The Friendly Classroom for a Small Planet: a Handbook on Creative Approaches to Living and Problem Solving for Children
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DOCUMENT RESUME ED 253 494 SO 016 235 AUTHOR Prutzman, Priscilla; And Others TITLE The Friendly Classroom for a Small Planet: A Handbook on Creative Approaches to Living and Problem Solving for Children. REPORT NO ISBN-0-89529-060-3 PUB DATE 78 NOTE 116p.; Developed as a part of the Children's Creative Response to Conflict Program. AVAILABLE FROMAvery Publishing Group Inc., 89 Baldwin Terrace, Wayne, NY 07470 ($7.95). PUB TYPE. Guides Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Class Activities; *Conflict Resolution; *Creative Thinking; *Creativity; *Critical Thinking; Decision Making Skills; Educational Games; Elementary Education; Evaluation Methods; Learning Activities; Media Adaptation; Preschool Education; *Problem Solving; Resource Materials; Teaching Methods ABSTRACT These learning activities are intended to help elementary school children learn how to communicate, cooperate, and prevent or solve conflicts through creative thinking. There are 17 chapters. The first five chapters provide background information for teachers, discussing the Children's Creative Response to Conflict (CCRC) Program, ways to create a cooperative environment, and tips and techniques for implementing the activities. Chapters 6 through 15 contain the class activities. Some examples follow. Ch.ldren play name games to have fun and loosen up. They learn to cooperate through group activities such as drama games. Listening skills necessary for good communication are taught through telephone and tel.agraph games. To develop a positive self image, children put together a book about themselves. Students learn to solve problems through skits, puppet shows, and role play. Chapter 16 contains evaluation techniques. The concluding chapter discusses how the activities can be used with other kinds of audiences, e.g., emotionally disturbed children. Appendices contain success stories of the CCRC, sample lessons,a chart indicating in which curriculum area the handbook's activities can be used, and listings of print and human resources. (MR) *******4.*************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***t******************************************************************* U.B. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EOUCATION EDUCATIONAL RESOURCES INFORMATION CENTER IERICI /(...This do, time.tohas been reproduced as ,ww.,1 lmm wt. op,011 or oroanizabon umplidtitiq it Maio,hanyrs tidy,1)1.1.11 ri NOV to improve glIfOthlt hum (Itblilly Pditit,, oh vn K or ituiiniunS st.114.d in this dual mm do notr, ts,o,Iftly 111111,51110111Clal NIE 1)(1.,11.1s Or p du y "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." #' ; 1,;- THE FRIENDLY CLASSROOM FOR A SMALL PLANET A Handbook on Creative Approaches to Living and Problem Solving for Children Illustrated by Barbara Wilks and Paul Peabody Priscilla Prutzman NI..Leonard Burger Gretchen Bodenhamer Lee Stern Children's Creative Response to Conflict Program Avr try uuutistimc cIRCUIP Wayne, New Jersey 3 Copyright 1978 by Avery PublishingGroup Inc. ISBN 0. 89529-069-3 reproduced, stored in o retrieval All rights reserved. No partof this publication may be mechanical, photocopying, system, or transmitted, in anyform or by any means, electronic, recording, or otherwise, withoutthe prior written permission ofthe publisher. Printed in the United Statesof America Contents PREFACE 1 HOW TO USE THIS HANDBOOK 2 CHAPTER 1 CREATIVE RESPONSEMEETING THE CHALLENGE OF VIOLENCE 4 This chapter presents the philosophy of the CCRC Program, the themes on which it focuses, and the skills it seeks to develop. It includes a discussion of how to use this book and an introduction to the themes of cooperation,communication, affirmation and conflict resolution. CHAPTER 2 AN IDEA GROWSTHE ROOTS OF VIOLENCE S This chapter gives a brief historical background of the project. It covers getting to the roots of conflict, the importance of transferring skills to everydaylife, and building a sense of trust. CHAPTER 3 PREPARING AND PLANNING SOME PRELIMINARY CONSIDERATIONS 7 This covers the importance of creating a cooperative environment, offering three approachesworkshops; integration into doily classroom activities; integration of themes and activities into curriculum. It also suggests ways of diagnosing the needs of the class and hints for planning a workshop. Sample workshop plans are included. CHAPTER 4 GETTING STARTEDYe At ROLE AS FACILITATOR 12 This chapter presents briefly some facilitation techniques and concepts including ways of beginning and ending sessions. Suggestions are givenfor working in small groups. CHAPTER 5 THE CHALLENGE