. you stay together? Your orboyfriend girlfriend isgoingaway for awholeyear. Will attend allthelessons? hard course work. will last4months anditwillbevery Will you You have signed up for an exercise class in order to get fitter. The youDo say ‘no’ to theinvitation and revise allnight instead? to revise, ofyours butafriend callsyou andinvites you to aparty. Tomorrow you examination willhave andyou have animportant doctor’s advice? eating nochocolate orsweets for amonth. Will you follow your Your tells regime you doctor to that involves follow dietary astrict Question Self-assessment Self-control exercises Patience.pdf. jubileecentre/pdf/My%20Character%20PDFs/Resources/4.%20 Taken from: https://www.jubileecentre.ac.uk/userfiles/ 41 difference between needsand It is wants. if you didn’t dothat before, now stress the when you discussedneeds andwants, and themoftheactivity priorities:Remind Set beforereaction ithappens. them more readily in future and restrain our strongly react often to be able to recognize attention to thesituations inwhichwe most addition,itcanalsohelpifwereactions. In pay negative, itwillhelpyou control impulsive become aware ofyour feelings, nomatter how Acknowledgeyou your feelings : When waited for 27years to getoutoftheprison. thoughts. who NelsonMandela Remember Definitely Yes Maybe Probably Not Definitely Not 87

SELF-CONTROL important to understand and accept that we and a pilot who wanted to write. Luckily for the cannot, and don’t have to, always have what we world, Saint-Exupéry managed to make both want. Setting priorities will help us feel calmer. his wishes come true. As a pilot, he was awarded In “A Prayer”, Saint-Exupéry says: Present me with the Legion of Honour fighting on the side of the the sense to be able to judge whether something Allies against Hitler. Even when on missions, he is important or not. never stopped writing. “A Prayer”41 was written during one of the most difficult times in his life, The Art of Small Steps when illness, age, and the atrocities of war were gradually getting the better of him. Inspiration for the activity: Antoine de Saint- Exupéry, best-known as the author of The Little Prince, is an author who wanted to be a pilot 41 https://m.cdm.me/kultura/umjetnost-malih-koraka/.

A Prayer – Teach Me the Art of Small Steps Lord, I’m not praying for miracles and visions, I’m only asking for strength for my days. Teach me the art of small steps. Make me clever and resourceful, so that I can find important discoveries and experiences among the diversity of days. Help me use my time better. Present me with the sense to be able to judge whether something is important or not. I pray for the power of discipline and moderation, not only to run throughout my life, but also to live my days reasonably, and observe unexpected pleasures and heights. Help me to understand that dreams cannot be a help. No dreams of the past or dreams of the future. Help me to be here and now and accept that moment as the most important. Save me from the naive belief that everything in life has to go smoothly. Give me the sober recognition that difficulties, failures, fiascos, and setbacks are given to us by life itself to make us grow and mature. Remind me that the heart often argues with reason. Send me the right person at the right moment, who will have enough courage and love to utter the truth! I know that many problems solve themselves, so please teach me patience. You know how much we need friendship. Make me worthy of this nicest, hardest, riskiest and most fragile gift of life. Give me enough imagination to be able to share with someone a little bit of warmth, in the right place, at the right time, with words or with silence. Make of me a man capable of joining those who are really down. Spare me the fear of missing out on life. Do not give me the things I desire, but the things I need. Teach me the art of small steps!

88 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial to which the quotation applies, etc. your students toasking choosethequotation theylikethebestandsay why, give real-life examples beginning oftheworkshop, asfinalthoughts insummingup, orasastand-aloneactivity. When quotations canbeusedasaninspirationAs isthecasewithothervirtues, for discussionat the Self-control quotations – – – – – – – – hardest victory isover self.hardest victory than himwhoconquers hisenemies;for the I count him braver who overcomes his desires strength; mastering yourself istruepower. yourself istruewisdom.Mastering othersis othersisintelligence;Knowing knowing over himselfisall-powerful. victory over other men is strong; but he who gains a himself isenlightened; Hewhogains a victory He whoknowsothersiswise. Hewhoknows to payattention to. direct ourstrength andthisiswhatwe need ourselves; hence, this is where we need to up withevents to depends agreat dealon on usatall, little;buttheway orvery we put The course ofevents notdepend inlifedoes moment. leave unsaidthewrong thingatthetempting the rightplace, butfar more difficultstill, to not only toRemember say the right thing in becomes leaf silk. mulberry Patience ispower; withtimeandpatience the Compare “A Prayer” withthepoem “If” (p. 34). Where doyou seethesimilarities? Once thisiscompleted, aspires to. tell that Saint-Exupéry themto lookfor othervirtues (currently) itisbeyond himandprays to God. what knows isvaluable andwhat heneedsto regainthem: Saint-Exupéry control, butfeels that Discuss how indifficultmoments people typeof feel control tobelosingthe that dependson control/patience. Task your students, individuallyorinpairs, working to highlight thethoughts that concern self- Benjamin FranklinBenjamin Chinese proverb Ivo Andrić Aristotle Lao Tzu Lao Tzu no matter how you feel. that. Remember You are always responsible forhow you act, also asignofstrong self-control. Silence isnotalways asignofweakness; it's you. Control yourself orsomeoneelse willcontrol reaction. annoy you, butwhat you can control isyour You can’t control the will fact that people Calmness ispower.mastery; Thought isstrength; is Right Self-control our thoughts. when we recognize thatwe ought to control The stageinmoral highestpossible culture is creatures. commanded. That isthenature ofliving He whocannot himselfwillbe obey Friedrich Nietzsche Charles Darwin Darwin Charles Anonymous Anonymous Anonymous James Allen Robert TewRobert 89

SELF-CONTROL

EMPATHY

My Values and –DevelopmentVirtues andEmotional Skills ofSocial schools, to dotheutmostsothat ahuman youngest andsecondary age, through primary What is needed, with the thus, is to start change suchrealities for thebetter. programmes likethisone, theprerequisites to rooted need to create systematically, through life,of modern andontheother, ofthedeep- aware, ononehand, ofthenegative aspects intentionOur isto remind oftheneedto be by way ofexplanation. complex andgo beyond whatcanoffer thistext globally? The answers to thesequestionsare a wolf to anotherman’, bothindividuallyand What isconducive to thisstate ofa ‘man being no oneto confide in,orsympathize with? cannot count onanyone butthemselves, has it that we are increasingly saying that aperson numbness ofthesensesandemotions?How is loneliness, egotism,hypocrisy, lackofinterest, How isitthat we increasingly are about speaking ones),thelessmeaningithas. not-so-distant conditions compared to ourancestors, even the oftheworld we livepart undermuchbetter The ofdailylife biggerthecomforts (inthis alienated, filledwithanxiety, fear, anddespair. tempests of time, to the rapid pace of life, a stablefamilyorfriends, abandonedto the alone, individualisoften A modern without pain lessens. true friend, theyrelieve you andthe you reveal themto anhonestsoul, a by restrainthurt andconcealment. If wounds ofthesoulthatare further In thiswretched world there are such empatHY S. M.Ljubiša for someone. Sympathy usually meansjust pity. To empathize doesnotmeanfeeling sorry notingthat empathy isworth isnotfeelingIt person, notfor one’s own situation. what isappropriate for thesituation ofanother that empathy ofapersonto feel istheability of hiswork to empathy, L.Hoffman,says Martin psychologist andscientist, who devoted most as well ascare for others. American Amodern the needsandcircumstances ofanotherperson, It alsoincludesoursensitivity for identification. feelings oftheotherpersonfollowing suchan with theotherperson,butalsoawareness ofthe emotions includebothidentificationin sharing The definitionsthat seetheessence ofempathy guide ouractions. and thoughts, letting such understanding with theaimofunderstandingtheirfeelings from of another human being,the perspective toEmpathy see things the ability is actually inyoungermajor quality generations. canwepush ourempathy develop this further person. Onlyifwe are empathetic andwillingto not feel sorry, butdeeplyunderstandthenext being, shouldnotfeel pity, butbesympathetic; our own empathy. Ahumanbeing, asasocial to develop understanding oftheimportance need to be aconscious being and have an canbedeveloped.emotional skill, We “just” that empathy, justlikeany othersocialand response to to know this, itisimportant Regardless ofany orobjective subjective this so, what andto causessuchfeelings? know being, to understand how theyfeel, andwhy is are we to grasp theworld ofanotherhuman for otherhumanbeingsdowe have? How able How empathetic are we? How muchsympathy This naturally leads to the following questions: and helpusgetupwhenwe fall. storms come whichthreaten to tear usdown, have us, someonebywhen oursideto support the youngest agehow fragile we are unlesswe understanding for others, to recognize from to continuously develop intheyoung people being canbecloserto anotherhumanbeing, 93

EMPATHY feeling sorry for a person, which hides, to say Thus, empathy is, in a way, like tightrope the least, satisfaction with oneself and one’s walking – a skill that helps us find our balance, own life circumstances, the pleasure of us not to give exactly as much as we think and feel we being those to whom something unpleasant is can, no more, no less, because it will no longer happening. Empathy should not be confused be good either for us or for others. with kindness either. Being civil and kind does not mean sharing feelings and thoughts with The teacher’s role somebody and knowing exactly how somebody feels, what they are thinking about; it means Similarly to other social and emotional skills, being able to comprehend their condition or the teacher’s role is essential for developing situation, maybe even better than our own. empathy. Teacher can hardly be good Empathy is not what transpires in the famous transmitters of the idea of empathy, both saying Do to others what you would like done to theoretically and practically, unless they are ready to extend their own knowledge of you either. We have just to recall the quotation empathy, and express and apply it at all times by the famous author George Bernard Shaw: in the classroom. Do not do unto others as you expect they should do unto you. Their tastes may not be the same. The teacher is a person who gets to know his/her Empathy is the very understanding of such students well after a while, a person who follows tastes, i.e. the power and the ability not to judge classroom developments, who is interested others by ourselves. to keep improving not only the interpersonal relations between students, but also his/her own We have to be ready to understand and accept rapport with the students. Being an empathetic diversities and go beyond prejudice by not teacher means having a sixth sense for group seeking in other people what is different, but dynamics, to be a person who keeps feeling the the opposite – what we have in common. This pulse of the class with all its specificities and is why empathy is the cornerstone of tolerance. showing compassion and true understanding of To be able to do that, we have to develop the their shared and individual problems. skill of attentive listening and observing the The teacher as a role model is an irreplaceable emotional states and needs of others. “What tool or instrument for developing social and is essential,” believes Marshall Rosenberg, a emotional skills. It is only if they see empathy in psychologist and the originator of the idea of action that students will be able to assume such non-violent communication, “is our ability to a pattern of behaviour, such a life motto, as the be present to what’s really going on within, mainstay of their interpersonal relations. They to the unique feelings and needs a person is will be in a position to discover its mechanisms, experiencing in that very moment”. to understand its benefits and use it in the Nevertheless, listening in itself is not enough. It classroom, but also beyond. Thus, it is no wonder also takes openness and honesty, and readiness that, as research has shown, having more to show how we feel and what we are thinking. empathy diminishes the need for aggressive or No matter how ready we might be to transmit destructive behaviour. By building it, a young the finest and most sincere thoughts and person simply becomes better – more tolerant, emotions, to show clearly and loudly how well more consistent in their relations with others, we feel and understand the condition, feelings, more responsible towards the others present needs, and circumstances of the person we in their lives, regardless of where they are. It is wish to help, it is important, in doing so, not also conducive to developing integrity, so the to shatter our spiritual balance or assume a empathy of an individual is inseparable from sacrifice that would put ourselves in harm’s way. the need of the same individual to act with

94 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial subject. or any withthe given otherissueinconnection they encounter in mastering the lesson content how astudent feels regarding thedifficulties empathy, to show that he/sheunderstands etc.) makeitpossiblefor theteacher to show pronunciation ofwords inaforeign language, in themathematics andphysics classrooms, (gymexercises,delivery problems to besolved of conditionality because sometimescertain potential to develop socialandemotionalskills, to includethesubject’s isextremely important It pronounced empathy. are increasingly spokenofaspersonswith integrity. Successful managersandleaders emotional skills, empathyemotional skills, included. foundation for buildingahouseofsocialand calling andhis/herstudents. And that isthe who,Someone first and foremost, likes his/her andempowers.understands, supports, monitors, listens, senses, feels compassionate, To putitsimply, ateacher issomeone who rewarding life. of empathyand necessity for and a thriving to anunderstandingoftheimportance point from whichto guide students a starting literature,written orelectronic asapattern and wealth of ideas, where the teacher uses a text, such asliterature, language, orhistory, offer a addition,thecontent subjects, In ofcertain 95

EMPATHY Ask the class whether they believe that they are empathetic enough and what makes them say so.

Empathy vs. sympathy (25 min)

Ask your students: How do you respond when your friend is going through a rough patch – how do you behave, WORKSHOP: Empathy is the echo what do you tell him/her? (They can recall a of others in ourselves specific situation.) Invite your students to write the responses on The assistance we always stand ready post-its. Tell them that individual responses will to extend to a fellow human being not be read out until they are all put together. cannot be replaced by any riches, let Then take a post-it, read what is written on it and put it on a poster or flip chart; while alone our own wretched lives. doing so, together with the class, categorize S. M. Ljubiša the responses under one of the two columns: empathy or sympathy. Goals: Before doing that, explain that sympathy means Students will: expressing a feeling that does not last long and ––examine the difference between empathy is most often patronizing and comforting: I’m and sympathy so sorry you’re suffering; while empathy involves ––understand the meaning of empathy in inter- sharing of feelings and thoughts: I feel your personal relationships disappointment. Time: 45 minutes Apart from feelings, empathy also involves thoughts: I understand how you feel... Material: post-it notes Recognizing and sharing the emotional state of * * * another person is a complex internal experience. It is underpinned by self-awareness, the ability Empathy is… (10 min.) to differentiate one’s own feelings and the feelings of the other person, the capacity to look at things from a different angle, and the Tell the class: Recall a situation when you ability to recognize emotions in others, but also quarrelled with a friend or any other person close in ourselves and to know how to properly show to you, a situation in which your feelings were hurt, such feelings. when you wished someone would understand how you felt, but you remained misunderstood. Empathy means: seeing with the eyes of others, Invite volunteers to share their examples. listening with the ears of others, feeling with the heart of others. Discuss with your students how we feel when we see that others recognize and understand Discuss the responses categorized under the our feelings, as opposed to when our feelings two columns: What is a more frequent reaction remain misunderstood. Define empathy: when – empathy or sympathy? What kind of reactions we try to understand how a person feels and put would you prefer? Why is empathy important in ourselves in his or her shoes, we show empathy. friendship and other interpersonal relations? How

96 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial 42 https://www.youtube.com/watch?v=1Evwgu369Jw film activity,described you can play an animated Alternative ofthepreviously: Instead activity when to dothat. someone else’s how shoesandto and know and theresponsibility to pullourselves outof sacrificing our own. This gives ustheright attention to theneedsofothers, butwithout and others. ofempathyThe requires art paying emotions andthoughts, andbetween ourselves shoes, we needto setabalance between Conclude: order In to step into someoneelse’s areWhat thedifferent ways ofshowing empathy? isempathy invarious professions?important sympathy hasnosuchpower. DrBrené Brown empathy whereas drives trueconnection, interesting animation isusedto explain that 42 for theclass. The video’s theme: to show empathy, how you felt. Discuss to what managed extentyou actually supposed to beempathetic. Then switch roles. stories, come upwithastory. is The partner youIf feel personal sharing uncomfortable frightened, orhadahard timefor any reason. from personal experience when you were sad, for ofpairs)asituation arandom selection Tell (choose any yourof themethods partner for students: Instruction telling him/herthat. recognizing thefeelings ofanotherperson,and somebody else’s shoes;refraining from judging; main elements puttingoneselfin to empathy: and cameto theconclusion that there are four researched empathy in different professions Role play (10min) 97

EMPATHY OR YOU CAN DO ANY OF THE FOLLOWING:

Modelled on the workshop shown above, you How empathetic are you? may combine the activities below, do them as You can make copies for each student, or else stand-alone activities or combine them with tell them to take a sheet of paper and write some other warm-up or wrap-up activities. the following words: always, often, rarely, These activities will help your students learn sometimes, never. Then read out loud each about empathy, think about its significance in statement, while your students are supposed interpersonal relations and develop their own to tick the relevant word depending on how empathy. frequently they do so.

How empathetic are you?43 Instruction: Put a tick ünext to a statement you agree with

Statements ALWAYS OFTEN RARELY SOMETIMES NEVER I feel saddened when someone in my environment feels bad. Before I judge a person, I first try to imagine how I’d feel in his/her position. I’m upset when I see someone treated with disrespect. When I see that someone from my environment is happy, my mood improves. I worry about people who are less fortunate than me. When I see a person who’s agitated, I have a strong urge to help. I believe there are two sides to each story and I always try to see both. It makes me sad when my friend is unhappy. When I see someone being exploited, I feel the need to protect that person. I enjoy making others happy. Friends come to me with their problems because, as they say, I understand them the best. TOTAL

43 This is not a real test, but rather a list of statements that the authors combined from different sources solely with the intention of encouraging students to think about how empathetic they are and cannot be used for other purposes. The sources used: https://psychology-tools.com/test/empathy-quotient; https://greatergood.berkeley.edu/quizzes/take_quiz/empathy; https:// www.gotoquiz.com/the_empathy_test.

98 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial these lines:Iunderstand your pain,because the rather,better; we should say something along We to make things look should not be trying don’t have aproblem withmaths... that shefailed physics, At leastyou andyou say: that... For instance, your iscomplaining friend e.g. at least, at any rate, you shouldbehappy the personbutwithouttrueconnectedness, things lookbetter by usingwords to comfort notto make Emphasize that itisimportant 4. 3. 2. 1. Explain thekeystagesofempathy: understand whathe/sheisgoingthrough. questions; you can hard show to thatyou try interrupt theinterlocutor andaskprompting youWhen listen: maintain eye contact, do not shoes” andhow you would feelinsuchsituations? Imagine what it feels like “being in someone else’s Explain how empathy: theycanpractice various experiences. acceptance, to understandingandsensitivity with others, that include connecting of skills yourRemind students that empathy isaset empathy. applying totest foster theywould liketo start Ask them which of the examples offered in the high timefor themto work ontheirempathy. were developed empathy. mostoftheirresponses If the responses underalways indicate andoften is notareal calibrated test, butitisclearthat When theyhave finished, tell theclassthat this Practicing empathy 1 or simplegestures. withencouragingShow your words support you would feel inthat situation. Put yourself inhis/hershoesandthinkhow something similar. moment whenyou experienced orfelt withthepersonbyConnect recalling a feelings. Watch andlisten –listen andobserve rarely, sometimes ornever, itmeansis 3. 2. 1. Situations: situations oftheirchoice. the following examples. They can add other Invite your students to empathy practice in What helpstrulyisCONNECTEDNESS. can ananswerRarely make people feel better. you shared thatwith me... you’re goingthrough arough timenow, I’m glad something foryou Iknow duringthisperiod? tosame thinghappened merecently. Can Ido teamworking. classrooms, andteachers may alsodesign itfor issuited orliterature forThe history activity solutions offered. They assess how pleased they are with the been dealtout. continues until allthecardsThe activity have similar problems andoffer their solutions. say they haveOthers experience in handling the group ways how to handlethat problem. as his/herown problem. He/sheexplains to on thecard, butinsuchaway asto present it After that, each student reads out what is written supposed to dealwiththeproblems ofothers. switch with anotherstudent, since theyare anyoneIf gets his or her own card, they should students. them,mixthemupandpassoutto the collect anonymous. When allthecards are completed, then finishthesentence. The cards shouldbe down: Each student should take a card andwrite Tell meyour story Practicing empathy 2 Your issickandwillmisstheprom. friend with him. because otherchildren don’t want to play A childisunhappy intheplayground team because ofhersex. A girl was told shecould notbeonasports The problem I’m to solve is…and trying 99

EMPATHY In a darkened classroom (if not possible, ask on the Western Front, and the second is a letter your students to close their eyes) read out loud from a soldier on the front. Both are German (or else play a recording made by the teacher soldiers. Discuss how the image of the other/ or a student with elocutionary skills) sections the enemy is built over history – just because of letters that soldiers wrote from the front in someone is on the opposing side in war, even as World War I without saying which side they soldiers, who have not come there of their own were fighting for. After that, divide the students free will, is often portrayed in war films, reports, into pairs and task them, based on what they etc. as the bad guy. Remarque, who himself heard (and prior knowledge they have of the fought in the World War I, is an anti-war author. atrocities of World War I) to finish the stories, Then they will listen to the poem Čovek peva trying to get into the shoes of the soldiers who, posle rata (A Man Sings after the War) by Dušan at the time, were approximately the same age Vasiljev, read by the actor Bekim Fehmiu.44 as the students are now. Letters from the front Then tell them that the first excerpt they are going to hear is from the Remarque’s All Quiet 44 https://www.youtube.com/watch?v=Z53w3c5dAq8.

The silence spreads. I talk and must talk. So I speak to him and say to him: “Comrade, I did not want to kill you. If you jumped in here again, I would not do it, if you would be sensible too. But you were only an idea to me before, an abstraction that lived in my mind and called forth its appropriate response. It was that abstraction I stabbed. But now, for the first time, I see you are a man like me. I thought of your hand-grenades, of your bayonet, of your rifle; now I see your wife and your face and our fellowship. Forgive me, comrade. We always see it too late. Why do they never tell us that you are poor devils like us, that your mothers are just as anxious as ours, and that we have the same fear of death, and the same dying and the same agony—Forgive me, comrade; how could you be my enemy? If we threw away these rifles and this uniform, you could be my brother just like Kat and Albert. Take twenty years of my life, comrade, and stand up—take more, for I do not know what I can even attempt to do with it now.” 45 (Erich Maria Remarque, 2016) *** I have no idea what we are still fighting for anyway, maybe because the newspapers portray everything about the war in a false light which has nothing to do with the reality... There could be no greater misery in the enemy country and at home. The people who still support the war haven’t got a clue about anything…46 (A letter from the Western Front, dated 17 October 1914. An example of the discrepancy between a soldier’s own experience at the front and the official reporting in the German press.)

45 An excerpt from Remarque’s novel All Quiet on the Western Front. (Translated from German by A. W. Wheen, published by Fawcett Crest.) 46 More available at: https://impulsportal.net/index.php/kolumne/drustvo/4158-svjedocanstva-o-besmislu-rata-pisma-vojnika- iz-prvog-svjetskog-rata-citaju-se-i-sto-godina-kasnije?

100 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial in WorldI. War part about the generation”“lost of writers who took andlanguageliterature)between history This (correlation canresult inaperformance war activities. of others, theirlives, andtheirpoliticalanti- to understand the them, position their ability authors, i.e. how the war experiences affected devise aconversation between thetwo great Divide the class into groups and tell them to War Ionopposite sides. in that bothtookemphasize part thefact World the biographies ofRemarque andHemingway, introduction, where you are to present briefly andliteratureby history teachers. Following the that canbejointly deliveredThis isanactivity Remarque andHemingway returned to theirhomeland(theothersdiedatseaorin prison whileawaiting trial). ordered theimmediateThe Africans. release court oftheAmistad were ofthe survivors Thirty-five resist “unlawful” slavery. oppression, andto apply force againstruinousinjustice.” theAfricans’ The opinionasserted rightto and read thedecision:“...it was theultimate cases rightofallhuman inextreme beings to resist illegally, andtransported Kidnapped theyhadnever wrote slaves. been Justice Story Joseph Senior decidedin favourThe Supreme oftheAfricans, Court statingthat theywere free individuals. the Declaration ofIndependence. freedom legalandmoral onboth grounds, referring to treaties prohibiting theslave trade andto Adams.President, Quincy Adams John passionately defendedtheAfricans’ and eloquently rightto The case where theAfricans madeitto theSupreme Court, were represented by formerU.S. and captain eachclaimedrightsto oftheship that seized theAfricans Amistad orcompensation. the case went to trialintheFederal The plantationowners, Court. government District ofSpain, Although the murder charges were dismissed, the Africans continued to held in confinement be and waters. The plantation owners were freed andtheAfricans were imprisonedoncharges ofmurder. and Ruiz to sailto Africa. However, theschooner, its cargo, andallonboard were seized inAmerican 1July1839,theAfricansOn seized theship, thecaptain killed andordered and thecook, Montes plantation. 53 Africans andputthemaboard to theCuban shipthemto Amistad aCaribbean schooner treaties then inexistence. Two Spanishplantationowners, Pedro Montes Ruiz, andJose purchased themtoand shipped Havana, Cuba, acentre fortheslave trade. violated allofthe This abduction In February slave of1839,Portuguese hunters alarge abducted group ofAfricans from Sierra Leone The Amistad case right. Freedom isnotgiven. isourbirth It case and give their views. copies Make of the Amistad Allow acouple ofminutes for themto reflect us, endsinviolence andthismostoften ? take away from to othersrightsthatbelong allof Ask your students: deny Whydosomepeople or Civic Education classrooms. can alsobedelivered inHistory, Sociology, or from thehomeroom class,Apart thisactivity 47 The Amistad case Source: https://www.archives.gov/education/lessons/amistad. 47 (onecopy perpairwillsuffice). 101

EMPATHY When they have finished reading, tell your their fundamental rights ever been violated and students to think about the feelings of the how did they respond? people imprisoned on the Amistad and to sum Finally, students watch a trailer for the movie it up in one word only. Most probably students Amistad48, directed by Steven Spielberg, to will use the words fear, anger, panic… If they generate their further interest and deepen the wish, they can sketch or draw the image that discussion. they conjured up in their heads while reading the text. Empathy shatters prejudice Ask them if they have ever felt helpless without Read out the text about Claiborne Paul Ellis. knowing why bad things were happening. How Discuss how empathy can overpower hatred would they respond to the above situation? and change our rigid views. Ask your students Then give them the opportunity to express the whether they know of any similar example from feelings they had while reading the texts. How their personal experience, their surroundings, did the Amistad story affect them? What did it stir or literature. in them? Did they feel empathy? Are they aware of similar examples of violations of fundamental human rights? How would they react if they found themselves in a similar situation? Have any of 48 Source: https://www.youtube.com/watch?v=ej9C5rQOaYU.

