30 January 2021
Resources for thinking and feeling the culture of peace in the classroom

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January 30 is Peace Day and many schools celebrate it, others do continuous work throughout the year with different actions and proposals that lead to the classrooms.


From Avalon for about six years we have been working in the classroom accompanying groups and observing its operation. To do this, we have relied on dynamics and proposals that could be motivating for children.


As a result of these years of work we have wanted to develop a Manual - RESOURCES FOR THINKING AND FEELING THE CULTURE OF PEACE IN THE CLASSROOM with the collaboration of Mediam and Participating Education, where we have selected a series of resources that teachers can apply in the classroom . They are games, dynamics and spaces to build dialogues and reflections.


The path begins with the figure of the FACILITATING TEACHER, the person who accompanies the group and makes proposals where students learn to know each other better, to interrelate with each other, to share different ideas and visions, to generate a group concept, and finally to expand this view of the world.


And why are we talking about the facilitator teacher? Because how is more important than what we do. The dynamics are small triggers and the look and intention that the teacher puts is really the key element. When a teacher puts on the facilitator's hat, he begins to look at the group with a curious look, to listen to those things he does not normally hear, to feel and be felt by the group.


A cross-cutting element and very present in the evolution of a group are the skills we are building in relation to conflict management and in this manual has an exclusive workspace, to move forward with the differences and learn to build from diversity.


In the classroom we bet on a socio-affective work accompanied by tools such as the restorative gaze and non-violent communication CNV, which help us to build community, to take care of ourselves as a group and move forward together.


The selection of material responds to this mediating look and our goal is that it is a material that the teacher can apply in the classroom throughout a year, choosing from about 60 proposals, those that adapt to age or training cycle of each group.


And finally in this manual you will find a series of examples that start from the Learning and Service methodology (#ApS), where the student after receiving a series of learnings, carry out actions driven by themselves. They are actions that contribute and in this case help to foster a culture of peace. This is a new approach, which transforms students into active agents of change.


We hope that it is a useful and practical material and that you can enjoy rediscovering your groups.