OF INTEGRATION- 'MOVING BEYOND.THE WORKSHOP APPROACH 13 This chapter gives examples of how teachers have integrated these techniques into their classrooms and curricula. CHAPTER 16 LET'S GET ACQUAINTEDEXERCISES THAT HELP REMEMBER NAMES lb Name games are fun loosening-up activities that help to develop a sense of community. Several examples are given which can be used throughout the year. CHAPTER 7 FREEING OURSELVES UP LOOSENING -UP ACTIVITIES 1$ These activities encourage people to laugh and interact with each other in a playful way. This relieves tension and helps to increase the energy in a group. Many of these games help to focus on what is happening. CHAPTER $ LET'S BUILD COMMUNITYLEARNING TO COOPERATE 22 These cooperation uctivities offer' an alternative to competitive games and help to develop a positive classroom atmosphere. Included are group cooperation drawings, drama games, and other projects to help people work together successfully toward a positive final goal. CHAPTER 9 DO YOU HEAR ME ? LEARNING TO COMMUNICATE 30 Effective communication skills are important for resolving conflicts creatively. This chapter includes positive ways of improving listening skills, observation skills, and speaking skills. CHAPTER 10 WE ARE ALL SPECIALAFFIRMATION OF OURSELVES AND OTHERS 35 Poor self-image is at the root of many conflicts. Affirmation activities encourage people to feel positive about themselves and others. This chapter includes exercises that can be used with large groups or with individuals. CHAPTER 11 A NOTEBOOK ABOUT MECREATING A TREASURED POSSESSION 40 Did you ever want to record all the nice things about yourself? This chapter offers several examples of how to do this by means of affirmation sheets. These include drawings of what people like to do and what they are good at, and written pages which encourage self-awareness. CHAPTER 12 LET'S MAKE AN INSTRUMENTAN AFFIRMING ACTIVITY FOR EVERYONE 41 This chapter gives examples of musical instruments that can be made out of simple, inexpensive materials. CHAPTER SOMETIMES WE CAN ALL WINCREATIVE CONFLICT RESOLUTION 49 Often we think of conflicts as having only win-lose solutions. These activities help people see that there are many alternative ways of resolving problems, and that often we can find a win-win solution. Roleplaying, puppetry, and decision- making are some of the many conflict resolution activities suggested. CHAPTER 14 HOW ABOUT THAT BULLY? SOME CONFLICT SCENARIOS 56 This chapter includes specific examples of conflicts that are common to children in school, at home, and outside of both: conflicts between children and children, teachers and children, parents and children, and conflicts between adults. These can be used as examples for creating your own scenarios, for skits, puppet shows, roleplaying, and problem-solving. CHAPTER 1S DOESN'T ANYBODY UNDERSTAND? THE NEED TO SHARE FEELINGS 59 These activities help to develop a consciousness in a group where people are aware of affirmation and communication. When people can shore their feelings openly, creative conflict resolution can cccur. This chapter includes the sharing circle, trust games, activities that help people analyze the roles they play, and the effects of exclusion. CHAPTER 16 HOW DID IT WORK?LET'S EVALUATE 61 Evaluation activities help people feel that they are part of a group. They ore also helpful to the teacher or facilitator in planning subsequent sessions and meeting the needs of participants more directly. CHAPTER 17 WHY JUST IN CLASSROOMS?EXPANDING OUR SKILLS TO MEET WIDER NEEDS 63 This chapter relates how CCRC ideas have been adapted to younger children, high school students, emotionally-disturbed children, and inmates of correctional facilities. APPENDIX KALEIDESCOPr--A Poem by Marge Rice 68 CLASS REVIEWS: 1972-1977 70 THE CITY COLLEGE OF NEW YORK EXPERIENCE 7$ Children's Growth Towards Cooperation, by Loren Weybright. Summary of the CCNY Course. SONGS WE USE 7 SAMPLE WORKSHOPS 93 APPLYING TECHNIQUES TO CURRICULUM AREASA Chart 98 BIBLIOGRAPHY OF USEFUL BOOKS 91 A LIST OF RESOURCE GROUPS 106 Preface Children are not born hostile, aggressive or violent. Neither are they born apathetic. From their environment and from their experiences, children learn to respond to the inevitable problems and conflicts of life; the learned attitudes and responses may be creative, constructive and caringor they may be harmful to others as well as to oneself. Children have the right to grow up in schools that help them develop socially and morally, as well as intellectually. Children need to be affirmed as young people with many capabilities and helped to develop attitudes and skills which will aid them in living and working cooperatively with others, first in the classroom and home and later