Claiborne Paul Ellis49 was born in 1927 in North Carolina, in a poor white family. He had a tough job in one garage and blamed African Americans for all his troubles, which resulted in following in the footsteps of his father and joining the infamous Ku Klux Klan (KKK). He advanced over time to one of the highest positions in the local branch of this white supremacist association. As a leader in his community, in 1971 he was invited to a 10-day meeting to help tackle racial contention in schools. He was appointed co-chair of a steering committee alongside a black activist Ann Atwater, whom Ellis despised. But, working with her, he realized the absurdness of his prejudice against African Americans. In the first place, he realized that the same problem of poverty was affecting both communities. “I was beginning to look at a black person, shake hands with him, and see him as a human being”, he later recalled his experience from the community meetings. “It was almost like being born again.” On the last night of the meeting, Ellis tore up his KKK membership card before several hundreds of people. He and Atwater remained friends for life...

49 For more details go to: https://www.yesmagazine.org/peace-justice/how-a-white-supremacist-became-a-civil-rights-activist.

In somebody else’s shoes How would you feel if: Apart from homeroom classes, this activity is ––someone ridiculed the way you look? also suited for history or literature lessons. ––you were excluded from a group because of Ask your students the following questions, one your social background and poor financial at a time. Tell them to write their responses on standing? post-it notes. ––you didn’t have money for the bare necessities?

102 Handbook for Secondary School Teachers When I WasWhen /Čohano.they Dark-Skinned When andthestory outloudthepoemGypsyMilk Read My Values and –DevelopmentVirtues andEmotional Skills ofSocial following: feelings. the Continue thediscussionasking negativeStudents willmostlikely report – – – 51 say things that noone understood andwere andmysterious. allimportant myself when we scared He taught other me kids. the Gypsy language, and the two of us would and Igotinto afierce fight forhissake. Ideclared him my mate. I pretended tobesquint-eyed One day, whenitallgotoutofhand, Imoved to to meat sitnext thefront Mile oftheclassroom associate withthedevilsat night. blameless. And hewas believed to have anevileye, becauseofbeingsquint-eyed, andto everybody, for no reason, simplybecause hewas aGypsy. got beaten upinnocent Mile and he was someone, bothering asifhewere different from other children. He was beaten up by inthe whole alwaysclass, Mile Although the shortest sat at the back of the classroom, asif cloud. All alone, helingersfor skies. long inthesouthern heseemstotakes aturn, outgrow thetree crowns, to dissipate into andturn alarge white air, steps like behind silk. it, as translucentMile. mild and flaky Fifty as glass: When the train fields, whenIpeekthrough windowsat dusk, oftrains. AGypsycaravan passingthrough the On the banks of the rivers along which I am takenbybus stations and airports. boats. On empty and cry. To thisday Isometimesthinkhave thebustleofcity. seenMile.In thehustleof In washed by thevast Banat. low-hanging ofsouthern Igothere sometimes, skies light acandle in theflatlands, at thebottom ofwhat once was the Sea, twoPannonian resemble islands near Pančevo,village of Jabuka, in a large mass grave of nameless victims. The two tombstones by FascistsHe was killed in1942 World War II.Hewas somewhere buried the inthedirection somewhat different from theothers. Gypsies, many even are today, stillnamedMile butmy mate, Dileja,was, that Mile andremained, Dileja. language: Mile The Nikolić,Petrović surnames orJovanović are quite common among Petrović,Mile alittlefrog-eyed Gypsy, orasitissaidintheGypsy Dorky whowas calledMile school, Ihadaclassmate andlongpasttimeswhenI was aboy inprimary thosefar-off In When I Was Dark-Skinned – – – anybody different mightfeel? Have you ever pausedto how thinkabout yourknow nothingabout culture? feel ifyou were surrounded by who people theworddoes Romamean?How would you any words from theRomanilanguage? What you knowanythingDo Romanihistory, about socialize withthem? yes,If doyou socialize withthem/would you thereAre any Romastudentsinourschool? Source: http://fenomeni.me/tag/cohano/ andhttp://miroslavantic.blogspot.com/2008/08/kad-sam-bio-garav.html. 51 Roma girl andUNICEF Roma Young Reporter. written bychild marriages Rozalinda Toska, a Finally, you canshow themtheblogposton Roma inMontenegro today? people. ofthe of theRoma istheposition What poem madethemputthemselves intheshoes example andthe ? Ask thestudents ifthestory towards the Roma? youAre aware of any similar and thepoet (Gypsy milk). teller (Čohano) between thestory similarities population.of theRoma Prompt themto see and attitudes aboutthelives andproblems impressions aboutthetexts, andtheirthoughts have finished, allow the students to share their 50 mladenci-ili-djeca. Available at: https://www.unicef.org/montenegro/price/ What is their attitude What 50 103

EMPATHY I was a frail boy, blond, and cowardly, but all of a sudden some devil awoke in me; I would pick a fight with anyone, even the strongest. For days I would come back home with blood on my face and torn clothes. My bag got kicked in the mud. As many as five at a time would attack me. But I held on. Mile adored me. He started stealing things for me, erasers, crayons, snacks, pencils… and would bring them to me with some weird dog-like loyalty. I got into a lot of trouble because of that; later on I had to return all those things secretly, so as not to offend him. And returning is sometimes more difficult than stealing in the first place. Mile Dileja was the greatest poet I knew in my childhood. He would invent Gypsy songs for my sake to familiar melodies, rewrite the old ones he heard from his mom and grandma. For a long while, I recall this as if from some strange mist, we talked at great lengths about the odd worlds of plants and animals, about the evil spirit Čohana that feasts on children, about dreams and curses, Gypsy caravans and roving, all bitter, mischievous, sad, and cheeky at the same time. One day he shared his secret with me: he did poorly at school because he could not think without singing. If he could, he said, sing the lessons – geography, science, multiplication tables – just to turn it all to how he finds it more appealing, he would be the best student in the class. Then the war came. The dreadful Čohano came, instilling fear in Gypsy children and adults alike. Test it if you don’t believe me: this runs in their blood. Strange. Just go to any Gypsy house and if a baby in a cradle is crying, a child still not able to talk, try scaring him with the devil, with the elves, witches, the bogeyman, try anything you like – he will go on crying. But if you say to him, looking him straight in the eye: quiet, Čohano’s coming – the child will turn his head, shiver, and fall asleep. In all the homes on the Gypsy Alley during the first nights of the war, candles were lit all night long. Čohano is said to be afraid of the light, as a spirit of darkness and death. “Čohano eats away candles,” they used to say. “Light one after another to keep the light going.” My Mile was made to wear a yellow ribbon on his arm. The occupiers said so. The yellow ribbon meant he was not human, but a Gypsy, and that anyone could kill him if they wanted. He was scared to death. I would take him home from school, take the yellow ribbon off his sleeve and put it on mine. It happened once, on our way back from school, that we encountered a German soldier. One of ours, a local, recruited for the “Prinz Eugen” division. He wore a helmet and carried a weapon, and was no more than six or seven years our senior. He had blue eyes, a round ruddy face, at first even seemingly benevolent. He pointed the rifle at my chest. A gleaming gold tooth in his mouth. “What are the two of you playing at?” “Nothing”, I said. “He’s afraid, and I’m guarding his fear.” “What is he to you when you’re guarding his fear?” “My brother,” I said. He was still smiling. He drew his bayonet and put the top of it into my nostril. He pulled it up for as much as I could lift myself on tiptoe. “And who are you afraid of?” he asked Mile. Mile kept quiet, looking at his feet. “He’s afraid you might kill him, Mister Soldier,” said I, still on tiptoe as if about to fly. I felt my nostril starting to tear and bleed. “And you’re not afraid?” “Everyone who’s little has to have an elder brother to watch over him,” I said. ”And where’s your elder brother?”

104 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial to buyavelvet hat for my Dileja.Healways Mile wanted to have onesobadly. somewhere, thenIimplore it, down there ofplant intheworldroots ofdarkness, andsilence, Dileja?Idon’tAnd what aboutMile believe inGod. Orthedreadful Čohano. Butifitexists means the sameasGypsies–justinGypsylanguageRomalen ‘people’. Always capitalized. itgoes.So For years now I’ve beentravelling around andinventing songs. Roma –that’s Roma there are nosongs, we’ll invent themfor you.” songs. “Out ofrespect,” Steva, thebassistfrom Silbaš, tells me. when you cry.“We feel If sorry Balaž’s, orŽarko’s band, orDžane’s Nikolić’s orMiloš from Deronje, are beginning to singthose things aswe goalong, andgradually now, somegood orchestras, suchas Tugomir’s or Janika thing. The don’t lyrics likethat, invent golikethat.thatexactly thelyrics And Iknow afew I’d makethemplay Mile’s hangoutwiththemandcry; songsto me. They say –there’s nosuch I usedto frequent taverns withthebestGypsygroups playing live. They callitamusicchapel. whenever IseeaGypsyneedinghelp, Istandby himto guard hisfear. was takenawayMile onenight withagroup ofGypsiesandshot. Iremained alive. And you’ll loseyour nose. fear andpain,there was nootherthought inmy headbutthereverberating: don’t over, trip amused by thewholething. meto Iguessheexpected cry. As for myself, outoftheimmense the bayonet up my and people pulling tornaside to nostril give way. The soldier was truly incessantly,Grinning the soldier took me along the street. I walked like that, on my toes, with allowed to infront ofthisboy.” “I don’t have one, Soldier”, Mister Isaid. “That’s why I’m alsoafraid whenonmy own. ButI’m not (Miroslav Antić, 2009) 105

EMPATHY

My Values and –DevelopmentVirtues andEmotional Skills ofSocial 53 https://noizz.rs/kultura/svet-je-dobio-najbolju-lekciju-u-istoriji- h0uQ&t=32s 52 teacher speaks about the Christmas The history and P.E. teachers. This is an outdoor activity. canbejointly delivered This activity by history Laugh at Me As inspiration, you canwatch thevideoDon’t opinions about what they have seen and heard. present to theothergroups andgive their of theirlife, aday with...),that theywilllater people (intheform ofaninterview, thestory aboutthelives ofthese shoot adocumentary them to work insmallgroups to deviseand of violence, recovered addicts...). Then divide thehomeless, (Roma, their community victims Talk to your classaboutmarginalized groups in Get to me know Get A gameinsoldiers’ boots na-bozic-1914/dldtt22 Available at: https://www.youtube.com/watch?v=qj5V3J8 52 . 53

the soldiers? itsend?Candoes you putyourself of intheshoes message stir?What thestory emotionsdoes What Ask your students: Were you aware ofthisevent? homeroom classrooms. played, or then discuss the event in the history students andteachers. nomatch If canbe students vs teachers ormixed teams ofboth play afootball game. The two teams canbe oftheevent, students andteachers memory In fire andplayed agameof football. no man’s land, for moment, a brief ceased their on the Western Front, to celebrate in Christmas soldiers and British truce in 1914, when German 107

EMPATHY Christmas Day football match in no man’s land on 25 December 1914 It was December 1914. The Great War started gaining pace and the war machinery at the Western Front was working at full speed. In September of the same year the German Empire attacked the French Republic via Belgium, but the invasion was stopped after the First Battle of the Aisne. From November onwards, the war turned into trench warfare between the two armies dug into defensive positions. In the first months the war took away many lives, more than any war that had preceded it, and it was no wonder that the “live and let live” philosophy took root both among civilians and among soldiers. Many peace initiatives were launched in December of the same year to stop the endless bloodshed. The Open Christmas Letter was a message of peace sent by 101 British suffragists to the women of Germany and Austria in the days that preceded Christmas by the Gregorian calendar. On 7 December 1914, Pope Benedict XV pleaded with the warring powers to hold a Christmas truce. His quotation remains remembered: “that the guns may fall silent at least upon the night the angels sang”. Their pleas were officially ignored by governments. Yet, on the front, away from the courts where politicians were shaping their destinies, things looked different. Young people who had been dragged away from their homes and thrown into icy-cold trenches without proper clothing, did not understand why they had to kill and die in the absurd war for them. They were full of life and wanted to meet their enemy. This phenomenon, so unusual in such circumstances, got an official name – fraternization. Fraternization is a phenomenon which leads to peaceful, at times even friendly, interaction between soldiers from opposing camps. It appeared during prolonged peaceful times in the trenches that were close enough to hear human voices. The fraternization process started as early as in November, a month into the invasion, by soldiers from one trench starting to send greetings and messages to the soldiers on the opposing side, and in time they started responding. In this case, in the opposing trenches in the north of France the armies of the United Kingdom and the French Republic were on one side, and the German Empire on the opposite side. Kaiser Wilhelm II ordered one hundred pine and fir trees be sent to the front and trimmed so that the brave German soldiers could have a Christmas tree with them on the holiest of all Christian holidays. British women sent gifts to their dearest who were somewhere in foreign lands facing the enemy, and civilians sent food, tobacco, and medicines by caravan. As it happened, along the whole front, the gifts, food, and all necessities were left half-way between the trenches, so soldiers would fly white flags and go into no man’s land to take the parcels. This is how the first meeting happened. “Dear Mother, I am writing from the trenches. … In my mouth is a pipe presented by the Princess Mary. In the pipe is tobacco. Of course, you say. But wait. In the pipe is German tobacco. Ha ha, you say, from a prisoner or found in a captured trench. Oh dear, no! From a German soldier. Yes a live German soldier from his own trench. … Marvellous, isn’t it?” wrote a British soldier to his mother excitedly. Further on in the letter he wrote about one of his men, who was an amateur hairdresser in civil life, cutting the unnaturally long hair of one of the Kaiser’s soldiers, and how he heard his

108 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial Football remains intheOldContinent. to thisday themostpopularsport to that date,history andlove thehuman spirit offreedom won. eventof theirlives. showed Asporting that, even of amidstthemostdehumanizingperiod where theyplayed agameoffootball. Few ofthemwere aware that itwas thefootball match students, andworkers alike, threw theirtrenches down to theirgunsandleft runto afield atNevertheless, leastfor aday, thesoundmindinbodywon over andyoung men, increasing atrocities onallfronts. was overshadowed gas and the and use civilian of victims, the nerve by the increase in military on prohibiting fraternization andsocializingwith theenemy. The humanface oftheenemy yearThe next found theminthesameplace, butthegovernments ofallthree insisted armies trenches. With hugs, congratulations, and wishes to repeat year, the game next they went back to their The match ended3:2infavour Army. oftheGerman ragball around thantheyever didwhenfighting eachother. recordings to thisday, that survived a kicking theyshowed outinthefootball field more heart They played according to the then valid rules and the game was fierce. According to all the soldiers, andtheopposingteam were soldiers. German On that cold December day, ononesidethere was acombined team ofFrench andBritish –all butone.soldiers ofthesamenationality man’s land at Christmas, of thesewere on 25 December 2014. Most matches between the These meetingsbecamemore frequent andultimately culminated infootball matches onno They exchanged coat buttons. lieutenant praised to hisinferior, aneighteen-year-old asthebestmanhesaw there. German, 109

EMPATHY Empathy quotations These quotations can be used as warm-up or wrap-up activities or as stand-alone activities, where you give your students a list of quotations and invite them to choose the quotation they like best and say why.

We are only as strong as we are united, as Whenever you are about to find fault with weak as we are divided. someone, ask yourself the following question: J.K. Rowling What fault of mine most nearly resembles the one I am about to criticize? For there is nothing heavier than compassion. Marcus Aurelius Not even one’s own pain weighs so heavy as the pain one feels with someone, for someone, When we focus on others, our world expands. a pain intensified by the imagination and Our own problems drift to the periphery prolonged by a hundred echoes. of the mind and so seem smaller, and we Milan Kundera increase our capacity for connection - or compassionate action. Imagination is not only the uniquely human Daniel Goleman capacity to envision that which is not, and, therefore, the foundation of all invention I do not ask the wounded person how he and innovation. In its arguably most feels, I myself become the wounded person. transformative and revelatory capacity, it is Walt Whitman the power that enables us to empathize with humans whose experiences we have never Shame cannot survive being spoken... And shared. being met with empathy. J.K. Rowling Brené Brown Opinion is really the lowest form of human knowledge. It requires no accountability, no understanding. The highest form of knowledge… is empathy, for it requires us to suspend our egos and live in another's world. Bill Bullard Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around. Leo Buskaglia All I ever wanted was to reach out and touch another human being not just with my hands but with my heart. Tahereh Mafi To perceive is to suffer. Aristotle

110 Handbook for Secondary School Teachers

TOLERANCE

My Values and –DevelopmentVirtues andEmotional Skills ofSocial context. societal ourselves personally, aswell asinthewider and theways to foster and strengthen itin we needto muchmore learn abouttolerance exclusion, intolerance, egoism, hate), itseems things opposite to tolerance (misunderstanding, andbeyond,this country characterized by all judging by numerous negative phenomena in foundations,as a building block in theirvery societiesendeavourmodern to have tolerance that itdenotes? Still, nomatter how hard time proof oftheequalpresence ofthequality But, isthepresence oftheword at thesame the word “tolerance” hasbecome unavoidable. politics, aswell as in other areas ofhumanaction, in formal and informal daily communication, in of ourtimes. thepress media, In andelectronic “Tolerance” hasbecome somewhat ofabuzzword forsuccessfulnecessary communication...” tolerant”,be “he lackstolerance”, “Tolerance is We have heard so many times: should “One defend to thedeathyour rightto sayit. I disapprove ofwhatyou say, butwill TOLERANCE – – – – behaviours that onedoesnotnecessarily to allow theexistence ofopinionsor Tolerance meansshowing willingness Beograd, 2001) (Anić, Klaić, Domović, Rječnikstranih reči, bear, beconsiderate, to endure, to allow. from theverb tolerare, whichmeansto agree with them. The word itselfcomes beliefs ofothers, even ifonedoesnot the acceptance oforpatience withthe word The term itself stems from the Latin tolerantia, meaningcompliance, Voltaire the shoesof anotherpersonandunderstand empathy. How able we are to put ourselves in Tolerance is, actually, closelylinkedwith regionally, orlocally. will continue to develop, whetherseenglobally, environment, butalsohow theworld we live in we willbetowards eachotherinourimmediate to eachindividualnotonlyhow understanding can always domore and do better, that itisup and develop,learn and the awareness that one truly tolerant, we must have a strong desire to and alien it might order seem to others? In to be respected and accepted no matter how distant same inreturn, i.e. for what we standfor to be that thisistheonlyway for the usto expect ours? And finally, are know we wise enough to whatrespect isdifferent equallyaswhat is different andare we ready to accept and oftheequalexistencepossibility ofsomething to ours?Are we flexible enough the to respect that are different from or even inopposition ready to accept individuals, attitudes, and ideas various affinities, ideas, and attitudes? Are we political affiliation,orientation, sexual and views, ourreligious orethnicbackground, engrainedand the firmly patterns of our world the thingsthat are different from what we are opposite to that? How dowe respond to all features oftolerance acting whileactually what isonlyageneralized acceptance ofsome – to what extentare we trulytolerant? and how tolerant are Ormore we precisely actually? term tolerance, thequestionthat israised is: Given suchsemantics andthedefinitionof – – – – his own .” (Trimarchi &Papeschi, 1995) other behavioural patterns whichdifferfrom though theydifferfrom his own) andaccepts acceptsperson ofothers(even thebeliefs isconsideredstandpoint tolerant ifthe The following definitionstates: “A person’s (Tolerance, 2008). to the UNESCO definition ofthe term appreciation diversity,” oftherich according Tolerance is “respect, acceptance and Sad, 2007) Novi agree jezika, srpskog with.(Rečnik 115

TOLERANCE their feelings shows that we cannot be tolerant if –– studying other cultures, traditions, we are not empathetic. The two are inseparable. habits, customs, lifestyles and developing Moreover, the experience of today’s classrooms awareness that true richness lies in – as meeting places of numerous differences the wealth of the multifaceted, infinite – show that taking different points of view possibilities of choice and creation, i.e. encourages students’ thinking by being much richness in diversity, not uniformity, like- more complex, more critical, seeking more mindedness, or single-mindedness. sources of information, etc. Young people should also recognize, learn, and The teacher’s role apply in their interactions with the world, and The school has to find various ways of raising should be assisted by their teachers in this, the awareness of human rights, but also human fact that tolerance is in no way suffering, and duties, that stem from morality: to be accepted that it has its boundaries. We must not have and to accept, to be respected and to respect, understanding or tolerance for any form of to be understood and to understand the next verbal or physical assault, or any form of hatred person, regardless of how atypical, different, or or any negative and malicious actions of others unusual they might be. that go against any of our rights or freedoms. The teacher’s personality is thus vital. He/she has to possess self-awareness about setting an example for his/her students. The teacher can be a role model for tolerance, but equally so for rigidity and exclusion. Which one will he/she choose? His/her every action sends a message, sets a pattern, serves as a model. In other words, encouraging and expanding tolerance among young people requires a tolerant teacher, being aware of his/her own influence. If the teacher holds the potential within, at every step of the way he/she will continue developing this virtue. In addition, numerous paths for action will open up in any classroom. To name but a few: –– conducting a dialogue on the differences students observe in their immediate environment, but also in films, literature, art, society, sport, etc.; –– creating a classroom climate based on mutual respect, acceptance, assistance, and collaboration; –– developing awareness of personal freedom as a finite space; acceptance and understanding of the fact that our freedom extends only until it endangers the freedom of others, and acting accordingly; –– developing critical thinking skills; –– shattering stereotypes and prejudices as the most frequent causes of intolerance;

116 Handbook for Secondary School Teachers short filmshort The DNAJourney Material alinkto: internet the connection; Duration: 45minutes My Values and –DevelopmentVirtues andEmotional Skills ofSocial 54 toQuestions prompt thediscussion: them to read itoutloud. check whichgroup hasthelongestlistandask to complete thetask. When thetimeisup, The groups have three minutes at theirdisposal not askfor inphysical similarities appearance. to remind thestudents that theexercise does theyshare). sure Make values, andskills virtues, attend, themusictheylike, etc., butalsothe list canincludethingssuchastheschoolthey recall thethings they have incommon (the Divide the class into groups and tell them to Students will: Goals: Similarities anddifferences WORKSHOP: – – – – – conf/HSHT-Team-Building-Ice-Breaker-Manual-2008-09.pdf. More ideasavailable at: http://www.serviceandinclusion.org/ – – – – – Do thedifferencesDo setusapart? How can similarities connect us even further? up members? Was iteasyto findsimilarities withothergro ways to encourage tolerance amongpeople oftoleranceconsider theimportance andthe analyse mutual similaritiesanddifferences What dowe have incommon? (15 min) * 54

- about familiesabout andschools? the mediahave inpromoting tolerance? What know of any similar examples? power What does powerWhat doyouDo think such films have?you such attitudes have. didthetest reveal? What in the film and whatthe actors consequences in Ask themabouttheattitudes theyobserved willbethetopic oftheworkshop.which virtue andthefilm, based onthewarm-up activity finished, asktheclasswhethertheycanguess, to interesting watch avery film.Once ithas Announce to theclassthat you are going 55 https://www.youtube.com/watch?v=aZ3PzlW9eDA. Ask your students: – – – – – – – – others from yourself”? self from others, isto defend andhumanity Marko “Bravery isto defendyour Miljanov: How doyou understandthequotationby and how didyou react? Have you ever of intolerance a victim been what extent? you considerDo yourself tolerant, andto attitude? is conduciveWhat to developing a tolerant tolerance? support her qualities andvirtues tolerance does What meanandwhatot- The DNAJourney Tolerance is... (15min) 55 (15min.) - 117

TOLERANCE OR YOU CAN DO ANY OF THE FOLLOWING:

Modelled against this workshop, the following must self-assertion so often be accompanied activities can be combined, done on their own, with the denigration of the other and of what or with some other introductory and final is different? Will there always be violence in games. Through these activities, students learn our societies just because we do not all share about tolerance, think about this virtue and its the same religion, the same skin colour, or the connections with other social and emotional same cultural background? Will there be a law skills, and work on developing it in themselves. of nature or a law of people that will condemn people who kill each other in the name of In the Name of Identity their identity?56 Read out loud the excerpt from Maalouf’s essay In the Name of Identity. Starting from a harmless, frequently asked Discuss how the author defines identity, what question, the French author and academician constitutes the wealth of every human being. Amin Maalouf examines in his essay the notion What is the main message of the text? of identity, the passion that identity stirs, and

its deadly consequences. Maalouf asks: Why is 56 For more details please refer to: https://www.laguna.rs/ it so difficult to accept all our identities? Why n3051_ knjiga_ubilacki_identiteti_laguna.html.

118 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial phrases women describing andmen. the samegroup andaddadditional words or to share theirlistswithother membersof After that, dividetheclassinto several groups drivers, strong,working, lorry etc. hair, –active,Men love short sports, hard- flowers, easily, cry longhair, etc. Women –loving, caring, love shopping, love responsesthe typical might be: ofeachthetwo categories.typical of Some on post-it notes thewords andexpressions Women andMen. Tell the classto write down Divide the board into two columns headed Stereotypes influences our sense of identity moreinfluences strongly oursenseofidentity thananyaffiliation. ancient accident, even a chance or unfortunate canencounter, that some incident, a fortunate happen individual richness and valueevery and makes each human unique and irreplaceable. being It the samecombination ofthemisnever encountered indifferentpeople, andit’s thisthatgives of themare notinnate. foundseparately eachoftheseelementsmaybe While inmany individuals, of personality—we might almost call them “genes of the soul” so long as we remember that most strong, at least at any given moment. But none is entirely insignificant, either. All are components orothernuisance. ofpollution course,with thesamekind notalltheseallegiances Of are equally the samepassions, thesamesexual preferences, thesamephysical handicaps, orwhohave to deal agroup offriends, aunion,company,connected withsport, aparish,community with ofpeople strong attachment to aprovince, avillage, a neighbourhood, aclan,professional team, orone unlimited.But thelistismuch mayfeelamore Aperson longerthanthat;itisvirtually orless milieu. social to aprofession, aninstitution,oraparticular majority, thesefactors includeallegiance to areligious tradition; to anationality, sometimestwo; setdown inofficialthese are records. Of clearlynotrestricted to course, theparticulars forthe great different. being Each individual’swould start is made up of a of elements,number identity and clones would identical be at best to only at the time of their “birth”; live they as they started as soon Even ifinthenearfuture someonemanages, aswe feartheymay, to “clone” human beings, the really needlengthy arguments to prove thatthere are notandcannot identical two be individuals? should not give rise Do to which in theory we confusion. reflects a fairly preciseidentity idea—one iswhatprevents identity me from My identical being to anybodyelse. inthis Defined way the word therebeings isn’t brother—for even hisdouble or his twin one—not whom he could mistaken. be andthatamongstallthemillionsofotherhuman that thebearer isso-and-so, ofthedocument whole array ofdetails designedfingerprints—a to prove without ashadow ofdoubtor confusion physical photograph, alistofcertain features,birth, theholder’s signature, andsometimesalsohis card knownasanidentity What's carries theholder’s family name, given name, date andplace of Identity card some ofthefollowing questions: Write theirexamples onthe board andask – – – – – – – – – – government ministers, business executives, men amongtop managers, forinstance Why are there somany more menthanwo men, butnotinboys andmen,vice versa? are behaviours toleratedWhich in girls and wo or “All menare…” ? Is ittherightthingto say“All women are …” columns?under both there Are category? any terms that can go thereAre any words wrongly attachedto a with? Would you changeanything? How doyou like thelistthatyou came up (Maalouf, 2016) - - 119

TOLERANCE etc.? Or, why are there so few women in those positions? Are such roles set by written or unwritten conventions? Why are there so few male nurses or preschool teachers? Why is it believed that these are “women’s jobs”? ––What type of household chores do you do? See if there are any differences between boys and girls.

Write the word stereotype across the board. Ask your students whether they know its meaning. Write down the dictionary definition. A stereotype means that all members of a group exhibit the same features characteristics for the group. Write the following statements on the board: All elderly people are forgetful. Men are better mathematicians than women. African Americans are the best basketball players. Allow the class several minutes to ponder over what they learned and whether anything the statements and then ask them to share during the lesson made them sad or angry. The their thoughts. Lead them to the conclusion students are supposed to write down several that these statements are too generalized to be paragraphs explaining what they have learned true; prompt them to realize that it is not right from the activity; they need to cite some of the to form such attitudes. Help your students see stereotypical statements and explain why they the connection between the expressions and are wrong. the notion of a stereotype. Ask your students to recall other stereotypes. The Story of Leila and Tell them to write down and mark the most Muhammed interesting ones. Write some examples on the board. Divide the class into several groups. Each group gets a copy of the story. Their task is to assess People who wear prescription glasses the characters in the story using the chart are smart. attached. Members of the group are allowed to have dissenting opinions. Poor people are lazy. Draw the same table on the board and enter the Women cook better than men. marks given by groups while reporting back to the plenary. Add all the marks up and calculate All doctors are rich. the average class mark for each character. It is Discuss these stereotypes and ask your important also to note down the arguments students whether they think the statements are students give for their marks. Once done, read true. Ask them how they felt during the activity, the solution to the story.

120 Handbook for Secondary School Teachers Marks for actions of characters (1to for ofcharacters 5andcannot beusedtwice) Marks actions My Values and –DevelopmentVirtues andEmotional Skills ofSocial notion ofprejudice: how they are formed, how dangerous theyare, how to fight prejudice, etc. they filled in the blanks, their formed attitudes without having enough information. This leads to the After and arguments summing up the marks propounded by all groups, read the key. Discuss how tea andtalking. Jafar Muhammed. isapsychopathic anditissheerluckthat hejustslapped killer who hasnotseenhisfavourite granddaughter inawhile. thenightdrinking ofthemspent The two Ahmed isalsoateacher inthesameschool, Muhammed’s co-worker. Tariq isLeila’s grandfather Leila isaseventeen-year-old schoolgirl, andMuhammedisherteacher. Heishappilymarried. Key: 57 JAFAR goesto MUHAMMED andslapshimhard withoutsaying twice aword... JAFAR. JAFAR asksherwhy LEILAtells himherstory. sheissosadandcrying. with grief, hardOverwhelmed not to LEILA walks along the cry.river trying Then she meets had gettingto him.MUHAMMED pushesheraway. LEILA isexcited andrunsinto ofher beloved thearms andtells himaboutthedifficultiesshe with TARIQ hetakesherto inthe morning the otherside. andearly ithappens.So LEILAwanted to seeMUHAMMED somuchthat sheagreed to spendthenight on thecondition that LEILAspendsthenight withhimandleaves firstthinginthemorning. LEILA doesn’t give upandgoesto TARIQ to askhimto takeheracross. TARIQ agrees, butonly he doesn’t want to takeLEILAto theotherside. him to takeherto theotherside. Although AHMEDhasboththetimeandboat to doso, opposite sideoftheriver. LEILAdecidesto visitherbeloved andapproaches AHMED, asking LEILA lives LEILAis17andmadlyinlove by theriverbank. withMUHAMMED, wholives onthe being few andfarbetween. isalargeThe andlong river Nile inhabited by crocodiles, to andwithbridges cross theriver The ofLeila Story andMuhammed One ofthepossibleonlinesources: http://sjz.ba/uimages/novosti/PNHP%20kurikulum_2012.pdf. Leila Muhammed 57 Scoreboard Ahmed Tariq Jafar 121

TOLERANCE Alan Turing Read out loud Alan Turing’s biography. If possible, play the film.

Alan Turing was a British scientist born in 1912 in London. From early days of his schooling he showed affinities for science. During World War II, Turing worked as an expert for cracking Nazi codes for the Allied Forces, which considerably reduced the advantage of German forces. During this period Turing invented a machine able to quickly break any German code, going through hundreds of options in a second. Turing’s machine and the team were so quick at breaking the codes that German Supreme Command was convinced it had a British spy among its ranks. Turing was also responsible for cracking the infamous naval Enigma code, used by the Axis powers. During the war he went to the USA, continuing his work on cryptanalysis and building another similar machine. Thus, he greatly contributed to the Allies winning the war. After the war, Turing continued to contribute to science until he committed suicide. It is believed that Turing committed suicide due to the chemical castration that he was subjected to because he was convicted of indecency, or more precisely homosexuality. Subsequently, Turing was pardoned and received a posthumous apology from the British Government for the conviction and the punishment applied then for homosexuality in Great Britain. The “Alan Turing Law” is now an informal term for the 2017 law in the United Kingdom that retroactively pardoned men cautioned or convicted under historical legislation that outlawed homosexual acts.

Questions to prompt discussion in smaller addition to discussing tolerance and respecting groups: differences in sexual orientation, this film can provoke discussion about friendship, loyalty, ––To what extent is society in general today honesty, empathy, optimism, and gratitude. more tolerant compared to Turing’s time? What about our society? ––How would you react to protect someone in a similar situation? ––Do we as a society sufficiently respect diversity in sexual orientation? ––Are you aware of any example similar to Turing’s? Invite groups to write on behalf of the British Government a pardon and public apology to Tuning. You can suggest to your students that they watch the film Bohemian Rhapsody about the band Queen and its frontman Freddie Mercury. In

122 Handbook for Secondary School Teachers how theyperceive Herfamily thelyrics: didn't like me/They asked too much my about origin… My Values and –DevelopmentVirtues andEmotional Skills ofSocial 60 when sherefused to give upherseat onthe Parksdiscussion: Rosa broke clearly thelaw the outloud, andthenstart thestory Read or civiceducation classrooms. issuited forThis thehistory, activity sociology, 59 58 aboutAhmet andPava. outloudthestory Read Finally, you canlisten to thesongNevernikĐorđeby (Infidel) Balašević. background? Explainwhy (iftheanswer isno)andsimilarquestions… relationship? Would you enter into arelationship ofdifferent (marriage)withaperson religious/ethnic and Pava set? youAre surprised to hear that in Montenegro at the time it was to possible have sucha you Are aware isthemessageofstory? What ofanexample ofsimilarexamples? kind doAhmet What Prompt thediscussion: Ahmet and Pava bus amilestone ofhistory A woman whomadesittingona to theirgreat love. cross, the other with a crescent, remain in Pavino polje – on the road to Pljevlja – as a testimony to Pava.he hadonewish:to next beburied To thisday, two tombstones, onewithanengraved estates thatPavino shehadbrought asherdowry polje(Pava’s Field). When Ahmet was dying, together, andAhmet-Pasha, asasign ofhisimmenselove for andrespect Pava, namedthe to herdaughter Anđelija, whilegiving birth childbirth, Pava died. The two ofthemwere buried church and wait for her in front of the church to her second door During for finish. the service who would mount horseswith gold-plated adornments to taketheirmother each Sunday to – and theirdaughtersChristians. Orthodox Thus, were triplets –Muša, Hasan and Daut born andagreedto getmarried that eachwould keeptheirreligion, theirsonswould beMuslims, from returned hisbirthplace, to Vraneš andfell inlove withthebeautifulPava. They decided and ahalfcenturies agoto Ahmet-Pasha Hasanbegović, who, many after years ofbeingaway Legend hasitthat theonlydaughter of oftheDuke Pava,Vraneš Milikić, Nikola three gotmarried Ahmet andPava bojkot%20 autobusa.htm. http://www.znanje.org/i/i2011/11iv07/11iv0720/ ljudska-prava; com/novosti/rosa-parks-majka-modernog-pokreta-za- For more Parks detailsaboutRosa pleaserefer to: https://6yka. https://www.youtube.com/watch?v=FHiqm9bGsF8. gore/27499130.html. For more detailssee:https://www.slobodnaevropa.org/a/legenda-o-pavi-i-ahmetu-proglasena-kulturnim-dobrom-crne- 60 58 Then discuss: Then you yes, believe in?If pleaseexplain. readybe to assumeasimilarriskforsomething equal access Would to publictransportation. you Rosa Parks risked her life for an idea – the right to Would have suchactions hadthesameeffect? Parks have doneinstead thelaw? of breaking breaching thelaw was justified. could What Rosa bus for awhite person.Discusshow inthiscase 59 Discusstheimpressions, 123

TOLERANCE Rosa Parks (1913−2005) was an African American human rights activist and a seamstress called by the US Congress “the mother of the freedom movement”. She became known when on 1 December 1955 she got on a bus in Montgomery. She took the first unoccupied seat in the “coloured section” next to the whites-only section. After she sat down, the bus driver ordered her and three other African American passengers to relinquish their seats to white passengers who had just got on the bus, and there were no unoccupied seats either in the whites-only or the coloured sections. The remaining three passengers did as they were told. Rose Parks refused to relinquish her seat to a white passenger and remained seated calmly. As a result, she was arrested. The arrest of Rosa Parks and the ensuing court trial – on the count of civil disobedience – resulted in boycotts of bus transportation in Montgomery. The role of Rosa Parks in American history made her an icon in American culture, and her actions gave legality to civil rights movements worldwide. In 1992, she published Rosa Parks: My Story, an autobiography aimed at younger readers, which recounts her life leading up to her decision to keep her seat on the bus.

Mahatma Gandhi non-violent protests with the protests of Martin Luther King, Nelson Mandela, or the civil rights This activity may be done in the history, movement.62 sociology or civic education classrooms. Ask your students what they know about Grandson Gandhi. Prompt the discussion with the Introduce the story about Rainer Höss, the following questions: grandson of an Auschwitz Commandant, ––Were Gandhi’s actions in line with his beliefs? about his quest for the truth, his own research ––Why is Gandhi considered a man of and rethinking, his struggle, relationship with exceptional character? survivors, with his own family, and then play ––What other leaders can be compared to the documentary Grandson about his life. After Gandhi? watching the documentary, each student is supposed to share his or her impression and ––How do you show kindness? how they perceive the film and the emotions it ––Can you recall when you were kind to others? stirs. How did you feel then? ––Do you believe that people have a moral duty to be kind to others? Following the discussion, divide the class into several groups to make an inspirational poster based on Gandhi’s words.61 Can such words of wisdom encourage us to make the right decision and do the right thing in face of adversity? Help your students compare Gandhi’s

61 For more details please refer to: https://www.google.me/ amp/mudrac.com/magazin/procitajte/mahatma-gandhi-10- 62 For more detail please refer to: https://sh.wikipedia.org/wiki/ pravila-koja-menjaju-svet/amp/. Pokret_za_gra%C4%91anska_prava_(SAD).

124 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial gender reassignment surgery, oneofthefirstever. decidesfor inwhichonepartner of two artists, The DanishGirl, afilmbasedontrue story California, onlyto be assassinated later. who was votedactivist into public office in thefirst gay Milk, , afilmaboutHarvey Milk and hissexual orientation. discrimination bothonaccount of hisillness who contracted AIDSandwhosuffered Philadelphia, afilmabouthomosexual with your students: films suitable for fostering tolerance together film club, thelistof extend you will certainly just a few suggestions, and if you have a school film was madein1993) America. These are than any campaign at conducted thetime(the contributed more to shattering homophobia claim that the Some film A few more films 63 Enkel of thepastto protect hisown children andgrandchildren familylegacy. againstthedark Höss, the grandsonRainer ofamassmurderer, atragic figure isactually fighting withtheghosts work and leada “normal familylife”. over day,After killing 10,000peopleevery Reiner’s grandfather would arrive backhomefrom metres away from thecrematorium where peoplewere to burned death. father Hans Juergen and his three sisters and brother played in the yard not more than 100 As Auschwitz Commandant, Rudolflived withhisfamilyinavillaby thecamp, sothat Rainer’s 1944 over 10,000Jews from that area were takento Auschwitz to theirdeaths. in 56 days.from Hungary During World War was occupation under Hungarian and in II, Bačka 425,000men,women astheFinal andchildrenknown 1944hekilled andinspring Solution, the systematic ofJews extermination ingaschambersandcrematoria withintheNaziproject 1947 inAuschwitz two andahalfmillionJews. for killing RudolfHössorganized inAuschwitz Hössisthegrandson ofRudolfFranzRainer Ferdinand Höss, whowas hangedon16April antisemitism, andxenophobia intoday’s world. as hergrandson. The two ofthemsigned apledgefor thejoint struggleagainstracism, Eva Höss, Mozes andthe Rainer survivor Kor, who agreed in 2014 to symbolically adopt him –theHolocaustfrom ofthegrandson theperspective humankind ofAuschwitz Commandant, of aboutfacingthemost monstrous inthehistory crimes filmEnkelisastory The documentary Source: https://youtu.be/onVRhRv4mx0. 63

Philadelphia alone 125

TOLERANCE Tolerance quotations As is the case with other virtues, you can use the quotations in warm-up or wrap-up activities or as stand-alone activities where students choose the quotations they like the most.

The highest result of education is tolerance. I identify tolerance as a personal and world Helen Keller issue, one that is fundamentally important for the welfare of people. ... I define tolerance The most sublime act is to set another before as an action-oriented doctrine requiring you. more than passive acceptance of other William Blake people. Involved, active, caring tolerance is part of the way to meet challenges we face in The test of courage comes when we are in the neighbourhoods and among the nations of minority; the test of tolerance comes when the world. we are in the majority. John Carmack Ralph Sockman Laws alone cannot secure freedom of Tolerance is the ability to forgive those who expression; in order that every man present tend to speak before thinking. his views without penalty, there must be spirit of tolerance in the entire population. Catherine Pulsifer Albert Einstein Toleration is the greatest gift of the mind; it If civilization is to survive, we must cultivate requires the same effort of the brain that it the science of human relationships – the takes to balance oneself on a bicycle. ability of all peoples, of all kinds, to live Helen Keller together, in the same world at peace. He who would practice the art of tolerance Franklin D. Roosevelt must guard well against an attitude of Tolerance is a fundamental character trait of superiority, smugness, indifference, and great people and a part of the attitudes and coldness. These qualities are tolerance turned practices of those we admire and respect. wrong side out. People without tolerance are diminished and Wilfred Peterson poor. John Carmack Anger and intolerance are the enemies of correct understanding. Mahatma Gandhi

For to be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom of others. Nelson Mandela

Tolerance is possessing a heart or a spirit that gives room at all times for people’s weakness and imperfection with a view to fostering peace and promoting friendship. Bishop Dr John Ibenu

126 Handbook for Secondary School Teachers

OPTIMISM

My Values and –DevelopmentVirtues andEmotional Skills ofSocial we are for. striving ifwe invest particularly to achieve effort what conviction that a positive outcome is possible, retain control inthehardest oftimes, andthe the strength to face anunpleasant truth, farfromwhen itisclearly it. Optimism means should claim something to be good andnice, or ofpeopleshouldbeunrealistic, orthat we understanding ofthegiven life circumstances bad. This doesnotmeaneitherthat our when circumstances are andindubitably clearly that we are afavourable to expect outcome is nothingto laughabout. This doesnotmean glasses or to laugh when there rose-coloured not meanthat theworld isto beseenthrough phenomenon oraproblem. does This certainly at a choose the angle to take when looking result ofthecomprehension that we ourselves rational achosenpoint thinking, ofview, asa To alarge degree, optimismistheresult of Optimism isapositive outlookonthefuture. aside. allow sideofourbeingto thedark pushtherest is possibleto cloudsandnot dispelsuchdark science modern provesNevertheless, that it to are. bemuch worse thantheyactually the world around us, perceive andoften things we tend to paint agloomy oflife picture and family, business, financial, andsocialissues, conditions. Burdened withduties, and daily become one ofthemostprevalent existential worried, depressed, andanxious. has Anxiety People today feel often that reality makes them adawn. will be For as long as there is darkness, there OPTIMISM I. Andrić Recent research (Seligman, 1990) 64 http://positivepsychology.org.uk/optimism-pessimism-theory/. overall progress. grow stronger, to gainnew experiences, andfor to will seethechallengesas anopportunity which can lead to the desired goal, than one and identifypicture as many options as possible achievable goalsandisableto seethebig However, ifoneisfocused onrealistic and a frequent challengefor human. themodern count onasinglesteady andstablepath are that onecannot andthefact labour market wayBy ofexample, constant changesinthe using his/herown abilitiesandexperiences. able to dealwith them, investing and efforts challenges butisconvinced that he/shewillbe at timeshe/shemight face greater orlesser territories. A realistic optimist is aware that a forced landingtechnique inunwelcome adversity, butalsoto have aback-up plan, power to move forward, to fight, despite momentum, thepositive impulse, theinternal optimism gives Realistic turn. thenecessary measures, incasethingstakeanunwanted eventually, hasalsodeveloped precautionary out right will turn the belief that everything from on reason andwhich,apart andthinking, ofoptimismthat iswelcometype isonebased That to say iswhy that theonly itisimportant an excessive optimist. problems andnewchallenges, too difficult for oneself intimesofcrisis, whichcanleadto new to face difficultsituations inlife, tofight with out badly – without being readycan only turn is unfounded andunrealistic optimism,which come and we can hardly stand on our feet. This to somebodyelse, notthem. Then thestorms of alongstandingrelationship willhappen job, anunwanted pregnancy, orthebreakup to believe that death, disease, divorce, lossof environment orto themselves. People tend else, somewhere else, notintheirclosest believe that badthingshappento somebody than pessimism.People naïvely often wishto that peopleare more prone to optimism 64 shows 131

OPTIMISM To that effect, a pessimistic outlook is not do it (in greater quality and quantity, despite necessarily a bad one, particularly when it the obstacles) and supports them along the comes to one’s job and career. Of course, we do way until they succeed. By being encouraging, not imply here the kind of pessimism which is by engaging in long patient talks, by pointing characterized by fatalism, but rather a defensive out to all the potentials that students still fail pessimism which helps deal with problems if to see as sound and important, the teacher will things go wrong, in such a way as to be armed manage to prevent them from giving up at the and prepared to fight, no matter what might times of dispiritedness. (Giving praise overly befall us. This kind of pessimism prepares us lightly – “great… good job… well done” – where for uncertainties and helps foresee steps for no effort has been invested can do more harm addressing possible problems. Those who are than good.) pessimistically defensive regarding their future Moreover, young people need to be taught not will probably invest more in preparatory or to blame and hate themselves when they make precautionary measures. One has only to be a mistake. Error is an integral part of learning. careful not to go too far in that direction. No success in life has ever come without some impediment being encountered or error being The teacher’s role made. Students need to be assisted in seeing the silver lining. For instance: Had I not failed Young people need to be shown how English, I would have never understood how indispensable optimism is, but the sound and important it is and how much I love it. I spent the reasonable kind of optimism, which includes summer studying, and it helped me set the firm a rational understanding of their own abilities, foundations for a foreign language that I would skills, and powers. In the words of a wise man – need in my future job, given that I want to be a we all come to this world armed, we just need programmer. to see what arms we have and use them wisely The stories about the lives and work of famous in pursuit of our goals. Good self-assessment scientists, artists, and athletes who had to is a good precondition for realistic optimism. overcome numerous obstacles and to come Given that young people are, on one hand, to terms with their errors before succeeding aware of various risks and dangers, and on are also very effective. Perseverance, self- the other are convinced that nothing bad will control, and self-confidence are inseparable happen to them, a teacher is the one who from realistic optimism. All those features needs to be calling them all the time to reason put together make a young person feel, and and reminding them, testifying with his/her actually be, successful. knowledge and experiences, that this is not the case. Starting with the first autonomous step, children – adolescents included – never stop Students also need encouragement to set and being fascinated with their own achievements. achieve their goals. We need to stand ready to This makes them proud, happy, self-confident, praise everything that is a result of their true powerful, and bigger – all of which are sources efforts and commitment. A teacher should of optimism (I can when I want to… if I try hard… think and put in place the preconditions for and I will be able to do the same in the future!). every student, within their abilities and under The teacher should encourage any attempt at the right circumstances, to feel success in what independent work in students, even with all he/she is doing and where he/she is investing their imperfections visible. The feeling a young efforts persistently. person has when he/she has seen something Thus, the teacher sends a message of having through, completed it – accompanied by faith in students and knowing that they can realistic praise – does wonders for developing

132 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial wasmake mistakes,lost, butnoteverything leads themto understandthat, yes, theydid a pattern ofbehaviour to his/herstudents and get better in future, the teacher conveys such been donepoorly, andby believingthingswill a lessonhasremained oratest unlearned has in thestudents. showing By understandingif classroom climate, andfor developing optimism and welcome, bothfor creating apleasant towards work andhis/herstudents, isdesirable The teacher’s optimisticattitude towards life, withoneselfandlifesatisfaction ingeneral. may develop from there, generating even more confidence. Even better independent creations optimism, butalsofor andself- self-esteem and makeitmore readily achievable. closer to your theirhearts also bring subject people andlife ingeneral, butsuchgestures students andinstilapositive attitude towards Notonlydoesitprovokesubject. love inyour oranymany other lessonsinbiologyorhistory morehumour are than sometimesworth and loving word, ahandfulofwell-intentioned intentioned kind smile, understandinglook, desire to solve theproblem together. Your well- that itwas somethingtemporary, andby the should be accompanied by the teacher’s belief failure result orapoorer-than-expected ormark invest effort. Thus, any information about a and thingscanbechangedfor thebetter ifthey 133

OPTIMISM Two shoe salesmen were sent to explore export markets in the Pacific islands. One sent a telegram saying: Regretfully, no one here is wearing shoes. Stop. Coming back immediately. The other sent the message: No one here is wearing shoes. Stop. Send all that you have in stock. Tell the class that this was just a warm-up and a symbolic way of starting a discussion about two attitudes to life: the optimistic and the Workshop: Why optimism is pessimistic ones. These attitudes depend on many factors (e.g. current feelings, needs) and important on ourselves (what situation we are in, what event we are responding to, who are the people Goals: around us), and as such are not unchangeable. It is possible to learn how to respond to life Students will: events with realistic optimism. ––understand the difference between realistic and unrealistic optimism What is optimism and what is ––analyse how optimistic and pessimistic views pessimism? (5 min) affect feelings, behaviour, and self-image Duration: 45 minutes In a short discussion check what meanings students ascribe to the notion of optimism. Material: board, paper, chalk What do they mean by optimism, and what do * * * they mean by pessimism? Do they make any difference between realistic and unrealistic A glass of water (10 min) optimism? Use the information from theoretical inputs to help students understand the Draw on the board a picture that we all know, difference if they fail to see it. more or less: a half-filled glass of water – and ask your students what they see. Who among Talking to oneself (30 min) them sees a half-full or a half-empty glass? Invite your students to think of a (recent) Record on the board the number of each situation that was unpleasant, painful, or response. challenging for them (e.g. with their parents, What can we conclude about ourselves by this peers, in school, or with a partner). Then divide example? The goal is for students to understand them into groups of four (pairs from two that the point is not whether we are right or adjacent desks) to share the descriptions of wrong, but rather that we observe, understand, such situations. and interpret things and phenomena differently. Remind them that all of us, in such situations, Some saw the glass half-full, some half-empty... may feel disappointment, anger with ourselves Although we were looking at the same thing (a and others, or see no light at the end of the glass of water), we perceived it differently and tunnel. Then we talk to ourselves – an internal gave different interpretations of what we saw. monologue – and send messages to ourselves. This is something innate to all people. Some can be unpleasant (e.g. accusing, self- Instead or after the example with the glass of derogatory), and some the opposite (e.g. water, you can use the following anecdote: comforting or encouraging ourselves).

134 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial (analyse eachmessageindividually): whether the negative messages are accurate Now thegroup taskisto thinktogether about themselves insuchsituations. listofnegative messagestheyhavea short sent these messages within their groups and make I’m like this...). Students are supposed to share can to onlyhappen me… that,since Ideserve yourself inthesituation? (E.g. I’m cursed… this negativeWhat messagesdidyou have for – – – – – – (peer suggestions)(peer from different angles?How doothersseeit? Can thesituation seen Iamdescribing be says theopposite? ofmyWhich characteristics/actions/abilities situation? ItrulythewayAm myself Idescribe inthis after therain,after comes thesun… youwhen life lemons, serves makelemonade; tunnel; whenadoorcloses, awindow opens; hang on;there isalways light at theendof need encouragement, for example: chinup– givemessages that othersoften uswhenwe see asrole modelsfor optimismandrecall the are close to or other personalities whom they Finally, they can mention some people they – – – – and emotionalskills? optimismandothersocial the linkbetween youin subsequentsituations? recognize Do can Irely onto respond withmore optimism strengths/abilities/skills/experiencesWhat have myself,What Ilearnedabout others? 135

OPTIMISM OR YOU CAN DO ANY OF THE FOLLOWING:

Modelled on the workshop, the activities below may be combined, done independently or with some other warm-up or wrap-up activities. Through these activities, students learn about optimism, think about the significance of optimism for success in life, as well as the preservation of their physical and mental health. By extension, it fosters optimism.

The world can do nothing to a man who sings in the face of adversity Read out loud the excerpt from Sabato’s essay The Resistance. Ask them about the feelings stirred in them by what they have heard. Which sentences in particular speak of the significance of optimism? What values, often forgotten today, are stressed by Sabato? What is the link between optimism and other social and emotional skills? Do they know any quotations about optimism?

A human being is capable of turning obstacles into new paths, because in life, in order to regenerate, a space the size of a crack would suffice. In doing so, the paramount thing is not to stifle what can keep us alive, to defend, as was heroically done by oppressed nations, a tradition which shows how sacred a human being is. Not to allow the appeal of small moments of freedom that we can enjoy slip away from us: sitting together at the table with the ones we hold dear, helping the helpless, taking long strolls into the woods, the gratefulness we feel in somebody’s arms... The world can do no harm to a person who sings in the face of adversity. (Ernesto Sabato, 2004)

Let’s learn from those who included, experience failures and overcome persevered despite incredible numerous obstacles in the course of their lives and careers. Teenagers tend to think that obstacles careers are stable and unchangeable; however, Tell your students to search for the biographies the reality is somewhat different… Thus, it is of famous people who managed, thanks to their important to discuss with them the significance optimism, to overcome almost insurmountable of perseverance and believing in one’s dreams. obstacles. Here we will give only some Encourage your students to discuss what they examples of famous personalities who were not have learned from the biographies below65. halted on their path to success even by major health issues. Your students can look for other similar examples, but can also learn about the biographies of other famous personalities that encountered obstacles of a different nature on 65 You may expand the list, for instance, by the very inspiring biography of Stephen Hawking, and the activity will be more their path to success. Generally speaking, all effective if students themselves do the research and take as people, famous and successful personalities many examples as possible.

136 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial they are theones “staring back”. into staring withnothingbutthedark thedark helping thedeafand blind, referred whomsheoften to astheloneliestpeoplealive, that today mentioned worldwide withgreat andadmiration. respect Shedevoted herwholelife to for her, whileshelightly touched hisinstrument. Helendiedin1968,at theageof87,andis golden voice over thepalmofherhand. JaschaHeifetz, avirtuoso,played hisviolinespecially wit of Mark Twain, reading his works with the tips of her fingers. Enrico Caruso also poured his riding, swimming, at sailing, horse-back was skilled andcycling. Sheenjoyed thejokesand The World ILive(1908),andothers. In Herbookswere destiny. aboutherextraordinary Helen have beentranslated into foreign languages: Life ofMy (1902),Optimism(1903), The Story forinspector institutes theAmerican for thedeafandmute. Shepublishedseveral books that toShe learned read infour languagesandbecameaprominent author. Later, shebecamean reading literature at university. andhistory Shegraduated from Radcliffe College in1904. With suchassistance, Helenwas ableto cover andat theageof19shestarted thecurriculum, education. she was accepted into regular highschool. Anne didnotleave her, butwas instrumental inher teaching she had received until then was replaced by formal education, and at the age of 18 even the Braille writing soon learned system longer letters. and started When she was 14, the amonth 21words, shehadlearned – after ayear after 900words inthehandalphabet. She lips andthethroat. Helenincreasingly showed giftedness andherwishto herintellectual learn hand. Then shetaught herto speakandunderstandloudspeechby mutuallytouching the difficulties, andwith tremendous patience, Annefirsttaught thegirl byspelling words onher Anne inahousethegarden adjacent to herparents’ home. With almostunsurmountable came to Tuscumbia. At hostileandunapproachable. first, Helen was Shelivedvery with Helen Keller’s life March ofthat changedradically year, in1887.In Anne Sullivan, herteacher, with theouter world. autobiography, asaconsequence shedescribed oftheabsence ofany form ofcommunication her sight andherhearing. When six,Helenhadfrequent sheturned tantrums that later, inher Helen was notresponding to any movement. When shewas 18months old, Helenlostboth this date, think it was meningitis. butsome experts After several days herparents noticed that illness diagnosed diagnosis byasbrain inflammation. doctors to Heractual remains unknown one. sheturned after However, walking six months old, andstarted in1882Helencontracted an Helen Adams Keller wason27June1880in born Tuscumbia, Alabama. Shetalkedwhenshewas 67 66 philosophy oflife, simplytitledOptimism read to and write,she learned speak, in1903publishedatimelesstreatise onoptimismasa who grew upwithoutsightuntil, andhearing withthehelpofherteacher Anne Sullivan neuroscience taught usaboutthebenefitsofoptimism,HelenKeller, woman a remarkable beforeDecades thedawn ofthepositive psychology movement before andacentury what that we forus.HelenKeller opened donotseetheonewhichhasbeen ofhappinesscloses, onedoor we butoften When anotheropens; solongatthecloseddoor look Helen Keller 71 For more detailspleaserefer to: https://www.brainpickings.org/2013/06/21/helen-keller-on-optimism/. %D0%A5%D0%B5%D0%BB%D0%B5%D0%BD_%D0%9A%D0%B5%D0%BB%D0%B5%D1%80. org/sr-el/ For more detailspleaserefer to:https://sr.wikipedia. http://srednjeskole.edukacija.rs/biografije-poznatih-licnosti/helen-keler; 66 67 . 137

OPTIMISM Frida Kahlo68 I am not sick. I am broken. But I am happy to be alive as long as I can paint. Frida Kahlo Frida Kahlo (1907−1954) was a Mexican painter. At the age of six, she contracted polio, leaving her right leg much thinner than her left leg. She used to hide this with long colourful dresses later in her life. She despised showing any sign of weakness and she never cried. She could not skip with a rope, but she practiced wrestling and boxing instead, and swam faster than the other girls of her age. In September 1925 she was in a traffic accident, when a bus and a tram collided. No one believed she would survive. Following the accident, she had 32 surgeries. She was bed-ridden for four months. To keep her from depression, her mother brought her brushes and a painting canvas. This is how her passion for painting was born. She was the first Mexican painter whose work was exhibited in the Louvre in Paris. Not even then, in 1939, when her first painting was bought, did she believe she was famous. Relying on her personal experiences, including her marriage, miscarriages, and numerous surgeries, her works often feature a sharp presentation of pain. Out of her 143 paintings, 55 are self-portraits, often with a symbolic presentation of her physical and mental wounds. She used to say: “I never paint dreams or nightmares. I paint my own reality.”

68 More details available at: https://sr.wikipedia.org/sr-el/%D0%A4%D1%80%D0%B8%D0%B4%D0%B0_%D0%9A%D0%B0% D0%BB%D0%BE; https://wannabemagazine.com/zanimljive-cinjenice-frida-kahlo/; http://srednjeskole.edukacija.rs/biografije- poznatih-licnosti/frida-kalo.

Christopher Reeve69 The famous American actor Christopher Reeve, who will be remembered most for playing Superman, was wheelchair-bound from 1995, when he broke two vertebrae during a horse riding accident. He did not succumb to his condition and acted following the accident in several films, including a remake of Hitchcock’s legendary Rear Window. He was paralysed from the head down, but despite his condition he was an avid supporter and fund-raiser for medical research into spinal cord injuries. He lobbied the US Congress to enable better collection of insurance claims following disabling injuries. Before the members of the American Film Academy, during the Oscar awards ceremony, Christopher Reeve went before his fellow actors in his wheelchair and advocated that film-makers should focus more on social issues. In an interview, his daughter Alexandra70 said that in the days after the accident, Reeve contemplated suicide. But, his loved ones by his side dissuaded him. She said he was also comforted by the numerous letters he received from around the world: “Reading letters from kids in schools around the country who had sent get-well cards, who had drawn pictures, and we started writing back to them as well. Just letting people know that we felt their love, felt their support, and that we were going to be OK.“

69 More available at: https://www.brainyquote.com/authors/christopher_reeve. 70 More available at: https://www.foxnews.com/entertainment/christopher-reeves-daughter-talks-growing-up-with- superman-keeping-his-legacy-alive.

138 Handbook for Secondary School Teachers in my life. thatiswhy Isucceed And . I’ve failed over and over and over again organized, persistent, a good sense of humour, their ownare, positive skills suchas:being well- characteristics. Let themtell eachotherwhat invite themto thinkoftheirown positive After discussingthebiographies ofathletes, useful for teenagers. need to beoptimisticandpersistent are very Receiving advice by reading suchtexts, andthe at somepointeveryone comes to a standstill. of theirdreams helpsteenagers that learn athletes failures experiencing often inpursuit about even themost famous, successful for teenagers. skill texts Reading important how to dealwithfailure, andthat isavery Likewise, athletes may give excellent advice morelearn aboutathletes theyadmire. addition,students tendIn to beinterested to role modelsfor disciplineandperseverance. inspirational messages, aswell asbegood because athletes may often have strong themtobring class. This canbeagoodexercise, biographies oftheirfavourite athletes and Encourage your students to research My Values and –DevelopmentVirtues andEmotional Skills ofSocial Athletes andoptimism Some thoughts bySome Christopher Reeve: – – – – – – Success isfindingsatisfaction ingivingalittlemore than you take. Either you decideto stayintheshallow oryou endofthepool gooutintheocean. ahead andovercomes anyway... A hero is someone who, in spite of weakness, doubt or not always knowing the answers, goes to usethepowermaturity wisely. makesWhat a hero Superman is not that he has power, but that he has the wisdom and the long-term paralysis. Iamoptimistic. ButIalsoknowthat,withtime, to I'mbeginning fightissuesofagingas well as obstacles.overwhelming individual whofindsthestrengthA hero persevere isanordinary to andendure inspite of Michael Jordan Michael

used whenfacingproblems ordifficulties. least three strategies for to be positive thinking they have finished, they should write down at positive for characteristics themselves. Once etc. student isto Every make alistofat least10 pop, orrock. songs. The genre ofmusiccanbeany, classical, students to explore andbring “optimistic” The taskfor may thefollowing befor activity 72 https://youtu.be/CWzrABouyeE. 71 https://www.youtube.com/watch?v=YkgkThdzX-8. Lennon First play for theclasssongImagine letters writing or e-mails. and practicing literacy classrooms whendealingwithlanguage also suitablefor literature orforeign language from is homeroom classes,Apart thisactivity World ends by playing a Wonderful the song What reads theirletter,everybody andthelesson You dothesameexercise. Once finished, to bewhentheyreceive theletter, etc. they would liketo achieve, where theyexpect their hopes, plans, expectations, wishes, what which they will write about themselves today, to theirfuture selves (in10or15years’ time)in A letter to my future self 72 . 71 , andthentell themto write aletter by John 139

OPTIMISM For example: S.A.R.S. Mir i ljubav (Peace and Love)73 77 or JINX – Tamo gdje je sve po mome (The Place Where Everything Goes My Way)74, etc.

Invite your students to encourage each other once a week This activity may be done in homeroom classes where students write encouraging messages to their classmates, or they can stand in a big circle and say something nice to each other or give praise and compliments.

Optimism leads to success and better health75 Ask your students whether they think we are born more optimistic or realistic? How do you get along with others? Who among you believes that they are in the lower 25%, and who believes that they are in the top 25% according to the following characteristics: how interesting you are; how attractive; honest; modest you are? Keep records of the number of responses in each category. Then together with the class watch the TED that that reality is possible. But if you are an Talk by Tali Sharot, a professor of cognitive extremely optimistic penguin who just jumps neuroscience at University College London. If down blindly hoping for the best, you might it is not possible to play the original recording, find yourself in a bit of a mess when you hit the you can read out the transcript.76 Tali Sharot ground. But if you're an optimistic penguin who is presenting new research which explains believes he can fly, but then adjusts a parachute that our brains are wired to look on the bright to your back just in case things don’t work out side—and how that can be both dangerous and exactly as you had planned, you will soar like an beneficial. When you have seen or read the talk, eagle, even if you’re just a penguin. go back to the responses from the beginning Ask your students how they perceive themselves, and comment on them. what group of penguins they belong to. Do If you’re one of those pessimistic penguins up they need to work on their realistic optimism? there who just do not believe they can fly, you 77 certainly never will. Because to make any kind How optimistic are you? of progress, we need to be able to imagine a In the English classroom you can do the different reality, and then we need to believe optimism test. Before doing the test, watch a scene from the popular series Otvorena vrata 73 https://www.youtube.com/watch?v=yx1fiU2vgN0. (Open Doors).78 74 https://www.youtube.com/watch?v=QFk3CtHVZ0I. 75 The TED Talk by Tali Sharot is available at: https://www.ted. com/talks/tali_sharot_the_optimism_bias. 77 The test is available at: https://web.stanford.edu/class/ 76 Available at: http://www.6yka.com/novosti/nauka-potvrdila- msande271/onlinetools/LearnedOpt.html. optimizam-vodi-ka-uspjehu-i-boljem-zdravlju. 78 https://www.youtube.com/watch?v=wHDwxyB-Shc.

140 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial 79 optimism that you canshare withthestudents: These are some strategies for boosting to them. their ideas, compile themand, ifneeded, add optimism. After thegroups have presented techniques whichmay helpthemdevelop Work ingroups andcome upwithbehaviours/ optimistic? How we can more be teens/optimism.html. More information is available at: https://kidshealth.org/en/ helped you succeed. benefits you madeuse ofandhow they Did you studyfor thetest? Think aboutthe done to makethegoodoutcome possible. credit for that. Think aboutwhat you have When somethinggoodhappens, take feel better.” hanging outwithmy willhelpme friends why peoplesay breakups are painful, but because I’m aloser”, think: “Now Iknow ofsaying:Instead “Petra broke upwithme let that happenagain!” because Ididn’t studyhard enough.Iwon’t suck at maths”, tell yourself “I failedthetest thinking: “I didthetest becauseI poorly things don’t of goasplanned? Instead What does your inner voice say when Don’t blameyourselves ifthingsgowrong. meet newfriends”. well at theaudition”; Igoonatrip,“If Iwill get abetter mark”; Irehearse,“If Iwilldo do to succeed. For example: I study,“If I can thingsthattelling you yourself can certain happen inyour life. Acquire thehabitof Practice believingthat goodthingscan motivational apponyour mobileortablet. for. Write themdown orusea inajournal think aboutthethingsthat you are grateful take 10minutes to gothrough theday and happening to you. At the end of each day, Pay attention to thegoodthings 79 will continue practicing!” “Ican more be optimisticand I yourself: telling for awhile, sodon’t bediscouraged. Justkeep may last that It pessimism can also be learned! that canbelearned, which means thinking Draw of theconclusion: Optimismisastyle members more optimisticorpessimistic? themselves. Are your andfamily friends Pay attention to how otherstalkabout take thetest again.” not asI’d hoped, butIcanstudyharder and the situation. For example: results“My are come upwithaplanofhow to overcome wrong, remind yourself itwillpassand temporary. As soonassomethinggoes yourselfRemind that standstills are 141

OPTIMISM Another story about optimism This activity can be done in the literature, history, sociology, and civic education classrooms.

Maya Angelou (1928−2014)80 was an African American author, singer, actor, and poet. Her poems, which celebrate women’s beauty and freedom, are considered a true anthem for African Americans. She wrote poetry, plays, even scripts, and is most famous for her autobiographies, seven in total. She was a recipient of numerous literary awards, and her first autobiography I Know Why the Caged Bird Sings (1969) made her famous worldwide. She was a civil rights activist, she gained the confidence of Martin Luther King, and contributed greatly to the development of African American culture. In 1979 she became close to the then unknown anchor Oprah Winfrey, who became her disciple. Oprah admired her ability to survive, to make room for herself in the worlds previously reserved for educated white people, and her literary popularity. Oprah Winfrey, who rose up to be the queen of American television and who set up her own literary club, was a great support to Maya Angelou. Born as Marguerite Annie Johnson, the famous author had a difficult childhood and tumultuous youth; when she was seven years old she was raped by her mother’s boyfriend at the time. After she testified against the abuser, an angry crowd chased him and beat him to death. Too young to understand what had happened, the young Maya blamed herself for his death: “My seven-and-a-half-year-old logic concluded that my voice had killed him, so I stopped talking for almost six years.” Mrs Bertha Flowers, a family friend who discovered Maya’s affinity towards books, offered Maya her hand and encouraged her to stop the self-imposed silence. She gave her books from her library, on the condition that the young girl would read aloud all the books she borrowed. Maya accepted the deal and, under the influence of Mrs Flowers, regained her voice. However, Maya also needed to regain her spirit. It took a hard and brave choice to forgive and gather the strength to move on. She managed – she forgave and moved on. She became a famous poet, her words inspired thousands of her readers. But the most inspiring, the most powerful image she left behind her was not the ones she committed to paper, but the brave and optimistic way in which she described her life. The example of Maya Angelou teaches us that optimism is so much more than a naïve faith in tomorrow. It is an attitude forged through a series of tough choices. Some quotations by Maya Angelou: – There is a 19th-century African American song which is great and which says: when it looks like the sun wasn’t going to shine anymore, God put a rainbow in the clouds. Imagine! I’ve had so many rainbows in my clouds. I had a lot of clouds, but I had so many rainbows. I always carry these “rainbows” with me to my speaking and teaching engagements, whether in a large venue or intimate classroom. I bring everyone who has ever been kind to me with me. Black, white, Asian, Spanish-speaking, Native American, gay, straight, everybody. I said, ‘Come on with me. I’m going on the stage. Come with me. I need you now.’ I don’t ever feel I have no help. I had rainbows in my clouds. The thing to do, it seems to me, is to prepare yourself so you can

80 Some of the sources where you can find more about Maya Angelou: http://edukacija.rs/zanimljivosti/maja-andjelo-borac-zaljudska-prava-i-zensku-slobodu; https://admin.nedeljnik.rs/magazin/portalnews/maja-andelo-fantasticni-zivot-spisateljice- koja-je-recitovala-klintonu/; https://www.britannica.com/biography/Maya-Angelou; https://www.mayaangelou.com/.

142 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial best movies ever made, speaksofthecourage The film linkages between social and emotional skills. between socialandemotionalskills. linkages with. This canprompt discussionaboutthe that quotation ismostlylinked emotional skill your students to recognize whichsocialor quotationsinspiring oneby one. Encourage copiesMake for thestudents orread her truly impressive biography for themselves. or you canasktheminadvance to explore her Maya of Angelou, Briefly tell theclass the story Amelie – – – – – – – – – – – – – achieve thatbeauty. We ofthebutterfly, delightinthebeauty but rarely admitthechangesithasgonethrough to patches, aloneingroups, aloneinraces, even aloneingenders. We allow ourignorance to prevail usandmake upon usthinkwe can alone, survive alonein sacrifices forit. Whatever you want to do, if you want to great be at it, you have to love able to it and be make more alike thanwe are unalike. draw fromAll great thesameresource: whichtells usthatwe artists are all thehuman heart, I thinkwe allhave empathy. We maynothave enough courage to displayit. myself and otherslike me. I learnedalongtime ago the wisest thing I can onmy dois be own side, anadvocate be for will never forget how you madethemfeel. I’ve willforget learnedthatpeople whatyou said, willforget people whatyou did, butpeople you If have onlyonesmileinyou, give itto you thepeople love. All great achievements require time. to ableto be throw somethingback. I’ve learned that you shouldn't gothrough lifewith a catcher’s hands;you mitton both need is strength. istimeforparentsIt to andthere teach young there earlyonthatindiversity people isbeauty plain. youIf don’t like something, you changeit.If can’t changeit,your attitude. Don’t com- We cannot changethepast,butwe can changeourattitudetoward it. what I think. what Ithink. I maynotdance your dances your orspeak language. ablessingto Butbe somebody. That’s the samenameyou call —iftheycall God atall. Imay noteatthesamemealsasyou, God See? arainbowbe else’s insomebody like whomaynotlook cloud. you. Somebody Maynotcall God , which featuresAmelie in the list of but also creativity, empathy, and helping others. introduction into thediscussionofoptimism, them come true.making This film can be a good dreams, andthelittlebitofluck neededfor about simplepeople, theirwishes, hopesand and optimismofanunusualgirl. This isastory 143

OPTIMISM Quotations about optimism

You can use the quotations as a warm-up, or a wrap-up, or a stand-alone activity where students choose the quotation they like the most and explain why. You can also tell them to find more optimism-related quotations themselves.

Man often becomes what he believes himself Man is what he believes. to be. If I keep on saying to myself that I cannot A. P. Chekhov do a certain thing, it is possible that I may end by really becoming incapable of doing it. Once you choose hope, anything's possible. M. Gandhi C. Reeve I am not afraid of storms, for I am learning I don't consider myself a pessimist. I think of a how to sail my ship. pessimist as someone who is waiting for it to L. M. Alcott rain. And I feel soaked to the skin. L. Cohen For as long as there is darkness, there is a dawn. Pessimism never won any battle. I. Andrić D. Eisenhower What a wonderful thought it is that some You can complain because rose bushes have of the best days of our lives haven’t even thorns or rejoice that thorn bushes have happened yet. roses. A. Frank Confucius Whoever believes in miracles, works miracles. D. Radović Every one loves more what has cost him trouble. Aristotle A battle is won by the side that is absolutely determined to win. L. N. Tolstoy We are what we think. All that we are arises from our thoughts. With our thoughts we change the world. Buddha The future belongs to those who believe in the beauty of their dreams. E. Roosevelt A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty. W. Churchill

144 Handbook for Secondary School Teachers

SELF- CONFIDENCE

My Values and –DevelopmentVirtues andEmotional Skills ofSocial Therefore, how young itisextremely important as thechoice ofprofession oroflife partner. or hairstyle, to thelife choices we make, such seemingly irrelevant things, suchasclothes personality. strongly affectswho It we are, from inthedevelopment factor of is animportant step oftheway.almost every Self-understanding isvisible at ofthischaracteristic importance not developed enoughin young people. The eithermissingcompletelythat isoften oris self-confidence, asocialandemotionalskill All these questions are related directly to coincide has of me? with the image that society by others? To what extentdoesmy self-image strengths? How doIlook?How amIperceived years? What are my weaknesses? What are my do Iaspire to? What would Iliketo bein10 their current andfuture life: Who amI? What young peopleaskessential questionsregarding or come to terms withtheirown identity. All selves, andtheneedto develop, understand, young peopleistheneedto develop theirown common denominator for allgenerations of difficultbring aboutessential tochange. The – we were“When young...” itis Nevertheless, opening line ends withtheonly-too-familiar full ofthemselves... Suchlamentation usually are selfish,self-absorbed, uninterested, spoilt, generation to another – young people today bulk ispassedon,likeanecho, from one with changesinthetimeswe live in,butits onlyslightlybeen changes present –the story Stereotypes aboutyoung peoplehave always high. Look theworld straight in theeye. Never your bend head. Always holdit SELF-CONFIDENCE Helen Keller than ever before, young people are exposed or not. much as their body is likable Today, more body image–theybelieve as theyare worth physical appearance, with equate self-esteem the young, given theirpreoccupation with a rare occurrence that somepeople, particularly (provided that Itisnot itissufficiently realistic). us positively ifwe apositive project self-image has shown that others are more likely to perceive impressions ofothersasbeingtrue. Research self-image andrefuse to accept thejustified of life, attractive, etc. canhave negative avery obviously intelligent, successful invariousareas languages. On the other hand, a person who is when itcomes in to ourproficiency foreign and conversely, self-confident we can be very confidence whenit comes to mathematics, image, hence, ourselves, respect but lack self- For example, we canhave anacceptable self- something where we consider ourselves weak. in situations whichwe believe relate to healthy butwithlow self-confidence self-esteem isalsonoteworthy that itispossibleto haveIt the more confidence we have inourselves. andinpractice, assured ofourabilitiesintheory can leadto self-confidence. The more we are confidence leads to success; likewise, success even whenlife setsapersonhard tests. Self- circumstances andassumeresponsibility, to face unwantedtake upnewopportunities, person isready to face newchallenges, to from one situation to another. A self-confident how we feel aboutourabilitiesandthismay vary Self-confidence, ontheotherhand, refers to good self-esteem. it elicitsinuspositive feelings, thenwe have we have? ourself-imageisacceptable If andif andlovemuch self-respect for ourselves do of ourselves, embodiedinthequestion:How both cognitive andemotional–experience refers primarily toSelf-esteem ouroverall – two separateare actually concepts. related to these. Although quite similar, these are andself-confidence The terms self-esteem what extent theybelieve intheirown abilities. people seeandperceive themselves andto 149

SELF-CONFIDENCE to the influence of the media that promotes numerous ways for developing self-confidence unrealistic beauty standards and overall body in students; however, certain preconditions image. It is, therefore, important to talk with need to be put in place – love, interest, and the young people about how their appearance will wish to build relationships with your students change over the coming few years. that are based on trust, mutual respect, assistance, and collaboration, and to develop At times, they will not like the changes. It is only your own competencies in the process – natural to compare themselves with others, but certain knowledge and skills that will help you they should also accept and love themselves understand which “tools” to use to achieve that. the way they are. If they have a healthy attitude towards their appearance, if they feel good in their This is the only approach to developing any body, and if they value themselves as a person, social and emotional skill, self-confidence they will have a positive self-image and a high included. Teachers who are rigid, cold, distant, level of self-confidence. If we develop ourselves and cantankerous can hardly expect to develop and our potentials and truly wish to improve a good rapport with their students and create ourselves and build our character, we can at the an atmosphere conducive to character building. same time boost both our self-confidence and The opposite would actually be the case – with our self-esteem. For example, people with low such an attitude teachers would encourage the self-esteem, who think that they are “not good things they do not want to see in themselves enough” can transform their complete self-image – the lack of any enthusiasm, aloofness, if they recognize in themselves something they moroseness, passivity, and even a rejection of are good at, if they identify an ability that gives any type of cooperation – all the characteristics them a sense of security or discover an area that that they fail to recognize in themselves, but suits their personality and in which they can that hugely bother them in their students. successfully express themselves. By focusing on If they want to truly boost this quality, teachers all that, not only will their level of self-confidence need to be open in communicating with their go up, but also their self-esteem. students to discuss what is a problem for them, for A vast body of research in the area of social instance, overly complex and incomprehensible psychology shows that people overall tend lessons, and to try all the time to emphasize the to appreciate themselves, to have a clear self- students’ strengths, what they are successful at, image, and to feel successful. In addition, and not point out their weaknesses. research shows that a deterioration of self- Every teacher can show his/her students the esteem and self-confidence correlates with a things they do not know; however, isn’t it number of psychological disorders, somatic so much better to help them see what they diseases, or situations that generate fear. It actually know and can do?! What prompts the comes as no surprise, thus, that young people teacher to search for ignorance and errors that say they need more knowledge and skills to his/her students make? Can such a teacher overcome a lack of confidence in themselves be conducive to character building and and their own abilities. developing social and emotional skills in his/ her students in the first place? We are afraid not. The teacher’s role Here we already touch upon other social and emotional skills, such as empathy or honesty. If Each teacher must be aware that his or her teachers lacks these, there can be no hope of words and actions have particular weight in such teachers fostering them in their students. classroom, the he/she can never know what imprint a certain judgment, side remark, The messages that we send out with student opinion, or non-verbal message can leave assessment is closely related to this. A high rate on the psyche of a young person. There are of failure in a class should be perceived as a

150 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial so are gravely mistaken. Another mistakeoften in a classroom.of fail marks Teachers who think canbebuiltwithalarge proportion authority neither students’ nor self-confidence teachers’ are ontop ofthings. Oneshouldbeaware that might seemand thefeeling that theteachers classroom, nomatter how strong thisposition finally, weaken their own positioninthe cause injustice, shatter self-confidence, and withstudents, theirrapport undermine directly Hence, teachers caneasilymisjudgeandthus different marks. differentknowledge, levels of and so few on students’ achievements, aware of so many – student assessment andproviding feedback the mostcomplex ofalltasksintheclassroom for theteacher to more thoroughly approach self-confidence. Therefore, important itis very Naturally, thiswholesituation diminishestheir andseethemselves astheonlyproblem.history) mathematics,(often physics, biology, and enough to inspecific subjects getapassmark are convinced that theyare notableto learn However, reality contradicts us–many students the greatest responsibility for suchsituations. failure. is indubitably the teacher who bears It his/her own failure, rather than as the students’ issuebyserious theteacher andseenlargely as skills. skills. This isnosmallresponsibility. and theworldenrich withtheirknowledge approach, for all-round personalitiesthat will world”. isupto adultsto takeawhole-child It that rocks the cradle isthehandthat rulesthe Finally, we canrecall asaying that hand “The age toearliest theendofadolescence. said by theirparents andeducators from the in life ishighlylinkedwithwhat was doneand level that ofself-confidence young peoplehave responsible for andthat buildingcharacter the that parents andteachers are, firstand foremost, between classmates, etc. We shouldnot forget motivation, relationships friendly undermining being done, whichalsoincludes weakened oftheharm isjustapart A lackofself-confidence abit... partner you can’t learnthatlike him/her... upto look your qualifications: ...you don’tmaking knowthator incompetence ofanother, easilyjudging and emphasizing thecompetence ofoneover the with ahigher-achiever intheclassroom, idea for ateacher to compare alower-achiever her eldersibling, orconversely, itisnotagood parent to compare a younger child with his/ with eachother. Just as itisnotgoodfor a made by teachers isto compare theirstudents 151

SELF-CONFIDENCE the feelings that such statements about themselves inspire.

What is self-confidence? (10 min)

Ask your students what self-confidence means for them: Self-confidence is.../A self-confident person is one who... Let them brainstorm. You can ask them to name the people (e.g. in their WORKSHOP: My self-confidence immediate environment or a famous athlete, musician, etc.) they see as role models of self- confidence and why. How do such people act and Goals: feel? What are they successful at? What would you Students will: like to learn/take from them? ––explore the meaning of self-confidence and If needed, additionally explain the notion by other related social and emotional skills using the information from the theoretical ––identify their own potentials and weaknesses, input. You can also use some of the quotations and the goals they aspire to provided. Duration: 45 minutes Material: sheets of paper with beginnings of The things I can be even better at sentences (20 min)

* * * Remind your students that in the first activity they focused on their strengths, and that Complete the sentences... (10 realistic self-confidence also comes with the min) awareness of their own characteristics and potentials that are still not developed to the Pass out the sheets with the beginnings of level desired. sentences or write them on the board. They are What would I like to do about: supposed to copy and complete them. ––my habits ...... and how? Once done, tell them: Now read to yourselves one statement at a time, several times over. Try ––my immediate goals ...... and how? to make sure that each statement resonates with ––my academic achievements ...... and how? you, believing what you have written. ––my appearance ...... and how? The statements: After all these activities, ask them how they ––What I’m good at is… assess their own self-confidence, e.g. sufficient ––I’m proud of… – insufficient – can’t tell. ––One of my achievements is… Do others see his/her self-confidence the same ––One of my best qualities is… way? ––A positive and realistic goal I aspire to in the future is… Volunteers can share one or more of the sentences they have written. Ask them about

152 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial outloudthefollowingRead story: activities. Through students theseactivities, or with some other warm-up or wrap-up below may becombined, doneindependently, ontheaboveModelled workshop, theactivities goals. They are to puttheletter inanenvelope abouttheirownthemselves wishesand talking All thestudents are to write aletter to How are baby elephants trained? in changingtheirself-awareness. step to make decisions, whichisanimportant true. Luckily, are people withtheability born and asadultswe stillbelieve it,even ifit isnot we ourselves gain someknowledgeabout People behave thesameway – atanearlyage to doit. even try adult elephant still believes not it and does when itwas justasmallandweak baby, the that itcannot break therope acquired easily break therope. But,given thebelief grows, powerful, andcould becomes very cannot break therope. The baby elephant Thus, thebaby elephant“learns” thatit tries to break free, buttherope istoo strong. the rope allows. At first,thebaby elephant baby elephantcan move onlyas much as strong rope to asecure wooden pole. The legofababyOne elephantistiedwitha still smallsothattheydonotwander off. The elephantsincaptivity are trained while How are baby elephants trained? A letter to myself (5min) OR YOU CANDOANYOFTHEFOLLOWING:

confidence. significance and ofthis virtue, foster own self- aboutself-confidence,learn think about the feelings, ayear. orattitudes after there have beenany changesintheiropinions, www.futureme.org/. The aimisto seewhether doing theactivity, students canrefer to https:// and sealit;theywillreceive itayear later. While 153

SELF-CONFIDENCE Tell your students that by filling out the Keep this questionnaire close at hand the next questionnaire What I Believe in they will discover time you experience low self-confidence, or which beliefs they acquired when they were you don’t feel happy, or are judging yourself. younger, and which still continue to affect their At such times, read the questionnaire, identify self-confidence. the beliefs that are stifling your self-confidence, and start creating new beliefs that will have a Give them the following instruction: positive effect on your self-confidence. Fill out the questionnaire What I Believe in to identify your beliefs.

1. What are the beliefs you gained about yourself based on what you were told by your:

a) Mother

b) Father

c) Sibling

d) Friends

e) Teachers

f) Others 2. Which of these messages are still predominant in your thoughts and attitudes about yourself?

3. Which messages support, and which messages stifle your self-confidence and happiness?

4. Are these messages true?

5. Which messages do you want to change to boost your self-confidence?

6. Write down some new thoughts you want to believe in, and which may boost your self- esteem, self-confidence and happiness.

154 Handbook for Secondary School Teachers failure before theywere given achance. who experienced personalandprofessional biographies offamouspeople will findshort an utterlyIn the pagesbelow unfair fight. you acumen, andresourcefulness helpedhimwin whose belief in himself and his ideals, his the way we perceive people, whethertheyput Prompt themto discusshow themediaaffects the panel. paper. The students discuss what they see on Each group isto makeacollage ontheposter photographs ofcelebrities. to leafthrough themagazinesandcutout scissors, glue, andposter-size paper. Tell them groups are discussing, pass out the magazines, people.appearance ofordinary While the Encourage themto talkaboutthephysical Then dividetheclassinto several groups. 82 My Values and –DevelopmentVirtues andEmotional Skills ofSocial 81 questions: Prompt the discussion by the following or found online. be newspaper clippings or television recordings targeting teenagers.advertisements These can to photographs, bring magazines, and For tell your students inadvance thisactivity Macedonović yourRemind students ofKanjoš – – – – – perception How ourself- othersaffect com/ teachers/lesson-plans/teaching-content/body-image/. The ideasforare takenfrom: activities https://www.scholastic. reading listfor the2 Macedonović by S.M.Ljubišaisonthe Kanjoš story The short – – – – – on ourselves? How can we knowwhetherwe are too harsh appearance? Give someexamples. weAre sometimestoo critical ofourphysical ourselves to others? canWhat whenwe happen compare comparisons withothers? Have you ever feltbadbecause ofsuch orcelebrities?people you everDo compare yourself to otheryoung 82 nd grade ofgeneral highschool.

of self-confidence. will have apositive self-imageandahighlevel and iftheyvalue themselves asaperson,they looks, iftheyfeel intheirown comfortable skin, theyhaveIf ahealthy attitude regarding their body. to terms withtheirlooksandcome to liketheir others, butat thesametimetheyshouldcome isnatural forIt themto compare themselves to that theymight notlikesomeofthechanges. bound to changeover few thenext years, and Tell your students that theirappearance is perception ofwhat teenagers like? shouldlook Ask can them:What we doto changethe of specific, usuallyunattainable, looks. even if they use Photoshop to create an image pressure oncelebrities to bethinandbeautiful, Tell theclassto doany ofthefollowing: needed. The otherstudents listen andaskquestionsif Then again. switch roles anddotheactivity person A’s but asifthesehappenedto them. person B’s to tell theexperiences told by the feelings andthoughts. Then chooseseveral ofhis/her theeventdescribing andspeaking Person Blistens attentively to personA decision. an important ormake supposed to dosomethingimportant whenhe/she was she lackedself-confidence Person to recall asituation whenhe/ Aistrying doneinpairs. This isanactivity – – Boosting self-confidence Boosting likelooks What alackofself-confidence – – write a poem promotingwrite apoem self-confidence. Working in pairs or smaller groups, students ofadvice kind willyouWhat give her? told hersheis“fat”. her? How willyou comfort Your because someone friendiscrying best 155

SELF-CONFIDENCE ––Tell your students to ask their family mem- I am…85 bers if they have ever felt bad when it comes This is one of the most popular classroom to their physical appearance. What did they activities to build self-esteem and self- do about it? confidence. Students are encouraged to write ––Tell your students to find in magazines, on down the positive thoughts and attitudes social media, or in daily communication about themselves. On the paper, students encouraging and discouraging terms and create a list of “I am”s. Some examples include: expressions. “I am a hard worker”, “I am good at basketball”, In the English classroom, students can translate etc. The students can decorate their list by adding magazine cut-outs of things they like or the song Beautiful by Christina Aguilera83. Then by drawing, etc. The lists with positive thoughts listen to the song together and discuss how it can be hung up in the classroom to remind talks about self-confidence. them of the fine qualities they possess at the times when they doubt themselves. Never give up84 Tell the class that you are about to see a video Problem solving for the song Never Give Up. During this activity students, working on their After hearing the song, divide the class into own, make a list of their own mistakes, failures, smaller groups. Their task is to come up with a and obstacles in life. Each problem is written story/devise a character who will venture into on a separate piece of paper. Then divide the situations in which he/she has to show courage class into smaller groups, pass them out an and self-confidence. Discuss the importance of equal number of pieces of paper with problems self-confidence, but also tolerance, empathy, written on them and tell them to think how to etc. address the problems. For instance: I failed maths. Possible solutions: I A superhero will study hard to do better at the test next time, Students talk about obstacles they often have or, I will ask the teacher to help me understand to tackle and which require self-confidence (e.g. the lessons better. oral examination, tests, meeting new people, The group rapporteurs present the problems talking about problems, public speaking, public and solution, and the teacher helps them sum performance (music, recitals, etc.)...). things up. Divide the class into groups to make up a young superhero who will manage to deal with Failures that turned into all these problems. What skills are needed to successes overcome obstacles and solve problems? Read the short stories about successful people86 During this activity it is possible to design short who had to overcome major obstacles before plays, acting exercises, or dialogues in which it succeeding: Albert Einstein started talking at is also possible to use personification, i.e. the the age of four, and his teachers believed he obstacles can talk about the problems they had no potential for learning; Michael Jordan cause to the superhero in order to undermine came back home and cried after he was chosen his confidence. 85 The ideas for the activities have been taken from: https:// 83 https://www.youtube.com/watch?v=aoYEQgG4-JY. teach.com/blog/6-self-esteem-building-activities-for- 84 A video by YouTuber Ana Lazarević, a girl who is different middle-school-students/. from others because she plays football, available at: https:// 86 Available at: http://project-management-srbija.com/ www.youtube.com/watch?v=G_a--W6QEBY. motivacija/6-najvecih-neuspeha-koji-su-prerasli-u-uspeh.

156 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial recognize of inthem.Ask them iftheyknow from optimism,they apart emotional skills, were quite rocky. Discusswhich socialand three famouswomen whosepaths to fame outloudtoRead theclassstories ofthese have incommon. the stories, thendiscusswhat allthesepeople Beatles were told theyhadnoprospects... Read established; at thebeginning oftheircareer The Steve Jobswas thrown outofthecompany he he lackedimagination andcreative ideas; was fired from ajobwiththe explanation that for theschoolbasketballteam; Walt Disney you to never give up Famous women whowillinspire 87 when heonce said: “I willprepare andsomeday my chance willcome!” for winning. inthemisimportant failures andseeingopportunities This iswhat Lincoln meant failure onlyifwe nothingfrom learn it, ifwe gothrough itwithoureyes shut. Learning from inspiration to always move forward. There willalways befailures inlife, butitwillremain a to what hewasHis life fighting against. canbeahugelesson for allofusandasource of Lincoln is asymbolofmoral fortitude, honesty, tolerance, andmodesty, andhefell victim andworldlasting imprint onAmerican history. Finally, at theageof51hebecamePresident oftheUnited States a Heleft ofAmerica. at theageof49hewas againdefeated intherunfor Senate. later heran for Senate andlost. At President, theageof47helostseat oftheDeputy and At the ageof 41, he suffered another great loss, when his four-year-old son died. Four years Congress, butitwas short-lived, becausehedidnotmanageto getasecond term. 35 hewas defeated twice inrunningfor Congress. The sameyear hefinallyensured hisseat in At theageof31hewas defeated for inthe election thepositionofan elector. Until theageof was repaying for thefollowing 17years. failed. The sameyear helaunchedhisown business. Hefailed, withadebtthat he andwas left At theageof22,helosthisjobinastore. At theageof23,heran for thestate legislature, but had to work to helphisfamily. When hewas nine, hismother died. When hewas seven, Abraham Lincoln andhisfamilywere thrown outoftheirhome. The boy The onlyreal mistake istheonefrom whichwe learnnothing Available at: http://project-management-srbija.com/motivacija/lideri Montenegro. them theassignment to research heroines in any otherdetailsfrom theirbiographies. Give anyone have ever heard ofhim? if hewere afraid amistake? ofmaking Would would have ifhehadnever happened triedand (1809−1865). adiscussion:What Then start oftheUSPresidentthe story Abraham Lincoln when itcomes to overcoming life obstaclesis Maybe oneofthemostinteresting biographies 88 stories from thissource anddiscussthem withyour students. https://www.muzejzena.me/, oryou canmakeachoice of For thisassignment you may propose that they check 88 87 157

SELF-CONFIDENCE Famous women who will inspire you to never give up89 J.K. Rowling J.K. Rowling had just gotten a divorce, was on government aid, and could barely afford to feed her baby in 1994, just three years before the first Harry Potter book – Harry Potter and the Philosopher’s Stone – was published. When she was typing it out, she was so poor she couldn’t afford a computer or even the cost of photocopying the 90,000-word novel, so she manually typed out each version to send to publishers. It was rejected dozens of times until finally Bloomsbury, a small London publisher, gave it a second chance after the CEO’s 8-year- old daughter fell in love with it.

Sarah Jessica Parker Parker was born in a poor coal-mining town in rural Ohio, the youngest of four children. Her parents divorced when she was two, and her mother remarried shortly thereafter and had an additional four children. Parker’s stepfather, a truck driver, was often out of work, so the future starlet took up singing and dancing at a very young age to help supplement her mother’s teaching income and feed their 10-person family. Despite hard times and occasionally being on welfare, Parker’s mother continued to encourage her children’s interest in the arts. The family moved to Cincinnati, where Parker was enrolled in a ballet, music, and theatre school on a scholarship. When she was 11 years old, the family took a trip to New York City so that Parker could audition for a Broadway play. The trip was a success—she and her brother were both cast, and the family relocated to New York, where Sarah gained acting fame.

Oprah Winfrey Oprah has dealt with a lot throughout her public life—criticism about her weight, racism, intrusive questions about her sexuality, just to name a few—but she never let it get in the way of her ambition and drive. When you look at her childhood, her personal triumphs are cast in an even more remarkable light. Growing up, Oprah was reportedly a victim of sexual abuse and was repeatedly molested by her cousin, an uncle, and a family friend. Later, she became pregnant and gave birth to a child at age 14, who passed away just two weeks later. But Oprah persevered, going on to finish high school as an honours student, earning a full scholarship to college, and working her way up through the ranks of television, from being a local network anchor in Nashville to an international superstar and the creator of her OWN network.

89 Available at: https://www.themuse.com/advice/9-famous-people-who-will-inspire-you-to-never-give-up.

158 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial 91 90 honouredbirthplace, withastatue. Ehrmann of 2010,thecity In Terre Haute, his Indiana, hisdeath. became famousonlydecadesafter in life anditsauthor backin1927,butthetext, poem (1872−1945).Hewrote Ehrmann poet Max the times was written by lawyer theAmerican and One ofthemostfamousinspirational ofall texts Desiderata Be cheerful. Strive cheerful. to happy.Be be andbrokenWith allitssham,drudgery dreams, world. itisstillabeautiful whateverAnd your andaspirations, labors inthenoisyconfusion oflife, keep peace inyour soul. Therefore atpeace be withGod, whatever you conceive Himto be. whetherornotitisclearto you,And nodoubttheuniverse isunfoldingasitshould. You are achild oftheuniverse nolessthanthetrees andthestars;you have arightto here. be Beyond awholesomediscipline, gentlewithyourself. be But donotdistress yourself withdarkimaginings. Many fearsare offatigue born andloneliness. strength ofspiritto shieldyou insuddenmisfortune. Nurture Take thecounsel kindly oftheyears, gracefully surrendering thethings ofyouth. for intheface anddisenchantment,itisasperennial asthegrass. ofallaridity yourself.Be cynicalbe love; Neither about donotfeignaffection. Especially life isfullofheroism. there is;many strive persons But letthisnotblindyou forhighideals, to whatvirtue andeverywhere Exercise caution inyour businessaffairs, forthe world isfulloftrickery. oftime. it isareal inthechangingfortunes possession Keep interested inyour own career, however humble; Enjoy your achievements aswell asyour plans. for always there greater willbe thanyourself. andlesserpersons youIf compare yourself withothers, you maybecome vain orbitter, Avoid loudandaggressive theyare persons; vexatious to thespirit. have theirstory. andlisten to yourSpeak others, truthquietlyandclearly; even to thedullandignorant; theytoo farAs aspossible, withoutsurrender, terms withallpersons. ongood be placidlyamidthenoiseandhaste,Go andremember whatpeace there insilence. maybe Desiderata hence somethingmissing, absent, avoid to befilled. The Latin term desideratum meanssomethingdesirable, desiderata-istina-o-jednom-od-najinspirativnijih-tekstova/. Available at: http://alternativainformacije.com/2016/01/07/ Desiderata 90 91 about what we can wish for emotional skills aswell.emotional skills encourage themto recognize othersocialand sentences that refer to self-confidence. Then Tell themto work inpairsandhighlight the copies ofthepoem–oneperpairwillsuffice. his benchcanread verses ofDesiderata. Make andpassers-by onapath leadingpast a park, The bronze issittingonabenchin Ehrmann 159

SELF-CONFIDENCE My life motto − quotations Students choose a quotation that best describes themselves or which is the motto of their life. They can give their own quotations beyond the list below.

Self-confidence quotes

We are what we repeatedly do. Excellence, We are still masters of our fate. We are still then, is not an act, but a habit. captains of our souls. Aristotle Winston Churchill

No one can make you feel inferior without Nothing great was ever achieved without your consent! enthusiasm. Eleanor Roosevelt Ralph Waldo Emerson Things do not happen. Things are made to Your success will be determined by your own happen. confidence and fortitude. John F. Kennedy Michelle Obama

The only man who never makes mistakes is the man who never does anything. Theodore Roosevelt

Turn your wounds into wisdom. Oprah Winfrey

People who boast about their I.Q. are losers. Stephen Hawking

Remember always that you not only have the right to be an individual, you have an obligation to be one. Eleanor Roosevelt

Never bend your head. Always hold it high. Look the world straight in the eye. Helen Keller

Who looks outside, dreams; who looks inside, awakes. Carl Gustav Jung

It is never too late to be what you might have been. George Eliot

160 Handbook for Secondary School Teachers

HONESTY

My Values and –DevelopmentVirtues andEmotional Skills ofSocial weat thetime/thesociety live in...) not theonlyone, othersdothesame, justlook them ordefend themby “justified” reasons (I’m of peopleto rationalize – explain theiractions addition, it is in the naturephenomenon. In isnotonlyours,norms butrather aglobal the value system and many traditional moral our children andstudents. The of undermining ofthemany characteristic rolevery modelsof quotation that endjustifiesthemeans”“the is money gotthrough deceit, etc. The famous plagiarized, ajobobtainedby pullingstrings, a graduation paper, master’s ordoctor’s thesis favouritism, anexam passedthrough bribery, shapes and forms: received a mark through overnight. And success may come in many intheformterm satisfaction ofsuccess gained by theirparents andteachers, obtainingshort- the highmoral they were principles told about oftheirsand,weakness advocating for any of the dangerof, indulging sooften, a every do notchoosesuchapath orwhoare running own goals. However, what aboutallthosewho chooses anhonestandethicalpath to his/her such times, and who, despite the temptations, manages to resist thechallengesthat come with the positionofayoung persontoday, onewho constantly by undermined thepresent –that is have adream-like outlookonthefuture that is of that, to beyoung, inexperienced, naïve, to of deteriorated values isextremelyhard. Ontop managing to stay ontherightcourse inasociety Having aninternal moral compass and of disgrace orthelawjudgment. refrain from out of fear a shameful act We cannot call honestthosewho HONEST Y Cicero wrong, even whenno one islooking. that reminds uswhethersomethingisrightor Consciousness isthevoice andtheinner feeling relations with others, but also with oneself. we believe to implieshonest be right. Honesty would have to hidebecauseitgoesagainstwhat not belongto you –notdoinganything that we advantage, anything that andnottaking does therulesto getan hiding thetruth,notbreaking actions. To putitsimply, beinghonestmeansnot guided by insocial, professional, andpersonal set ofmoral apersonis andethicalprinciples thewidestsenseofword,In isthe honesty development ofchildren andyoung people. levels, themoral indispensablefor supporting schooling make educational institutions, at all The schoolenvironment andthetimespent on the media,internet, socialnetworks, etc.). (family,factors school, role models, peer group, socialization andtheinfluence ofothersocietal individual moral development inparallel with are acquiredvirtues in the long process of courage to standfor what theybelieve in. These honour, respect, social responsibility, and the embodiedinhonesty,moral values andvirtues Children are withintegrity, notborn with nor progressive. canbeneithercompletehuman personality withoutwhicha asthe(key)virtue honesty andintegrity,identity together withdeveloping ofyoungthe characters people, inshapingtheir need to continuously invest inbuilding efforts Such problems are indicative ofsociety’s dire emotional development. of ourwrong steps takenintheirsocialand that alltheirfaultsare always aconsequence young peopleare merely ofusand areflection just like adults. Here, we should not forget that tothat them, young resort peopledonotoften are nosuchoccurrences intoday’s world and We cannotshutoureyes andpretend that there Thou canst false notthenbe to any man. itmust follow,And asthenightday, This above all:to thineownself true, be (W. Shakespeare, Hamlet) 165

HONESTY In everyday speech honesty is often seen as truant on days when tests are scheduled, and being synonymous with integrity. The term modern technologies have only increased the integrity comes from the Latin noun integritas, options for plagiarism and cheating. Students meaning integral, complete. In that sense, are aware that what they are doing is not integrity would be the inner feeling of being right, but justify their actions by saying they complete, integral – a person who acts in line are left with no choice because they are under with his/her beliefs; someone who is consistent tremendous pressure to get good marks and and perceived by others as such. Such people test results. do not say one thing and do the opposite. They respect themselves by following their The teacher’s role own beliefs, ideas, moral principles, and do so even when it is neither simple nor easy, but Teachers bear a huge duty and responsibility may lead to certain negative consequences. to do their utmost to prepare their students In addition, a person of integrity cares for for life, by equipping them with knowledge, others, shows solidarity, helps, is humane. It but also with skills and values that will offer is the inner impulse of a person of integrity. an opportunity to be active, satisfied, fulfilled, Such people have the power to admit their and complete personalities, doing good to own mistakes without blaming others for their themselves and to others. Teachers are the actions. Integrity actually implies honesty. We ones who need to remind their students that can be honest without integrity, but cannot life is a daily string of choices we make, and that have integrity without honesty. According to the decisions and the actions we take show the International Centre for Academic Integrity our integrity to others. They teach them to be (ICAI), the five fundamental values of academic honest, responsible, courageous, empathetic, integrity are: responsibility, respect, fairness, and respectful, and make it clear to them that trust, and honesty.92 by doing so they are building their integrity and Issues of academic integrity are mostly raised reputation that will make other people, future due to cheating, which has become even employers included, able to trust them. more complex with the emergence of new However, as is the case with any other social and technologies. Thus, schools have the primary emotional skills, honesty included, indicating, responsibility to promote and demonstrate the reminding, and teaching is not enough. You are significance of honesty as a practical and ethical the role model. Your honest approach towards value. Unfortunately, many schools today fail your students, towards your work, and you to do so. Of all the negative phenomena that yourself is a concept that can be adopted and dissolve the school’s “moral fibre”, cheating is copied without necessarily being aware of it. among the most harmful, since it casts doubts We do not have the moral right to demand on a school’s devotion to truth and fairness. from students their honest approach to the Cheating in school is immoral for a number of subject and the assignments we give unless we reasons: it gives an unfair advantage to those ourselves, as teachers, have an honest attitude who cheat over those who do not, it constitutes towards what we do in classroom. We have the a violation of trust between the students and moral right to demand a lot only if we offer a lot teachers, and undermines the code of conduct in return. and the social order in the school. Modern technologies have surpassed the This is a global problem in education. Students most fanciful imagination and put teachers continue to cheat in known ways: cheating in in a position of not being aware of all the tests, plagiarizing home assignments, playing ways that students may cheat in a classroom. Regretfully, it often puts us in a difficult spot 92 http://www.academicintegrity.org/icai/home.php.

166 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial somebody’s intoturns hacking bankaccount?! paper tomorrow, or stealing a chocolate bar intoturns plagiarizing somebody’s graduation other peoplesteal... What iftoday’s cheating heonlystole achocolateOK, bar, lookat what might say: Well, heonlycheated alittle!Oreven: withseeminglybenign things. Someone starts Therefore, theteacher mustnotforget that itall generally accepted asdesired andnormal. that should be stigmatized as immoral are We live today inasociety inwhichmany things something likethat isadmirable andnormal. mathematics, buttheywilleven conclude that on a maths test, not only will they never learn paper. we If looktheotherway whentheycheat we will never teach them to write an essay or a to take in ready-made available scripts online, on theideaofhonesty. we If allow ourstudents relieve usofresponsibility. We cannotgive up to play invigilator andmonitor, butitdoesnot will gainlove from andrespect others. person ofintegrity, whocanlove andrespect knowledge, whoisa who hasattained certain ofotherthings. Someone clothes, andallsorts overnight the owner of flashy cars, designer her livingthrough notbecoming honestwork, does notsnatch away, his/ someonewhoearns and honestperson,someonewhogives, and aim isnotto be “resourceful”, butto beagood educators, are obligedto teach themthat the mean much,assomethingdesirable. We, their does not andactually is notonthelistofvirtue themselves highlight this characteristic, which asbeing described “resourceful”. Students andrather dubiouslyis quickly in society and climbed to ahigh position his/her fortune We hearthat someonewhohasmade often even helpthemcheat. withacondoning smileor lightly suchactions Thus, teachers andeducators mustnottake 167

HONESTY brainstorming about honesty, eventually providing the definition of honesty together with the teacher.

Problem situations (25 min)

Warm-up activity In life, things are not usually black or white – there is also a “grey” area, where it is not easy to decide what the right decision is. These are not WORKSHOP: Decisions rare occurrences when we face ethical choices/ moral dilemmas, when there are arguments Goals: both in favour and against a certain decision and when we are not certain how to proceed. Students will: In such situations, the following questions may ––analyse the notion and meaning of honesty be of help: What would a person I appreciate do in interpersonal relationships in such a situation? What would someone, whose ––analyse the process of making the right choi- opinion I appreciate, say regarding my decision? ce and what affects our choices What does my conscience say? What have I been Duration: 45 minutes taught by...? How will my decision affect others? Can I imagine myself in the shoes of that other Material: enough copies of problem situations person? What will the consequences be? * * * In situations like this, what plays a major role is empathy, i.e. the ability to understand the emotions of other people. In addition, it is The song Honesty (10 min) important that we care about the truth, that we are committed to telling the truth even when Start the workshop by announcing the class it is hard. Self-control is also a virtue which that you will be discussing honesty, and that helps us make the right decision. When we 93 the song Honesty (Billy Joel) will serve as an have a dilemma about what to do, we should inspiration. take our time and think, weigh the arguments, Note: If you think that listening to the song in think about the consequences and not take any English might pose problems for them, students rushed decisions. can, in collaboration with their English teacher, Divide the class into groups and give them 94 get hold of a translation beforehand. copies of problem situations, one at a time. They After listening to the song, invite your students choose some of the solutions offered. After to say how they understand the lyrics. Is honesty they have finished, the group rapporteurs read such a lonely word? What does honesty mean for out their solutions. Tell them that individuals them? How would they define it? are allowed to have dissenting opinions if they do not agree with the rest of the group. Prompt An alternative: If it is not possible to listen and guide the discussion by confronting these to the song, you can start the discussion by opposing views and analysing certain solutions. When they have discussed their choice, share 93 https://www.youtube.com/watch?v=SuFScoO4tb0. with them the solutions with explanations. 94 Translated lyrics are available at: https://lyricstranslate.com/ sr/honesty-%D0%B8%D1%81%D0%BA%D1%80%D0%B5% Then discuss why the solution offered is the D0%BD%D0%BE%D1%81%D1%82.html. best one and similar issues.

168 Handbook for Secondary School Teachers responses are underc)ande). withothermoral norms. butonlyifitis notinconflict virtue, Loyalty isanimportant The best Situation 2–solutions: Situation 1−solutions: My Values and –DevelopmentVirtues andEmotional Skills ofSocial g) f) e) d) c) b) a) contribute to theteam. Would you choose your friend? them isyour whoreally bestfriend wants to play, and theotheroneisbetter andcould truly asks you, as thecaptain, to decide which of the two players should remain on the team. One of alltheplayersand hasnotgotto know yet. There player isanextra ontheteam. The coach You are thecaptainofyour schooltennis team, oneofthebestincountry. The coach isnew to takethetest.give you theopportunity Would you dothat? copies oftheJunetests. You thinkthat theprofessor may have intentionally theroom to left He lookstowards afolder onthetablethat hasthelabel “Physics –Juneexams”, whichcontains a way needsto befound to resolve your problem. Heapologises andleaves for therestrooms. physics isnot your strong suit. You meetthephysics professor andsays classes. after Heiskind required average level ifyou getat least9inphysics. You doubt you canachieve that, since order to keepreceiving it, your average needsto mark beat least8.5. You canmaintain the You are inyour first year into theuniversity. You receiveIn anannualscholarshipof€1000. The obvious ethicalchoice. This isanacceptable answer becauseitshows you want person. to beatrustworthy fear ofthelong-term consequences. This isnotethical either. becausethetest paperwas nottaken,butthiswasA seeminglyright action, onlyoutofthe weSometimes have to sacrifice our own personalinterests for moral principles. somethingis(not)doneoutoffearIf alone, itdoesnotmeanthat we’re trulyhonest! This response attempts theresponsibility for to shift your onto own theprofessor. badactions This response isunacceptable, even iftheprofessor letyou dothat –cheating ischeating! e) d) c) b) a) g) f) e) d) c) b) a) No. wouldn’t It befairontheother, better player. No. isalsoinmy bestinterest It to have thebestpossibleplayers. No. Iowe itto theteam to pickthebestplayer. Yes. itwere If theotherway round, I’d my to expect friend pickme. Yes. Loyalty important. is very Cheating isnotOK. I would notliketo losethetrustofprofessor me. orotherpeoplewhoknow No. Igetcaught, Icould If losethescholarshipaltogether. Yes. to me. important The isvery mark Yes, butonlyifIwere Iwouldn’t certain getcaught. Yes. Even ifhedidn’t doitintentionally, itwould befoolish to leave thetests likethat. Yes, butonlyifIwere pretty sure that theprofessor wanted meto dothat. Situation 1 Situation 2 169

HONESTY Situation 3 A good friend of yours confides in you that she was sexually assaulted by a boy, the star player in the football team. She asks you to promise not to tell anyone, but you see that she has started performing poorly at school and that it will be difficult for her to get into the university that she wants. She has even mentioned suicide several times. You are trying to persuade her to go to therapy, but she refuses. Will you keep the promise you made and not say a thing? a) Yes. Friendship means keeping a promise. b) Yes. If I’d say anything, she might become the subject of gossip. c) Yes. Even if I said anything, no one would believe me anyway. d) Friendship requires me to do what is in her best interest, and in this case she needs help. e) No. Her health and well-being are more important than our friendship. f) No. The football player can do the same to someone else if no one stops him.

Situation 3 – solutions: This is the hardest situation, because of the values of loyalty and keeping one’s promises conflicting with the values of care and a different view of loyalty. Given a very high stake (the mentioning of a suicide), you should be guided by the best interest of your friend. The best responses are under d) and e), because they refer to selfless readiness to sacrifice friendship to help the friend. The response under f) is also a good option, because it shows care for others, and for justice.

Summing up − excuses (10 min)

Highlight and discuss the arguments used by the students when explaining/justifying their decision that could not be called honest.

170 Handbook for Secondary School Teachers can tell thetruthto everybody’s face . onlyfor aslonghe A manhasworth My Values and –DevelopmentVirtues andEmotional Skills ofSocial 96 Macedonović byThe Stefan ofKanjoš students Mitrov are Ljubiša. familiarwiththestory Miljanov. andBravery by Marko Humanity classroom read excerpts from Examples of thelanguageandliteratureIn orhomeroom build theircharacter. about honesty, and thinkaboutthisvirtue, games. willhelpstudents learn These activities or withsomeotherwarm-upandwrap-up canbecombined,activities doneontheirown on the aboveModelled workshop, the ensuing them to recall the virtues Kanjoš has. Kanjoš them to recall thevirtues Then read thefollowing excerpt: Kanjoš andafew more things Humanity something backin,thetreasure would vanish: soon you would seethebottom ofit. soon cried the interpreter things were in surprise. If taken Kanjoš retorted: from this chest without putting disdainful smiletook aducat from hispurse andthrew are itinto thechest. –What you doing?– locks, andsawachestfullto thebrimofgoldducats. Kanjošlooked atthetreasure, andwitha approach andtake asmuch asyou like anddeemfit.Kanjošapproached theiron chestwiththree that hadsenthim.–Now –theinterpreter said–here we present to you thetreasures ofStMark’s: translated theDoge’s words forKanjoš, allhoney-like andgrateful to him andthemunicipium hestopped, When inItalian. oneofthenoblemenpresent speaking down onthethrone andstarted fringes,pearl andtheDoge’s throne was anddecorated madeofivory withlaurel. sat The Doge embroidery, ingoldenwires, thetablescovered themarblepillarswere intertwined invelvet with to the grand where chamber are doges crowned and tsars received. The dome was lined with gold Following went withKanjoš on his right, and therulerandhisentourage theDoge Service, the Divine This short story is on the mandatory reading listfor isonthemandatory the2 story This short OR YOU CANDOANYOF THEFOLLOWING: Marko Miljanov Marko nd grade ofgeneral highschool. town, village, family, extended etc. them to each find five examples from their can bedividedinto groups ofthree, telling down, andpresent themto theclass. The class examples intheircommunities, write them Tell your students in advance to findsimilar them to focus more. onexamples ofhumanity andbravery, definedhumanity Miljanov and tell explain to themhowthey dothetask, Marko and Bravery”.of Examples of Humanity Before into one “book” to benamedthe “Class Book the end,In the students compile all the examples 95 vujicic-u-klincu-sa-teskom-bolescu. https://www.onogost.me/drustvo/zoran-Wladimir Klitschko: boxer Zoran Vujačić andtheworld championfrom Ukraine, An example from could be, Nikšić for example, thelocal (Ljubiša, 1988) 95

96 Prompt 171

HONESTY Discuss the text: What quality does Kanjoš grocery list, the wallets also contained business display? Do you know anyone who would do the cards with an e-mail address or a phone number same today? What does the statement – Better an of the “owner” so that honest people who find it honest inquiry, than a disgraceful pursuit – mean? would be able to return it. To the surprise of the Then read quotations from other stories by S. researchers, people mostly returned the wallets M. Ljubiša, one at a time. Analyse their meaning and, contrary to traditional economic logic, the together with the class. How relevant are these more money there was inside the wallet, the to them? Are there universal values for all times? more likely people were to return it. Overall, 51% of the wallets with smaller amounts of cash ––When a hare jumps, every dog barks. were returned compared with 40% of those (“Šćepan Mali”) without notes or coins. Interestingly, the wallets ––The best service to one’s master is to open his with large amounts of money were returned by mind’s eye to see the truth and renounce inju- as many as 72% of people. The rates differed, stice. He who is a servant to truth and justice however, from one country to another. The shall live forever. (“Skočidjevojka”) lowest rates were recorded in China, Morocco, ––What you chip falls at your feet. (“Skočidje- Kazakhstan, and Kenya, with only 8−20% of vojka”) the lucky finders returning the wallets to the supposed owner. When it came to returning ––But, to tell the truth, the court is not so much empty wallets, Switzerland was top of the list. to blame as people. If people were good, the- However, notwithstanding the differences re would be no need for any court! (“Skočidje- between countries, the main finding of the vojka”) experiment was that people are more likely to return a wallet if it contains a larger amount of Are people more honest than we money than one with less money in it. think? Ask your students: Why do you think that the Ask the class how many people they think (in result of the experiment was the way it was? percentages) would return a lost wallet to its Discuss the responses, and then share with owner. Write the answers down. the class the conclusions that the researchers Then share with them the results of a mass themselves made: social experiment97 with “lost wallets”, The study authors believe that the explanation conducted in 40 countries around the world, behind the results lies in a combination of two which showed that people mostly return the factors. The first one is altruism – the finders wallets to their owners, particularly if they were worried about the harm that the owner contain a lot of money. could sustain. But, although they admit that A group of economists put the honesty of people altruism does play a certain motivational to the test with over 17,000 “lost” wallets. Based role when deciding to return the wallet, the on the results, they tried to draw some general economists – given the prior work on the same conclusions. Research assistants would go mostly topic – still believe that people mostly care more to public places in large cities – such as squares, about themselves. This led them to conclude museums, theatres, banks, even police stations – that the second (and key) factor and the main pretending they had just found a wallet, drop it motive behind the actions of honest finders was in a hurry and leave. The lost wallets contained the disinclination to see themselves as thieves. different amounts of money, some a sizable “Keeping a found wallet means having to adapt amount, some a small amount, while there one’s self-image, which comes with psychological were also wallets with no money. Apart from a costs”, explains Michel Maréchal, an economics professor at the University of Zurich, who helped 97 More information available at: http://elementarium.cpn.rs/ lead the study. “These psychological forces were teme/da-li-su-ljudi-posteniji-nego-sto-mislite/?lang=lat. far stronger than the financial ones.”

172 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial fromlearned othersources. from theirown experience orsomethingthey Ask themiftheycould cite otherexamples interesting are or(un)expected suchfindings? Discuss such findings with the class: how would makethemfeel likethieves. finders found itdifficult tokeep it,becauseit money there was in a lost wallet, the more the otherwords, In looked liketheft. themore money there was inthewallet themore it andthemoremoney lookedlesslikeatheft, Respondents say that keeping a wallet without This isconfirmed responses.by thesurvey This istheorder, teacher you butseewhatbest can do. Heissuchanice littleboy andheismy son. to have sublimefaith inhimself, because thenhewillalways have sublimefaith in mankind, inGod. and soul. Let himhave thecourage to impatient,lethimhave be thepatientto brave. be Teach him Teach himto sellhistalentsandbrains to thehighestbidderbutnever to putaprice tagon hisheart thatcomesthe good through. one,listen to every butteach himalsoto filters allthathehearsonascreen oftruthandtake only Try to give my sonthestrength notto follow thecrowd elseisdoingit.Teach when everyone himto onetelleven himtheyare wrong. ifevery birds inthesky, inthesunandflowers bees onagreen hill. Teach him to have faith inhis own ideas, Teach himifyou can thewonders of ofbooks, butalsogive mystery time to theextreme ponder Teach himtocynics. scoff at teach himthere isnoshameintears. Teach infailure himthere can anddespairinsuccess. glory be and teach him thesecret ofquiet laughter. Teach himif you can –how to laugh whenheissad, Teach him to gentle with people, be tough with tough people. Steer him away if youfrom envy can win. winning whenhedoes it isfar more honorable to fail thanto cheat.Teach himto learnhow to gracefully lose, andenjoy Teach himifyou can that10cents earnedisoffar more value thanadollarfound. Inschool, teacher, scoundrel there isahero, crooked thatforevery there politician, isadedicated leader. have to know that all men are not just, that all men are not true. But teach him also that for every teaching him–butgently, ifyou can. Teach enemy, himthatforevery there isafriend. Hewill dearTeacher,So willyou pleasetake himby hishandandteach himthingshewillhave to know, that probably includewars, tragedy andsorrow. To live thislifewillrequire faith, love andcourage. would treat himgently. isanadventure It thatmighttake himacross continents. Alladventures today. school sonstarts isallgoingtoMy strange be It andnewto himforawhileandIwishyou itisfarmore school In honourable to failthanto cheat honesty? sentences doyou recognize thesignificance of Lincoln does want forhisson?Inwhich virtues it knowledgefromorsomethingelse?What books teacher to do. his sonneedto does know, What is then discuss what Abraham Lincoln asked the outloudormakecopiesRead oftheletter and 98 Lincoln statesman. (1809−1865),anAmerican to schoolisascribed Abraham was starting A touching letter to hisson’s teacher whenhe Aletter to ateacher pismo-abrahama-linkolna-ucitelju-svog-sina-prvaka/. Available at: https://mnemagazin.me/2015/09/01/procitajte- (Abraham Lincoln) 98

173

HONESTY Academic integrity I accuse Ask the class to define academic integrity. After covering the history lesson on the Which areas does it refer to? Encourage them consequences of World War I/II, tell the to cite as many examples as possible. What students to write indictments against those constitutes honesty/integrity in school/ what are responsible for atrocities the way they think the key aspects? Add, if needed: doing tests such indictments should be written. independently, no cheating, no plagiarism/ proper citing of references, or paraphrasing the Fair play: Luz Long and Jesse works of others. Owens Prompt the discussion further with the Apart from in the homeroom classes, this story following questions: What does intellectual can also be used in history and PE lessons. Tell property mean? What does copyright mean? the story about Jesse Owens and Ludwig (Luz) When writing essays and papers, do you think Long, about Long’s honesty, self-sacrifice, and about how copying things found online, without optimism, and then comment – from the angle citing the source, is simply a theft like any other? of history and of sport – on the lives and actions Do you think that academic dishonesty is more of Owens and Long. prevalent today than ever before? If ‘yes’, then why? What is the cause or who is to blame? Do Online you may find various versions of the you think that cheating is always wrong? Why story about Luz Long and Jesse Owens. You can ‘yes’ or why ‘no’? Do teachers and school instruct analyse their credibility in the history lessons, you enough about the proper use of sources? but in order to discuss honesty the information Divide the class into groups and tell them to given below should suffice: come up with a strategy for addressing the issue of cheating and other forms of academic dishonesty in school. Once the groups have finished, discuss and sum up the proposals.

Carl Ludwig (Luz) Long (1913−1943) was a German athlete specializing in the long jump and triple jump. He was a silver medallist at the Summer Olympics in Berlin in 1936, and he is also known for the advice he gave the winner, Jesse Owens (1913−1980), although he was his biggest competitor. It all happened in the arena, in front of Hitler, who was in the ceremonial box. Luz, several times over the best long-jumper in Germany, was expected to win the gold medal at the 1936 Olympics. Germans expected a safe win in the long jump. His main competitor was the American Jesse Owens. In the preliminary round, Owens’s two jumps were declared fouls, so he was nervous before his decisive third jump. This is the moment when one of the most iconic images from sport fields of all times was made. Luz Long was placed next to Owens and was watching his jumps and tried to point out his mistake. He simply calmed Owens down and told him to try to jump from a spot several inches before the take-off board, because he would easily make a distance far greater than the minimum of 7.15 m. In the finals, Luz won the silver medal, behind Owens who set a world record with his jump of 8.06 m. This record remained until 1960.99

99 More information available at: https://sr.wikipedia.org/sr-el/%D0%9B%D1%83%D1%86_%D0%9B%D0%BE%D0%B D%D0%B3.

174 Handbook for Secondary School Teachers follow, asifitwere a universal law. would wish all other rational to people Act according to themaximthatyou Compare anddiscuss. when somebodyelsewas dishonestwith them. other halffor thoughts andfeelings insituations situations when they were dishonest, and the down thethoughts andfeelings ofstudents in moment. Use onehalfofthe board to write andhow he/shewas feelingthinking at the Each studentwhat shoulddescribe he/she was when someone was dishonestwith them. a situation whentheywere dishonestand Pair students work: are supposedto mention and how didyou correct thewrong done? gotoutofhand. exactlydishonesty What happened Giveagain trustingthatperson? anexample when do thesamethingagain?Was itdifficult tostart How did you did you feel? What do? Would you dishonest to you. did you What think at the time? Mention thesituations whenyou noticed theywere playinyour relationshiphonesty withthatperson? and thenaskthemthefollowing: role What does to them, name ofapersonwhoisimportant following: students are supposedto say the adiscussionprompted byThen the start and essential assuch. for to function asociety to show andtrustare that honesty important Encourage your students to give theirexamples My Values and –DevelopmentVirtues andEmotional Skills ofSocial 100 give them examples of oral dilemmas from with someexamples ofmoral dilemmas. Now workshop students dealt theintroductory In restaurant passers-by for or asking directions. cites two simpleexamples: ordering food ina about aworld inwhichwe cantrustnoone. She Tell ablog aboutagirl writing students thestory one A world inwhichwe trust no can Moral dilemmas com/TheTrustConnection. https://www.livewiremedia.The inspiration for the activity: Kant’s categorical imperative 100

whether Tom madetheright choice ornot. After thefilm, you canorganize adebate about the truth,itwould destroy hisown wife. her daughter, that, and he knows if he discovers that Lucy’sknowledge motherissearching for by moral dilemmas… Hecannotlive withthe she cameto them.Since that moment heistorn old, Tom who hermotherwas learns andhow and namesherLucy. When istwo years Lucy Tom’s opinion,passesthe baby offasher own that thebaby was a “gift from God” and, despite and thebaby straight away. ButIsabelclaims war,horrible thedeadman wishesto report the rules and whose moral survived principles baby washes ashore. Tom, who lived by the boat containing adeadmanandnewborn desperate Isabel A rowinghears a baby crying. the andonestillborn, two miscarriages after is the lighthouse keeper. Several years later, and Isabellive onanisolated island, where he The film“The LightBetween Oceans”: Tom Strahinja”and “Hasanaginica”.poems “Banović better. Examples: film “Sophie’s Choice”, the folk decision andwhy theyseesuchasolutionas sucha Discuss what guidedtheminmaking they would have made inthe given situation. supposed to choose and justify the decision literature, newspapers, films, etc. They are make you invisible? wouldWhat you doifyou foundaringthatwould You can give the same task to your students: etc.).virtue, of moral motivation (e.g. fear of punishment, the power ofourethicalchoices andthesource forprinciples contemplation are inthestory would makehiminvisible. The fundamental how hewould ifhereceived react that aring interlocutor to imagine theconsequences or ofGyges oftheRing andaskshis uses thestory the light ofotheroptions. Plato inhisRepublic in agiven situation, to highlight itandtest itin is to reveal ofadecision theethicalimportance the given topics. The ideabehindthisapproach You canaskthestudents to imagine for scripts Thought experiments 175

HONESTY Word searches read what the “news” is actually about. That lies spread fast is proven by research carried out at This activity us suitable for an English language MIT102: on Twitter fake news spreads six times 101 classroom. Make copies of the word search faster than genuine news and is 70% more (also in pairs), and the terms they are supposed likely to be retweeted. Today literally anyone to find refer to honesty. can become an influencer by publishing various nonsense, including fake news, to increase the Fake news or media (dis)honesty number of followers and thus earn more money The activity may be done during regular from sponsors whose products they advertise. teaching in the information technology, And their followers often share and blindly sociology or psychology classrooms. defend the fake news of their role models – the influencers. According to a survey conducted Introduction for the teacher: The power of the by UNICEF and the AEM, 51% of parents and mass media in modern society is indisputable. 62% of children have never heard the term The media pervades our lives and occupies our “fake news”, and even more of them do not daily routines. Every second of our lives we are know what it means. The survey revealed that bombarded by various messages and content – for young people aged 12−17 the internet is over an increasing number of communication the primary source of information.103 channels, from television, over the internet, to the press. They direct us to what is important, Ask your students: Have you ever shared fake and what is not, what is trendy and what is news because it was interesting and because you not, what is right and what is wrong, etc. In wanted to be the first to spread it to your friends on the abundance of news appearing each day social media? Did you retract it when you realized in the world, it is becoming harder to separate it was not true? What were the consequences of genuine from fake news. The problem is that it spreading and what responsibility does each fake news spreads by means of one click individual who participates in spreading such without the one spreading it having actually news have? 102 Taken from: https://wcmsprod.unicef.org/montenegro/ 101 Available at: http://www.whenwewordsearch.com/word_ price/fake-news-opasno-po-%C5%BEivot. search/fairness_and_honesty_/5860/word_search.jsp. 103 Ibid.

Fake news can be life-threatening. If we consider, for example, the issue of immunization. Science is fairly clear here – vaccines save lives. However, people around the world have been exposed to a multitude of fake news regarding immunization that has been spread on social networks. Scary pseudo-scientific facts shared online have managed to reduce immunization rates, leading to the outbreak of diseases that had been virtually eradicated. Some children have lost their lives as a consequence of fake news.104

104 Ibid.

Divide the class into groups and give them the what they have come up with. Media literacy is task to come up with strategies for recognizing key to preventing people from falling for fake fake news. After the groups have reported news, and some of the ways which can help us back to the rest of the class, if necessary, add to to critically assess the media content we are

176 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial where students would read thequotations, choosetheonestheylikemost, andexplain theirchoice. butalsoindependently,The activities, quotations canbeusedaswarm-up orwrap-up asanactivity Quotations honesty about for? Who finances itand for what purpose? credible? Who was themediacontent made understanding: Who is the author? Is the source media landscapewithmore ease, andwithmore the information, helpusnavigate through the exposed to, thesource of includingchecking If youIf addto thetruth,you subtract from it. He whoishonest,alsonoble. honestmanisalwaysAn achild. rope a rogue. A thread willtieanhonestmanbetter thana dark. Honest men fearneither the lightnor the from honesty.nothing isseriousapart Let us regard lifeas a children’s gameinwhich destroyed. canHonesty defeated be butitcannot be honest. Even thatwhichisnotprohibited, maynotbe others. sotruetoBe thyself notfalse asthoube to A liecan annihilate athousandtruths. A harmfultruthisbetter thanausefullie. Truth exists;onlyliesare invented. Malagasy proverbMalagasy An English saying Georges Braque Valtazar Bogišić Ante Starčević Thomas Mann Thomas Fuller Socrates Ashanti Talmud Bacon Kant Kant can helpusrecognize fakenews. news, variousguidesare available onlinethat Considering thegreat ofspreading risk fake 105 https://www.bljesak.info/sci-tech/internet/kako-prepoznati- wikimedia.org/w/index.php?curid=56970304. publications/node/11174, CC BY 4.0,https://commons. authorIFLA–http://www.ifla.org/lazne-vijesti/263425; base manwillavoid you. Always ready be to your speak mind, anda indoubttell thetruth. When law orjudgment. out offear of disgracea shameful act orthe We cannot call honest those who refrain from Truth isalways thestrongest argument. issorichashonesty.No legacy believe Truth. mewhenIspeak Truth notspeak He thatdoes to me, not does remember anything. youIf tell thetruthyou don't have to future. A liemaytake ofthepresent, butithasno the liesyou can invent. A truththat'stold withbadintent all /Beats to believed be isanimageoftruth. and notto believed… be possible Everything Truth can never told be so as to understood, be 105 Thomas Fuller William Blake William Blake William Blake Shakespeare Mark TwainMark Mark TwainMark Sophocles Sophocles Unknown Unknown Cicero 177

HONESTY

GRATITUDE

My Values and –DevelopmentVirtues andEmotional Skills ofSocial and pampered.comfortable Awoman inthe to facilitate theirlives andmake themfeel to doamultitudeof “small” favours eachday things for granted, asifsomeoneisobliged ofus?! reflection People tend to takeallgood a hug, for instance. But, aren’t children amere express thankfulness by any other means, with and that there isnoneedto say you”“thank or believe that thesethingsgowithout saying to notice. Or even if they notice, they tend to childrentend to fail betheoneswhoseactions things that peopleconstantly dofor us. Parents you”“thank for thelittle, seeminglyinsignificant and receive, missing. isoften We forget to say such a you”,“thank whichisalways nice to hear but verbal civility, asign ofgoodmanners. Even without grasping itsessence, isnothingmore the lives ofallus. A you”“thank saidlightly, awareness ofthankfulnessin oftheimportance with. We trulyneedto elevate ourselves to an of all the benefits we enjoy and are surrounded we fail to stop for a moment and become aware things to doandconstrained by alackoftime, the rat race of life where, swamped by so many somethingthat hasgothiddenin important, hide somethingmuchbiggerand more thesesimplewords fact, ofthankfulness actual in passing, justfor sakeofappearances. And in ourselves andothers, orelsetoo cheap, said you”“thank seemscostly, barely affordable to our own experience to prove it, and still saying have heard thissaidnumerous timesandhave A simple you”“thank canmakesomeone’s day. We buttheparent ofalltheothers. virtues, Gratitude isnotonlythegreatest of GRATITUDE Cicero talk be satisfied. David Steindl says inhisfamous moment offersevery amultitudeof reasons to fromspring gratitude, i.e. theawareness that a feeling offulfilment andmeaninginlife.It may greatestOur needandgreatest goalisto reach joy andhappiness. for what we have. itself, In itisahugereason for us isareason to appreciate life andbethankful that surroundsmeeting, detailofbeauty every the awareness newday, that every new every awareness ofwhat othersdofor us, butalso Moreover, gratitude doesnotjustmeanan the joy ofselflessness, love, and togetherness. and appreciate thejoy ofgiving andreceiving, true gratitude, we willbeableto understand for ourbenefitandwhen we feel and express ofwhat othersare doing of theimportance respond, to reciprocate. Once we are aware us, a feeling that prompts us to show this, to what othershave doneorintended to dofor feeling that makesuscapableofappreciating wordsfor andtheactual isa propriety said. It True gratitude is so much more than a respect you”“thank from theonesclosestto her. worker goeswithouteven whooften asimple role ofamotherorwife isaninvisible miracle- 106 can obviously notbe grateful for allthethings buildingingeneral.or character Ahumanbeing optimism, empathy, sacrifice, humanitarianism, be conducive suchas to developing virtues soothing feeling, orastate ofmindeven, will sense ofgratitude, withgratitude. Sucha internal visionandlive through acontinuous We candothat constantly, we our cansharpen passed usby unnoticed. just didnotallow ourselves to seeandwhich that are at thetipsofourfingers, butwhich we and lookaround andseeallthereasons for joy that frantic race through ourown life andstop, and right, thengo. Hence, we trulyneedto stop would whencrossing thestreet –stop, lookleft to buildin ourselves “stop signs” anddoaswe as alifestyle oraviewoflife issimple. We need want_to_be_happy_be_grateful/transcript. Available at: https://www.ted.com/talks/david_steindl_rast_ 106 that themethodfor adoptinggratefulness 181

GRATITUDE that happen in the world and in their lives – we The teacher’s role cannot be grateful for violence, wars, natural disasters, nor bereavement, nor any difficult Just as they have to be aware that they can moment inevitable in life. But we can, and largely affect the development of creativity, self- should, be grateful for every new moment and confidence, or some other social and emotional all the beauty of it. We have to keep our eyes skill, teachers also have to be aware that they wide open and see the multitude of reasons for hold the possible development of gratitude in a big “thank you” to life. With such a feeling of their hands, as something that can make the gratitude for all the good things, we will find lives of their students much more fulfilled. But, it easier to cope with what is bad, painful, and in order for something like that to be possible, difficult. teachers themselves must be determined to and continuously work on their own spiritual Given all the above, it is very important to development and, with the required measure continuously develop gratitude, starting of humility, be aware that one can always from the earliest age. Adults from the child’s know more and be better, a spiritually richer immediate environment must lead by example person. Such teachers are bound, at one point and encourage behaviour that develops of their development, to comprehend, if this gratitude. As claimed by Robert Emmons, has not already happened, the blessing of a psychology professor at the University of their calling, the privilege of living their life California, we cannot pass on to children what with children, with pure life energy, with the we lack ourselves. We, adults, are unaware of greatest power in society, with the ones the how much we can and must improve ourselves, world will be passed on to. Such teachers also if not for our own sake, then for the sake of know that every interaction with young people children for whom we are, whether we like it or enriches them, lifts their own spirit and body, not, a good or a bad role model for behaviour. keeps them young and joyful, gives strength to Research has shown that gratitude and its overcome the trying moments in the teaching effects are measurable and yield obvious profession. Teachers must be grateful for all benefits. According to a new study published in that. And then they, whether they are aware School Psychology Review (2014)107, the feeling of it or not, transfer the feeling of gratitude to of gratitude doubled among a group of 122 their students and teach them how to look at primary school students who learned about the life, at the people they are destined to be linked concept of selflessness over one week. with, the profession we have chosen and love Here we particularly emphasize the results of and that gives back to us tenfold what we give our survey (2015) in primary schools108 and the and invest in a way which cannot be paid with finding that students, unlike their parents and money. Thus, a teacher is a role model, a bright teachers, consider gratitude to be a desired spot, someone whose views are accepted and quality. They also believe it would be important mimicked. If we manage to make our students for them to learn in school how to develop such aware of the need to feel gratitude and convince a quality, which was not typical of the views of them that a life with gratitude is a life with joy their parents or teachers. and love, then we have done a great missionary task that can and should make us proud. 107 Available at: https://www.ernweb.com/educational-research- articles/gratitude-students-social-emotional-learning- The opportunities to indicate the human relationships/. need for gratitude are infinite. The classroom 108 The role of schools in developing students’ character, values and skills – The report on the results of the research (2015), offers plenty of such opportunities. There the Bureau of Education and UNICEF, available as a hard are days and lessons when the atmosphere copy and at: http://www.unicef.org/montenegro/ UNICEF_-_ Uloga_skole_u_razovju_vrlina_vrijednosti_i_vjestina_ is pronouncedly agreeable and conducive to ucenika_i_ucenica.pdf. work, when students participate with interest,

182 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial to buildtheir life path asgrateful beings. appreciating life inallitsshapesandforms and future adults, whoneedto continue loving and beneficial for them at many levels: for them as the school, andto life ingeneral. This willbe say a deeply felt you”“thank to each other, to won inaschoolcompetition. Invite themto school trip, for goingto thetheatre, for amedal the classmate theyshare adeskwith,for the grateful for thelessons, for theschoolbell, for only once itisover. Invite themthento be which, unfortunately,beauty we tend to notice agreesat school–everybody ithasalotof stock of their time of the danger of not taking their looksandsmiles),thenremind them of themoment (whichtheywillconfirm with the moment, to recognize the pleasant feelings invite them to become aware of ofthebeauty moment the to take a pause and lift “stop sign”, analyse, andthinkaboutthetopic. This isthe will be more powerful thanwords.will bemore powerful you are convincing enough,theensuing silence you”“thank for livinginpeace andabundance. If reason adeepbow for andgiving ahuge taking them whetherthetruthaloneisnotasufficient which isinscarce supply, asreal treasure. Ask for rain, andappreciate drop ofwater, every places in Africa children from drink ponds, pray that, whilewe waste hugequantities ofwater, in and thesuffering oftheirpeers...Remind them – humananguish,poverty, famine, thirst, wars, opposite examples for raising such awareness beauty. Anolesseffective path is to use unnoticed, alltheobjective notwithstanding that goesby intheirlives, quietlyand often This isjustonepossibledetailoutofthewealth 183

GRATITUDE colours that is constantly offered to us for pure enjoyment. Look at the sky. We so rarely look at the sky. We rarely note how different it is from moment to moment with clouds coming and going. And even when we do think about the weather, we don’t think of all the many nuances of weather. We just think of good weather and bad weather. This day right now has unique weather, maybe a kind that will never come again exactly in that form. The formation of WORKSHOP: clouds in the sky will never be the same as it is Let’s start by opening our eyes right now. Open your eyes. Look at that. Look at the faces of people that you meet. Each one has an incredible story behind their face, a story Goals: that you could never fully fathom. Not only their Students will: own story, but the story of their ancestors. We all go back so far. And at this present moment on ––analyse their own feelings and the feelings of this day all the people you meet, all that life from others in a situation when expressing gratitu- generations and from so many places all over de the world flows together and meets you here ––understand why gratitude is important for like life-giving water, if only you open your heart feelings and good interpersonal relationships and drink. Open your heart to the incredible gifts that civilization gives to us. You flip a switch and Duration: 45 minutes there is electric light. You turn a tap and there is Material: sheets of A4 paper divided into halves warm water and cold water and drinkable water. It is a gift that millions and millions in the word * * * will never experience. So these are just a few of an enormous number of gifts to which you can Gratitude is… (15 min) open your heart. And so I wish for you that you will open your heart to all these blessings and Ask your students what gratitude means for let them flow through you, that everyone whom them. Write the key words on the board. Then you meet on this day will be blessed. watch the gratitude video together.109 Tell the students to write down one thing they Description of the video: You think this is just particularly liked while watching the video. Ask another day in your life. It is not just another them to put their notes on the poster. day; it is the one day that is given to you today. Ask the class: What did you notice in the video? It’s given to you. It is a gift. It’s the only gift that What were you thinking about? How did you feel you have right to now, and the only appropriate while watching the video? What left the strongest response is gratitude. If you do nothing else but impression on you? What are you grateful for? cultivate that response to the great gift that this unique day is, if you learn to respond as if it were the first day of your life, and the very last day, A message/letter of gratitude then you will have spent this day very well. Begin (30 min) by opening your eyes and be surprised that you have eyes you can open, that incredible array of Pass out A4 sheets of paper. The students’ task is to write a short letter to individuals of their 109 https://www.youtube.com/watch?v=nj2ofrX7jAk&x choice about what they are grateful for. Then

184 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial the occasion ofaccepting the Nobel Prize in andfinishedhisspeechon Ivo started Andrić develop it. about gratitude, and thinkaboutthisvirtue, games. willhelpthestudents learn This activity or withsomeotherwarm-upandwrap-up canbecombined,activities usedindependently, onthisworkshop,Modelled thefollowing the letter helpyou understandsomethingyou How whogetstheletter willtheperson feel?Did Discuss how theyfelt theletter: whilewriting for to everyone read. they display the letters on the wall or the board gratitude About stories, and storytelling expression ofaprofound andsincere gratitude. the occasion andwhich,withyour Ishallconclude permission, them,withtherepeated asIbegan thatiswhat Ihave And attemptedessential point. to bring outinthesebriefreflectionsinspired by unlesstheyserve, inoneway no purpose his work serve oranother, manandhumanity. That isthe of love and inspired by the breadth of ideas of a free and serene human mind. For and thestoryteller tarnished by hate norobscured by thenoiseofhomicidalmachines, out born butthatitshouldbe by today’s authorto hiscontemporaries, irrespective ofitsformandcontent, neither shouldbe And this is how ends his speech: Andrić gratitude to you inthisplace andatthistime, simplybutsincerely. an encouragement whichcalls to express forourgratitude; this Iamhappy to have theopportunity contribution to world literature. There is isnodoubtthatyour ofawriter ofthiscountry distinction that country’s literature to isbeginning gain recognition through anhonestendeavour to make its that country, momentwhen, thanks to anumber ofnewnames andoriginalworks, atthevery therecipientIn choosing ofthisaward you have of cast activity theliterary ashininglightupon make deprived upforthosethingsofwhichithasbeen by asingularlyturbulentandhostilepast. trying inallfields,cost includingthefieldofculture, ofgreat is sacrifices to andprodigious efforts, characterizedaptly been by oneofourwriters, which,atbreak-neck andatthe speed acountry At thebeginning isindeeda“small says: Andrić theworlds”, country between My country asithas OR YOU CANDOANYOF THEFOLLOWING But, in conclusion, it is to be hoped that the story told But, inconclusion, thatthestory itisto hoped be them to theaddressees. They canalsodecorate theletters andsend future?? When previously hadn’t Will understood? you do this in What other purpose shouldliterature otherpurpose What ? serve doyou recognize intheseexcerpts?other virtues thankonhisown What Andrić behalf? Does gratitude may beexpressed indifferent ways. loud excerpts from hisspeech.Discusshow 110 Stockholm withwordsStockholm ofgratitude. ivo-andric-o-prici-i-pricanju/. knjizevnost/ The speech is available at: https://www.pismenica.rs/ 110 Read out Read 185

GRATITUDE We should appreciate anew the the author expresses in his text. How can we little place we live in contribute to the protection of humanity? What should we recognize and value? What should we Read with your students the excerpts from be grateful for? In our daily rush do we tend to Sabato’s essay Before the End. Discuss with the lose sight of the purpose in life? Do we forget one class what attitude towards today’s society another?

Before the End There are, however, ways to contribute to the protection of humanity – not to resign ourselves to the situation as it is. Not to watch indifferently as the infinite wealth of the world around us, with all its colours, sounds and smells, disappears from sight... There is no other way for a man to reach eternity except to live in the moment, nor there is other way to get to life in general except to start from our individual life: here and now. And then what? We should appreciate anew the little place we live in and the little life we have, which have nothing to do with the magnificent scenery we can see on television, but which are in a truly dedicated manner pervaded by the humanity of us people living in it... Human presence is seen in the arrangement of things on a table, the way gramophone records are stacked, how a book is left, or a toy. The touch with anything created by human hands is reminiscent of the life of another human being, who left behind traces to recognize and find him. If we live as machines, like blind people, we will not be able to see the traces people leave behind for us, like Hansel and Gretel dropping stones in the hope they will be found. (Ernesto Sabato, 2002)

Give a book the morning routine, students write one thing they are grateful for on a piece of paper. When In homeroom classes, tell the students to write you have time, let the jar make a round through their name on a piece of paper and put it in a the classroom with students drawing notes and hat/box. The students then draw names from reading out loud what is written on them. the hat and give a book of their choice to the person whose name they have drawn. There will also be a Book of Impressions available Gratitude tree in classroom, where each student will write a There are different creative ways for expressing message of gratitude to the classmate he/she gratitude in an artistic manner, and one of the received a book from, and after reading the most popular ways is to make a gratitude tree. book, his/her impressions of the book. You can Students can write down or draw something also make a bookshelf where students will leave they are grateful for and put it on the gratitude the books they would like their classmates to tree. Students will appreciate gratitude more if read or books from the compulsory reading list you show them that you are grateful to people which are unavailable in the school library. around you. Remember: teaching students gratitude can change their lives., Gratitude jar This activity is a good method for giving a voice to more reticent students. As a part of

186 Handbook for Secondary School Teachers negative feelings. willremind themofthe It gratitude whenoppressed journal by some The teacher advises the students to read the My Values and –DevelopmentVirtues andEmotional Skills ofSocial journal: The topics andquestionsfor thegratitude illustrate agratitude journal. ahead oftime. Students shouldfilloutand who complete theirclassroom assignments for studentsThis canbeusedalsoasanactivity three thingstheyare grateful for. Task day thestudents down withwriting every Gratitude journal What makesmehappy? How doIshow gratitude? that Iam gratefulThe opportunities for. familytraditions thatMy Iamgrateful for. When amIgrateful themost? The Iamgrateful friendships for. me stronger. The challengesanddifficultiesthat made What have otherpeopledonefor me? What talents/qualities amIgrateful for? What experiences amIgrateful for? Whom doIappreciate? grateful for. people, things, andlife values theyshouldbe Various Sonestrane duge artists: Del Arno Bend: Svakog Bend: Arno Del danareci hvala about gratitude. Below are someexamples: tobring the class recordings of songs that speak gratitude. advance, In tell students to seekand You canalsohave amusiclessonfocusing on school competition. the recordings. This canalsobearranged asa They canusetheirmobilephonesto make which they thank somebodyfor something. film oramusicvideo(3−5minutes long)in Working in groups, students make a short 114 113 v=P-ZWIkWkOeE. 112 111 EKV: Zemlja Various Zamiliongodina artists: Say ‘thank you’ every day Gratitude film https://www.youtube.com/watch?v=iMh0ZqrEJVs. Za miliongodina:https://debojj.net/video/id_hRdyL6PkZKM. S onestrane duge:https://www.youtube.com/watch? https://www.youtube.com/watch?v=Lq0x-g_50fE 117. 114 113 112 111

187

GRATITUDE A true story Read out loud the story about the actor Miodrag Petrović Čkalja, recorded by the journalist and author Pero Radović. Discuss with the class: When you heard the beginning of the story, did you expect such a reaction from Čkalja’s father? How did Čkalja show gratitude for his father’s big gesture? Do you know of any other similar example?

A meeting with Čkalja Miodrag Petrović Čkalja (1924−2003), a great stage and film actor and comedian, was very popular. He was born in Kruševac, by some twist of fate on 1 April, April Fool’s Day. At the time of our meeting sometime in the 1970s, shows were being aired on television where he acted and captured the attention of audiences for his acting and incredibly convincing comedy. He was also a film actor, but television brought him enormous popularity. I was in Belgrade on some other television business and contacted him, arranged a meeting intending to interview him for the “Zadrugar” newspaper. At the time agreed, I came to the theatre. He was waiting for me in his dressing room and, what surprised me, was his seriousness throughout the interview. And I was used to expecting humour and laughter in anything connected with Čkalja. In the interview he focused particularly on his days at secondary school. He talked about the learning problems he had had at general high school, once he even went to remedial classes. When again next year he failed several subjects, his mother was aghast and threatened: − Your father is coming home soon, then see with him what happens next. When his father came, his mother shared the news about the son. The father listened in silence, then told his son to get dressed to go out. No one knew what he was up to. − We went – Čkalja said – downtown. Father was still silent, and I was trying to figure out what was on his mind. We paused in front of a clothes shop. He looked at the shop window, and then we went in. He asked the shop assistant to show him suits of my size. Then I relaxed. He asked me if I liked the suit he had chosen. I said yes, contrite, but also with a hint of delight, because it was expensive for our family means, and even more of a surprise as such. I put on the new suit, the assistant packed my old sweater and trousers. We also chose a hat. (Although we were inside he had his hat on, maybe unrelated to the story of the old days, but still...). I have loved hats ever since. In another shop we bought shoes, and when we left the shop, he tapped me on the shoulder and said: “Son, try not to have such problems in school anymore.” He went into town, and I, all dressed up, went back home, to my mother’s great surprise. She wasn’t sorry, however, that my drama had ended in that way. From that time I became a good student and decided to become a stable man – said the great comedian. – In all the things I did and accomplished since then the great gesture of my father was present, even if only subconsciously. (Pero Radović, 2015)

188 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial didthecastawayWhat shouldwe learn?What be and its messages: below. outloudthestory Read Discussthestory An instructive story An instructive story 115 Then hesawahappy henever manwho hadnofeet.And complained again. money to buyshoes. oldmansayshecomplainedAn only once inallhislife–when feet were bare andhehadno ofwater to eatandplenty of food to riotously drinkIshallbe happy fortherest ofmy life.” Asked ifhehad learntanything from theexperience hereplied, “Yes. Ican If onlyhave anabundance World theSecond During War daysbefore hewas amanwas rescued. onaraft fortwenty-one adrift A castaway’s luck The stories belongto different countries, cultures and religions, legacy, spiritual and folk humourofhumanity. was takenfromThe thebookThe Prayer story of the Frog by Anthony deMello, psychotherapist, anIndian andauthor. priest, What is the moral of the story? isthemoralWhat ofthestory? 115 Are youAre grateful forthat? pause andthink–whattrulymakes mehappy? you ever andclothes?Do and designershoes when you think–ifonlyIhadabrand-new phone grateful there for?Are somesituations inyour life (Anthony deMello, 2005) 189

GRATITUDE Gratitude of a Nobel laureate to illiterate, nearly deaf mother had to raise her his teacher116 children on her own, as best she could and knew how. A teacher named Louis Germaine Apart from the homeroom classes, this activity was of huge help and had a great influence on can also be done in literature classrooms. the development of this poor boy. He helped Albert Camus (1913−1960), the French writer, him selflessly, and the boy, when he became winner of the Nobel Prize for Literature in 1957, an author and a Nobel laureate, knew who he grew up in a poor French family in Algeria. His owed gratitude to. father died in the Battle of the Marne, and his He wrote a letter of gratitude to his teacher:

116 Taken from: https://zelenaucionica.com/zahvalnost-jednog- nobelovca-svom-ucitelju-2/.

19 November 1957 Dear Monsieur Germain, I have let the commotion around me these days subside a bit before speaking to you from the bottom of my heart. I have just been given far too great an honour, one I neither sought nor solicited. But when I heard the news, my first thought, after my mother, was of you. Without you, without the affectionate hand you extended to the small poor child that I was, without your teaching and example, none of all this would have happened. I don’t make too much of this sort of honour. But at least it gives me the opportunity to tell you what you have been and still are for me, and to assure you that your efforts, your work, and the generous heart you put into it still live in one of your little schoolboys who, despite the years, has never stopped being your grateful pupil. I embrace you with all my heart. Albert Camus

If your students do not know the facts about Camus’s life already, tell them briefly, and then read his letter to his teacher. Discuss what the letter says about Camus, which virtues it reveals. Do you have a person in school that someday you would like to write a similar letter to? What is the importance of school and teachers in your growing up?

190 Handbook for Secondary School Teachers My Values and –DevelopmentVirtues andEmotional Skills ofSocial their choice. where orasaseparate students choosethequotation theylikethemostandjustify sections activity thesequotations mayAs beusedinthewarm-upandwrap-up isthecasewithallothervirtues, Quotations gratitude about today brings us. tomorrow, andreceive withgratitude what We are happy onlywhenwe asknothingof which hehas. things whichhehasnot,butrejoices forthose notgrieveHe isawisemanwhodoes forthe craving to appreciated. be The principle in human deepest nature is the flame withinus. gratitude ofthosewhohave lighted the Each ofushascause to thinkwithdeep byrekindled asparkfrom anotherperson. At timesourown outandis lightgoes is notto utter words, butto live by them. forget thatthehighestformofappreciation weAs express ourgratitude, we must never our treasures. conscious of moments whenour hearts are We can saidto alive onlybe be inthose make oursoulsblossom. theyarehappy; thecharminggardeners who Let grateful us be to whomake thepeople us but theparent ofalltheothers. Gratitude is not only the greatest of virtues, Albert SchweitzerAlbert Thornton Wilder John F. Kennedy Hermann Hesse Hermann William James Marcel Proust Epictetus Cicero don’t have, you willnever, ever have enough. having more. you If concentrate onwhatyou thankfulforwhatyouBe have; endup you'll Inhabits ourfrail blood. any taintofvice whosestrong corruption / lying, vainness, babbling, drunkenness, /Or I hate ingratitude more in a man / Than hear andtheblindcan see. isthelanguage can whichthedeaf Kindness Oprah Winfrey Shakespeare Mark TwainMark 191

GRATITUDE 192 Handbook for Secondary School Teachers an integral part of the school’s development and other plans, and is a part of the school’s SCHOOL-BASED daily life, to which an additional dimension may CAMPAIGNS be added – the development and promotion of the social and emotional skills of students. During the training delivered for secondary school teachers for applying the My Values and Virtues programme, we recorded examples that We are what we do repeatedly. are already part of standard practice in many Therefore, the power of control over school, but also those ideas that came out of the training itself, as well as from implementation our doing is the power of control over of the programme in pilot schools.117 our character, and the power of control We will cite only a few examples of possible over our character is the power of actions for you to use as such, or that will serve control over our life. as an inspiration for coming up with new ideas. Aristotle School messages: posters in classrooms and in the assembly hall, thematic displays, and Encouraging students to become familiar messages on the school website and social with and to understand virtues, to talk and networks are a quite simple, yet effective way of think about them, to use the “language of promoting values and virtues. An example from virtues” in mandatory classes or in workshops our school practice118 for which is applicable in is important, but not enough. At the beginning schools where there is no classroom change, but we said that a school is truly devoted to the each class has its own classroom, is a classroom development of social and emotional skills only decoration competition. Give students if it is understood that EVERYTHING that goes freedom in decorating their classrooms, and on in the school affects the development of the following are some ideas only: bring a pot desirable characteristics in students, and that plant, write a motivational message, make a is the joint task of EVERYBODY in the school. bookshelf, put up posters of favourite films, This means that every segment of school athletes, scientists, etc. Give them several days life and work and all the participants in the to do so, then announce the winners, the best- process offer opportunities for developing the looking and most creative classrooms, with a students’ personalities: the teacher, curriculum, symbolic award for the given class. This helps teaching and learning, extracurricular activities, develop creativity and teamwork, while turning assessment and monitoring, peers, school classrooms into more appealing learning management, and the partnership with parents environments. and the community. School-based projects may be organized School-based actions, in the broadest sense, either as interdisciplinary projects or within imply activities planned and organized in the one school subject. Regardless of the topic, school outside of regular instruction, and are a working on projects helps develop teamwork link between the school and life. These include skills, creativity, honesty, perseverance, all extra-curricular activities, but also the work of the Student Parliaments, the involvement 117 Segments of a regular lesson, and of the poetry and music of parents and the community in the life and programme organized to promote values and virtues on work of the school, as well as the outward the occasion of UNICEF’s visit to “Niko Rolović” General Secondary School are available at: https://www.facebook. presentation of the school to the local and com/unicefmontenegro/videos/411985526224398/. wider community. This all put together makes 118 “Panto Mališić” General Secondary School, Berane.

My Values and Virtues – Development of Social and Emotional Skills 193 entrepreneurial skills, etc. Some activities Owens, as well as the football game played at proposed for developing certain virtues are Christmas in World War I (sections on empathy accompanied by ideas for diverse, smaller- or and honesty). bigger-scale school-based projects. Volunteering and charity: Often various Celebrating significant days is done in every actions to raise aid for people in need are school, and these activities could be better organized in schools. However, these are most focused on developing social and emotional often not accompanied by any discussion about skills, since it is often believed that promoting benefaction, empathy, helping others, being values and virtues goes without saying with charitable and humane, etc. When designing such programmes. Nevertheless, practice shows such activities, the sections of this Handbook that the effects are better if you are explicit on tolerance, empathy, and gratitude may about the goals being pursued, including by prove to be particularly helpful. naming the project and pointing directly to The Value and Virtue Corner119 is an idea that role-models, values, and virtues. was carried out in Berane’s general secondary Careers Day: Representatives of various school. Namely, a section of one school universities visit schools and promote their corridor was specially designed to encourage programmes, but this most often gets responsibility among students by exchanging announced only formally. Design a Careers Day books: students and teachers can leave here by encouraging guests/participants to speak, books that they recommend to others as in addition to other information relevant for reading materials. Once read, the books are to be various professions, and also about the social returned to the shelves for others to borrow. In and emotional skills significant for certain another section of the corner, students are able professions. to take certain school stationery, respecting the fact that everything has its value. A school newspaper offers numerous opportunities to talk directly about virtues. Student Parliament offers an opportunity for You may have thematic issues, and we believe students to partake in making decisions that that the activities proposed may serve as an affect them, to launch initiatives and campaigns inspiration for devising new approaches to (charities, clean-ups, etc.). It is a testing developing school newspapers. ground for developing teamwork, leadership, entrepreneurship, responsibility, tolerance, Thematic literary and artistic competitions perseverance, etc. The students who take part can be organized around virtues. Apart from in the work of the Parliament are expected to the usual poetry recitals, schools can organize, be role models for other students in the way for example, poetry recital competitions whose they communicate, make decisions, and show theme is optimism, or making short videos on initiative and creativity. a specific issue, for instance gratitude. Some ideas for similar activities are given on the School clubs: The options are immense; here previous pages. we mention the example of the “Biblioduh” Book Club120 in “Niko Rolović” General Sports events are also regular activities in Secondary School, set up on World Character all schools. If we approach them somewhat Day in 2018. Its mission is to develop a reading differently, by also declaring those who played

fair and square as winners, not only those who 119 https://www.facebook.com/gimberane/posts/2539295 have scored the most, this will encourage 186092151/ students to think about the importance of these 120 More information on the activities of the “Biblioduh” Book Club is available on the Facebook page of “Niko Rolović” characteristics. Good examples are the stories General Secondary School: https://www. facebook.com/ and activities about Ludwig Long and Jesse Gimnazija-Niko-Rolovic-1560931317558415/.

194 Handbook for Secondary School Teachers culture, but also a tea-drinking culture, which exercise self-control by waiting for their gave rise to a creative logo designed by its turn and listening to others to express their members. Apart from creativity and developing opinions; students develop empathy not only a love for fiction, their method of work and by developing an understanding about literary the climate of trust built while talking about characters and their stories, but also through books are helping develop self-confidence, so mutual understanding; then there is tolerance that they feel freer to express their own views towards different views, and the books covered than in a traditional classroom environment, offer myriad opportunities to discuss this virtue.

Values and Virtues Corner, Berane General Secondary School

Logo of the Biblioduh Readers’ Club, Bar General Secondary School

My Values and Virtues – Development of Social and Emotional Skills 195

APPENDIX

DESCRIPTION OF SOME SELECTED TEACHING METHODS

1. Fishbowl

Description Fishbowl is a simple, mostly dynamic alternative to a panel discussion It is suitable for developing social skills and forming attitudes. How Students form two circles – one inner and one outer – to create an arena. The inner circle has 4–6 chairs facing inwards, while the outer circle has chairs for the other students. The game Fishbowl has the following rules: 1. Only the students in the inner circle are allowed to discuss, the participants in the outer circle are not allowed to join in. 2. If any of the students from the outer circle wishes to join in the discussion, they may sit on either a spare chair in the inner circle or a chair behind such a chair. Once the discussant has fully formulated his/her ideas, he/she must leave the inner circle, with somebody else then sitting on that seat. 3. Any of the inner-circle participants may at any point in time leave their place if they wish to take some time off the discussion. 4. Whoever leaves the inner circle, may also return. The students who do that repeatedly become conspicuous. This enables group domination to become visible. 5. In practice, following an initial period of uncertainty, the students’ entering or leaving the inner circle becomes more spontaneous and happens without interrupting the discussion.

The activity has to be clearly presented at the beginning, emphasizing that they need to take turns. It is important that once the activity has started, there must be no “higher instance”, something that needs to be clearly spelled out. It means that from that moment onwards, students alone are in charge of guiding the course of the discussion, without external intervention. Initially, students tend to be reluctant to enter the inner circle. This is something to be noted in the introduction. This can be eased by initially placing 1–2 spare chairs in the middle to enable rapid movement between the inner and the outer circles. Students should be made aware that those in the inner circle have to be clear and loud so that others can follow.

My Values and Virtues – Development of Social and Emotional Skills 199 Pros Particularly suited to highly contested issues. Suitable for open discussions (measuring up alternatives, argument exchanges, etc.) in a larger circle (approx. 20 people). May be useful for critical (self-)reflection, e.g. following an action, a process or for group issues.

Cons Less suited to creative idea gathering or decision making. Still, this method can be used prior to making decisions, at the stage of confronting different views. Not suited to theoretical discussion, mere knowledge transfer Not suited to experience sharing free of any conflicting views

2. Presentation

Description A teaching method in which the teacher presents information to students using visual teaching aids. This method is a combination of verbal presentation and the use of visual aids, starting from a pre-arranged board/flipchart to technologies (e.g. PowerPoint presentations). Suited to theoretical teaching.

How Verbal presentation of content supported by visual aids. Pros Works well with large groups. The whole group is focused on the same topic. Can be combined with other methods. Can be made very appealing. Engages several senses.

Cons Students tend to be passive. Students may become more interested in the aid used than in the content presented. Costly equipment. The teacher has to practice using visual aids.

200 Handbook for Secondary School Teachers 3. Brainstorming

Description A teaching method generating a large number of ideas as inputs for a short ensuing discussion. Creates an atmosphere conducive to active participation.

How 1. The teacher introduces the topic in such a way that the students can understand. 2. The teacher invites students to contribute key words and ideas, which get written down without any criticism or censorship. 3. The teacher groups the keywords and ideas into categories, and then manages the discussion to reach possible solutions.

Pros Keeps students interested and engaged. Relies on students’ knowledge and experiences. Generates offbeat and creative solutions.

Cons Demanding. Does not last long. Some students do not take part.

4. Group discussion

Description An active teaching method which relies on the participation and interaction of students discussing a specific topic. The group analyses and assesses certain issues, explores the topic. This method is conducive to forming attitudes, and helps change poor or inadequate attitudes.

How By presenting the topic and making it possible for students to discuss it. The teacher acts as a facilitator enabling and guiding the process.

Pros Keeps students interested and engaged. Students share knowledge and experiences. Students criticize a view or an opinion, not the person. Creative solutions to problems are reached. It expands horizons. It offers interesting feedback on how students understand the topic and what skills they possess. Quite easy to implement. Useful for changing attitudes. Builds the skills of establishing a rapport with others.

My Values and Virtues – Development of Social and Emotional Skills 201 Cons Time-consuming. Difficult to control. Easy digression from the topic. Requires careful planning. Requires a skilful facilitator.

5. Debate

Description A teaching method similar to a discussion, but more structured. Used in cases where there is more than one solution. Both sides in the debate benefit from further exploration and studying of the topic. The method is effective in strengthening communication skills for presenting arguments for and against.

How 1. The teacher appoints a chairperson who will act impartially and see that the rules are observed; the teacher gives instructions to the chairperson. 2. The teacher chooses the topic of the debate and presents the pros and cons; guides students to look for arguments themselves. 3. The teacher then divides the class into for, against, and abstentions. 4. Teacher chooses representatives for each group and gives them time to prepare for the debate.

Pros Keeps students interested and engaged. Students share knowledge and experiences. Students improve their skills of argumentation. Develops teamwork. Develops critical thinking. Students take part with great interest

Cons Time-consuming. Several students dominate.

202 Handbook for Secondary School Teachers 6. Simulation

Description A teaching method which involves the use of aids, equipment, or situations which mimic real life. In this exercise, the characteristics and opportunities provided by those aids, equipment, or situations look real. It is suitable for skill building.

How By providing a specific scenario and instructing students to behave as if in a real-life situation.

Pros Practicing complex technical, mechanical, operational and decision- making skills for real life. Useful for applying principles learned from experience. Keeps students active and responsible for their learning.

Cons Adequate time for preparation and delivery needs to be ensured. Enough time should be allocated for debriefing. Cannot be easily adapted to the needs of every student.

7. Role playing

Description A teaching method that enables students, by acting out real-life situations, to practice and examine new forms of behaviour that they can apply in real life. Suitable for affective aspects of learning. How By providing a specific scenario and instructing students to behave as if in a real-life situation.

Pros Simulates real life. Keeps students active. Fosters emotions and showing emotions. A good way to “shape” attitudes. Students are enabled to see things from a different angle.

Cons Hard to control. Teacher may lose sight of those students who do not take part in role playing. Enough time should be allocated for debriefing.

My Values and Virtues – Development of Social and Emotional Skills 203 8. Games

Description A teaching method which involves a quiz, a problem, a brain teaser or some other activity in which reaching the result depends on skill, knowledge, and chance, and competition and/or collaboration are used for revision or recap. Suitable for theoretical, affective, and practical aspects of teaching. How By presenting the game and its rules and giving guidance. Pros Builds self-awareness. Keeps students active and engaged. Is fun. Students stay active even after the instructions. Builds skills of establishing rapport with others. Cons Time-consuming. Enough time should be allocated for debriefing. A negative atmosphere can build up in the classroom

9. Value continuum

Description An activity which enables students to deal with values and their clarification in a structured way. It helps for complex views in reference to diverse topics of instruction to go beyond the “either…or” approach. Very suitable for controversial issues. How First identify the content or the attitude to be discussed. Draw a horizontal line on the floor or the board. The endpoints are the extreme points, so-called polar extremes which mark maximum agreement or maximum disagreement with the given view. The midpoint is marked “0”. Each student marks the point on the continuum that expresses his/her level of (dis)agreement. They identify their position in reference to others, explain their views, ask questions. Following that, the teacher asks whether they would now like to change their original position and why. Pros A good way to deal with controversial issues. Increases awareness of values (one’s own and other people’s). Gives insight into the strength of peer pressure. Increases self-awareness and confidence (assertiveness). Fosters tolerance for a difference of views. Cons May stir up emotions. Requires a skilled moderator/facilitator.Enough time should be allocated for post-exercise analysis.

204 Handbook for Secondary School Teachers 10. Projects and research

Description This is a research-based activity. It is characterized by a focus on the points of students’ interest. The objective, methodology and research options are set by the teacher and students jointly. It is important that every student has a specific assignment – it is to be determined during the planning stage what should be done, by whom, when and where. This method is also characterized by its interdisciplinary nature, where the boundaries between subjects and between school and real life are not so clear-cut. The result, i.e. what is to be learned, is not pre-set, but evolves through the joint efforts of the teacher and students. By working together, on the same topic, the students develop teamwork skills, the ability to search for information autonomously and to assess it critically.

How It can be applied as a so-called mega-project, led by a team of teachers and lasting anywhere between six months and two years. Usually, projects take between a week and a month, and are led by one teacher, with the whole class participating. The projected learning is not extensive and takes between one and three periods (a smaller segment of an issue is researched). The main stages are: deciding on the topic; formulating the objectives; planning; project preparation; project implementation; project review (a very important stage since it enables students to learn from their mistakes).

Pros Builds self-awareness. Develops readiness to act. Fosters the taking of responsibility for one’s own learning. Develops creativity. Builds planning, research, critical assessment and presentation skills. Develops communication and cooperation skills. Offers the possibilities for exploring one’s own potentials. Builds unbiased argumentation skills. Cons Time-consuming.

My Values and Virtues – Development of Social and Emotional Skills 205 206 Handbook for Secondary School Teachers REFERENCES

Antić, M. (2009). Garavi sokak. Beograd: Stylos Ljubiša, S.M. (1988). Pripovijesti crnogorske i Art. primorske. Titograd: Crnogorska akademija Backović, A. et al. (2018). Moje vrijednosti i nauka i umjetnosti – NIO Univerzitetska riječ – vrline – razvoj socijalnih i emocionalnih vještina Istorijski arhiv Budva. učenika, Priručnik za nastavnike u osnovnoj školi. Podgorica: UNICEF. Also available in Ljubiša, S.M. (1988). Sabrana djela, Kritičko pdf format: Priručnik: https://www.unicef. izdanje II Pričanja Vuka Dojčevića. Ed. Novo org/montenegro/UNICEF_-_Prirucnik_ Vuković. Titograd: Crnogorska akademija za_nastavnike_o_socio-emocionalnim_ nauka i umjetnosti – NIO Univerzitetska riječ – vjestinama_STAMPA.pdf. Istorijski arhiv Budva. Blejk, V. (2007). Izabrana dela. (Blake, W. Maluf, A. (2016). Ubilački identiteti. (Maalouf, A. Selected Works) Beograd: Plato. In the Name of Identity) Beograd: Laguna. Brajson, B. (2010). Kod kuće – kratka istorija privatnog života (Bryson, B. At Home: A Short Monografija Gimnazija u Baru 1921−1996. History of Private Life). Beograd: Laguna. (1996). Ed. Maksim Lutovac. Bar: Fondacija Brković, B. (2017). Crno igralište. Podgorica: prijatelja barske gimnazije. Nova knjiga. Radović, P. (2015). Na sceni iza ekrana, zapisi TV Bronson, P. (2014). 642 tiny things to write autora. Podgorica: Narodna knjiga. about. Chronicle books: San Francisco. Remark, E. M. (2016). Na zapadu ništa novo. De Melo, A. (2005). Damari. Beograd: Lom. (Remarque, E. M. All Quiet on the Western Dvek, K. (2014). Mentalni stav. (Dweck, C. Front) Beograd – Podgorica: Nova knjiga. Mindset) Beograd: Psihopolis. Sabato, E. (2005). Pojedinac i univerzum. (Uno y Goleman, D. (2008). Emocionalna inteligencija. El Universo) Čačak: Gradac. (Emotional Intelligence) Beograd: Geopoetika. Sabato, E. (2004). Otpor. (La Resistencia) Gordon, T. (2003). Kako biti uspešan nastavnik. (Teacher Effectiveness Training) Beograd: Beograd: AED Studio Kreativni centar. Sabato, E. (2002). Pre kraja. (Antes del fin) Grun, B. ( 2007). Anegdote o muzičarima. Beograd: AED Studio. (Bernard Grun’s Beste Musiker Anekdoten) Pešikan, A., Lalović, Z. (2015). Uloga škole u Beograd: Utopija. razvoju vrlina, vrijednosti i vještina učenika i Jovanović, N. and Bajković, R. (2014). učenica − Izvještaj o rezultatima istraživanja Podsticanje darovitih i talentovanih učenika. Podgorica: Zavod za udžbenike i nastavna (Inicijativa „Moje vrijednosti i vrline“). sredstva Podgorica: UNICEF Crna Gora i Zavod za Kere, I. (2008). Nauka kao učiteljica. (Quéré, školstvo Crne Gore. Also available in pdf Y. Science as a Teacher) Beograd: Institut za format: Uloga škole u razvoju VVV učenika u nuklearne nauke „Vinča“. Crnoj Gori (2015): https://www.unicef.org/ Lobodok-Štulić, I. et al. (1998). Umeće montenegro/UNICEF_-_Uloga_skole_u_ odrastanja. Beograd: Udruženje za kreativni razovju_vrlina_ vrijednosti_i_vjestina_ razvoj. ucenika_i_ucenica.pdf.

My Values and Virtues – Development of Social and Emotional Skills 207 Pešikan, A., Lalović, Z. (2017). Obrazovanje Neil Gaiman’s column: https://www.6yka.com/ za život: Ključne kompetencije za 21. vijek u novosti/nil-gejmen-zasto-nasa-buducnost- kurikulumima Crne Gore. Podgorica: UNICEF. zavisi-od-biblioteka-citanja-i-mastarenja Pdf: Ključne kompetencije u kurikulumima Eleven Principles of Effective Character u Crnoj Gori (2017): https://www.unicef. Education. Accessed at https://www. org/montenegro/Obrazovanje_za_zivot___ researchgate.net/ publication/268077357_ Sazetak_istrazivanja.pdf. Eleven_Principles_of_ Effective_Character_ Tough, P. (2013). Kako djeca uspijevaju. (How Education Children Succeed) Zagreb: Profil. TED Talks: https://www.ted.com/#/. Vujović, S., Backović, A. (2018). Moje vrijednosti Inspirational stories about teamwork: https:// i vrline – Vodič kroz predmetne programe, www.scoro.com/blog/teamwork-stories- Priručnik za nastavnike u osnovnoj školi. importance-of-teamwork/ – Inventive Thinking Podgorica: UNICEF. Also available at: https:// and Creativity Gallery: https://www.thoughtco. www.unicef.org/montenegro/UNICEF_-_ com/inventivethinking-and-creativity- Vodic_kroz_predmetne_programe_ STAMPA. gallery-4122925. pdf. Myths and legends of Ancient Greece, Daedalus and Icarus: http://elyisum.blogspot. Vulf, V. (2014). Sopstvena soba. (Woolf, V. A com/2009/03/dedal-iikar.html. Room of One’s Own) Beograd: Plavi jahač The Marshmallow Experiment: https://www. youtube.com/watch?v=Yo4WF3cSd9Q. Texts and videos on the internet: The Marshmallow Test: https://www.youtube. Munjas Samarin, R. (2009). Programi com/watch?v=QX_oy9614HQ. za poticanje emocionalne i socijalne The Marshmallow Experiment: https:// kompetentnosti kod djece i adolescenata sr.wikipedia. org/wiki/Man%C4%8Dmelou_ − Pregledni članak – UDK 159.922.73. eksperiment. Available at: https://www.researchgate.net/ Marko Miljanov Popović, Primjeri čojstva i publication/235971900_PROGRAMI_ZA_ junaštva (Examples of Humanity and Heroism): POTICANJE_EMOCIONALNE_I_SOCIJALNE_ http://www.montenegrina.net/pages/pages1/ KOMPETENTNOSTI_KOD_DJECE_I_ knjizevnost/primjeri_cojstva_i_ junastva.htm. ADOLESCENATA_1. Felix Baumgartner – Jump from the edge Recommendations for Eight Key Competences: of space: https://www.youtube.com/ https://op.europa.eu/en/publication- watch?v=F4UlWJnOgBI. detail/-/publication/297a33c8-a1f3-11e9- The story of Katie Bouman: https://www.bbc. 9d0101aa75ed71a1/language-en. com/news/science-environment-47891902. Gross, J. If… Kipling, character and schools. Empathy test: https://psychology-tools.com/ Accessed at: https://www.jubileecentre.ac.uk/ test/empathy-quotient. userfiles/jubileecentre/pdf/conference-papers/ Empathy test: https://greatergood.berkeley. GrossJIf-Kipling-characterandschools.pdf. edu/quizzes/take_quiz/empathy; https://www. Research on adolescence: https://www. gotoquiz.com/the_empathy_test. unicef.org/montenegro/izvjestaji/studija-o- The story of Leila and Muhammed: http://sjz.ba/ programima-podr%C5%A1keroditeljimastarat uimages/novosti/PNHP%20kurikulum_2012. eljima-adolescenata. pdf. TED Talk by Sarah Jayne Blackmore about the About Rosa Parks: https://6yka.com/novosti/ development of the brain in adolescence: rosa-parks-majka-modernog-pokreta- https://www.ted.com/talks/sarah_jayne_ zaljudska-prava; http://www.znanje.org/i/ blakemore_the_mysterious_workings_of_the_ i2011/11iv07/11iv0720/bojkot%20autobusa. adolescent_brain/transcript?language=sr. htm.

208 Handbook for Secondary School Teachers Biography of Rosa Parks: http://www.znanje. Mahatma Gandhi − 10 Rules to Change org/i/i2011/11iv07/11iv0720/bojkot%20 the World: https://mudrac.com/magazin/ autobusa.htm. procitajte/mahatma-gandhi-10-pravila-koja- menjaju-svet/amp/. 17 Wise Sayings of Nelson Mandela:https:// sr.globalvoices.org/2013/12/17-mudrih- The Legend of Pava and Ahmet: https://www. slobodnaevropa.org/a/legenda-o-pavi-i- izreka-nelsona-mendele-koje-svako-treba-da- ahmetu-proglasena-kulturnim-dobrom-crne- procita/. gore/27499130.html. Trailer for the film Enkel: https://youtu.be/ Brené Brown on Empathy: https://www. onVRhRv4mx0. youtube.com/watch?v=1Evwgu369Jw&fbclid= Testimony of the meaninglessness of war, Letters IwAR2idEycXDpnlBDnx14qhTnYD44maxw9l45 from a soldier during World War I are still read Ofk6JwhtVtCTPGZRy-aEyyLM. a hundred years later: https://impulsportal. Nikola Tesla, My Inventions: The Autobiography: net/index.php/kolumne/drustvo/4158- https://edoc.pub/-nikola-tesla-moji-izumi- svjedocanstva-o-besmislu-rata-pisma-vojnika- autobiografija-pdf-free.html. iz-prvog-svjetskog-rata-citaju-se-i-sto-godina- 10 Classroom Activities About Gratitude: kasnije. https://www.teachhub.com/classroom- Teaching Tolerance: https://www. activities/2016/02/top-10-indoor-games-and- educationworld.com/a_lesson/lesson/ classroom-activities/. lesson294.shtml. Lesson Plan − What is Gratitude?: https:// heartmindonline.org/resources/lesson- Bekim Fehmiu – A Man Sings after the War planwhat-is-gratitude. (Dušan Vasiljev): https://www.youtube.com/ watch?v=Z53w3c5dAq8. Spreading gratitude rocks: https://www. spreadinggratituderocks.com/lesson-plan- The Amistad Case: https://www.archives.gov/ downloads. education/lessons/amistad. Biography of Helen Keller: https://srednjeskole. Trailer for the film Amistad: https://www. edukacija.rs/biografije-poznatih-licnosti/helen- youtube. com/watch?v=ej9C5rQOaYU. keler. Miroslav Antić, When I Was Dark-Skinned: Biography of Helen Keller: https://sr.wikipedia. http://fenomeni.me/tag/cohano/ – Miroslav org/sr-el/%D0%A5%D0%B5%D0%BB%D0%B Mika Antić: http://miroslavantic.blogspot. 5%D0%BD_%D0%9A%D0%B5%D0%BB%D0 com/2008/08/kad-sam-bio-garav.html. %B5 %D1%80; Helen Keller on Optimism: https://www. The World Had the Greatest Lesson in History at brainpickings.org/2013/06/21/helen-keller- Christmas 1914: https://noizz.rs/kultura/svet-je- onoptimism/. dobio-najbolju-lekciju-u-istoriji-na-bozic-1914/ dldtt22. Biography of Frida Kahlo: https://sr.wikipedia. org/sr-el/%D0%A4%D1%80%D0%B8%D0%B Team Builders & Icebreakers: http://www. 4%D0%B0_%D0%9A%D0%B0%D0%BB%D0 serviceandinclusion.org/conf/HSHT-Team- %BE. Building-Ice-Breaker-Manual-2008-09. Interesting facts – Frida Kahlo: https:// pdfJourney through DNA: https://www. wannabemagazine.com/zanimljive-cinjenice- youtube.com/watch?v=aZ3PzlW9eDA. frida-kahlo/. Commentary on the book ‘In the Name of Biography of Frida Kahlo: https://srednjeskole. Identity’: https://www.laguna.rs/n3051_knjiga_ edukacija.rs/biografije-poznatih-licnosti/frida- ubilacki_ identiteti_laguna.html. kalo.

My Values and Virtues – Development of Social and Emotional Skills 209 Christopher Reeve’s daughter talks about Dutina, S. – Moral Flexibility and Moral growing up with ‘Superman’, keeping his Dilemmas: http://www.psihobrlog.com/ legacy alive: https://www.foxnews.com/ socijalna-psihologija/moralna-fleksibilnost-i- entertainment/christopher-reeves-daughter- moralne-dileme/. talks-growingup-with-superman-keeping-his- Video about gratitude: legacy-alive. https://www.youtube.com/ The Optimism Bias: https://www.ted.com/ watch?v=nj2ofrX7jAk&xyt-cl=84924572&x- talks/tali_sharot_the_optimism_bias. ytts=1422411861&feature=player_detailpage. Science Confirms − Optimism leads to success Research on optimism: http:// and better health: http://www.6yka.com/ positivepsychology.org.uk/optimism- novosti/ nauka-potvrdila-optimism-vodi-ka- pessimism-theory/. uspjehu-iboljem-zdravlju. Maya Angelou: http://edukacija.rs/ zanimljivosti/maja-andjelo-borac-za-ljudska- Learned Optimism Test: https://web. prava-i-zensku-slobodu; https://admin. stanford.edu/class/msande271/onlinetools/ nedeljnik.rs/magazin/portalnews/maja- LearnedOpt.html. andelo-fantasticni-zivot-spisateljice-koja- Optimism: https://kidshealth.org/en/teens/ jerecitovala-klintonu/; https://www.britannica. optimism.html. com/biography/Maya-Angelou; https://www. Body Image and the Media: https://www. mayaangelou.com/. scholastic.com/teachers/lesson-plans/ Famous women who will inspire you to never teaching-content/body-image/ – give up: https://www.themuse.com/advice/9- famous-people-who-will-inspire-you-to-never- 6 Self-Esteem Building Activities for Middle give-up. School Students: https://teach.com/blog/6self- esteem-building-activities-for-middle-school- Honesty experiment: http://elementarium. students/. cpn.rs/teme/da-li-su-ljudi-posteniji-nego-sto- mislite/?lang=lat. The six greatest failures which grew into success: http://project-management-srbija.com/ About honesty: https://www.livewiremedia. motivacija/6-najvecih-neuspeha-koji-su- com/TheTrustConnection. prerasli-u-uspeh. UNICEF research on spreading fake news: https://wcmsprod.unicef.org/montenegro/ Leaders: http://project-management-srbija. price/fake-news-opasno-po-%C5%Beivot. com/motivacija/lideri. How to recognize fake news: https:// Desiderata – The Truth about One of www.bljesak.info/sci-tech/internet/ the Most Inspirational Texts: http:// kakoprepoznatilazne-vijesti/263425. alternativainformacije.com/2016/01/07/ desiderata-istina-o-jednom- TED Talk on gratitude: https://www.ted.com/ odnajinspirativnijih-tekstova/. talks/david_steindl_rast_want_to_be_happy_ be_grateful. Integrity: https://www.academicintegrity.org/ wp-content/uploads/2017/12/Fundamental- Camus’s letter to his teacher: https:// zelenaucionica.com/zahvalnost-jednog- Values-2014.pdf. nobelovca-svomucitelju-2/. Abraham Lincoln’s letter to a teacher: https:// mnemagazin.me/2015/09/01/procitajte- pismo-abrahama-linkolna-ucitelju-svog-sina- prvaka/. Luz Long – biography: https://sr.wikipedia.org/ sr-el/%D0%9B%D1%83%D1%86_%D0%9B%D 0%BE%D0%BD%D0%B3. http://www.goodcharacter.com/.

210 Handbook for Secondary School Teachers