What Is a Peaceable Classroom?

Objectives

 Students will discuss and define the terms peace, peaceable, and community.
 Students will explore the connections between these three words and their own environment.
 Students will analyze the current classroom environment and discuss ways to make it more peaceable.

Materials

Chart Paper and Markers

Procedures

1. Write the following definitions on a piece of chart paper and display it in front of the class.
A. Peace: a state of order and friendship between people or groups, especially in personal relations.
(show pictures/video)
B. Peaceable: fond of peace; not fighting, unfriendly or rude. (show pictures/video)
C. Community: a group of people working together according to similar interests or rules. (3 minutes)
(show pictures/video)
2. Ask students to tell one word that comes to their mind when you say each of the above words. Cover 4
students per words. (2 minutes)
3. Ask students to discuss in groups what a peaceable classroom might be like. (5 minutes)
4. Generate a list of specific qualities that characterize a peaceable classroom. Elicit such attributes as: (3
minutes)

o cooperation
o good communication
o respect for one another
o non-violent conflict resolution
o problem solving
5. If student responses are too general-- "everyone is nice"-- encourage them to be more specific.
6. Continue the discussion using the following questions: (5 minutes)
o If a peaceable classroom has all of the qualities we just listed, how does our classroom compare?
(rate against above points)
o Do we have a peaceable classroom? (deduce from the points)
7. Ask each student in a group to write or draw what they would we do to create a peaceable classroom? Ask
them to first jot the points in rough and with the help of leaders fine tune them. (list actions) Encourage every
student to give specific suggestions about changing the classroom for the better (e.g. "If two people want to
use the same toy they have to take turns. Each turn will last exactly five minutes.") (5 minutes)
8. Ask each group to share the suggestions with the class. (15 minutes)
9. At the end, ask each group to put them on a chart and sign/put their hand prints on them. (15 minutes)
10. Put the charts up and display it in the classroom. (5 minutes)
11. Ask the students to look at the chart before they think about doing something that is not good for a peaceable
community. (1 minute)

Similar and Different

Objectives

 Students will learn that we are all as similar as we are different.

 Students will build community by discovering their similarities.

Materials

 Black board, or white board

 Dry erase markers, or chalk
 List of Directed Questions

Procedures
Engage:

Do you think we are all different? Do you think we are all the same?

Students respond with thumbs up or thumbs down.

Explore

Do you think there is something common between you and every other member in class?

Can you spot one thing common between? ________ and ____________

Students raise hand and answer.

Explain:

In today’s activity, we are going to find we may be different people, but there is something that is common
between all of us.

Instruction (5 minutes)

1) In this activity, I am going to ask you a set of questions.

2) Whenever the answer to a question is yes, you stand up.

3) Whenever you stand up, you put a tick near the name of all the students who stand with you and note down
the question number against it.

For example, if I was a student and my teacher asks: 2) Are you a boy? I will stand up. I will put a tick near the
name of all the students who stand up with me. I will also write 2 next to the tick in the space given. If I then ask:
3) Do you love cricket? I will stand up. I will put a tick near the name of all the students who stand up with me. I
will also write 3 next to the tick in the space given. If there is someone who already has a tick against their name,
I will write the number 3 next to the number that is already there.

If you have a tick against all the names, you raise a hand and do the balle balle sign (Demonstrate)!! You
continue finding more similarities with your friend.

When a group finds common things with everyone in class, they each raise a hand and do the balle balle sign.

1. List of questions: (40 minutes)

1) Are you an 22 year old?
2) Do you like football?
3) Do you have 3 brothers?
4) Do you have a pet?
5) Do you like dancing?
6) Are you a good singer?
7) Have you ever lost a loved one?
8) Have you ever been sorry for something you did?
9) Have you ever hurt someone in a fight?
10) Do you like the rains?
11) Do you like writing?
12) Do you hate maths?
13) Do you believe in honesty?
14) Do you have self control most of the times?
15) Did you ever get into a fight?
16) Have you ever lied?
17) Do you miss your old teachers?
18) Do you think girls and boys are equal?
19) Do you want to change the world?
20) Do you like cricket?
Closing:

Was there any one who has any name unticked on their list? (Yes -> Go to next question, No ->Continue)

What does this activity tell us? (We share something in common with everyone).

Now I am going to give you the list of questions to keep with your sheet. There is something you have in
common with everyone in class. You must make sure you use this information to know everyone better!!

Conflict Resolution
Objectives
Students will learn a range of possible techniques to keep small things small.

Materials
Copies of the THINK rule! Copies of resolution strategies.

Vocabulary:

Engage: (4 minutes)
We had lessons on “Similar and Different” where we found what we have in common with our class mates. We
had another lesson on “Peaceable Community” where we spoke about how we can live with friendship and
order.

Thinking about those lesson, answer the following question using a thumbs up and thumbs down sign:
1) Are we all similar in just one way??
2) Are we all different in some ways?
3) Can we call our classroom a “peaceable community”?
4) Have you ever fought with a friend in class?

In this lesson, we will learn how to deal with problems we have with friends so that we do not disturb the class
and continue working towards our big goals. This does not mean we do not discuss the problem - we only
discuss it in a time and way that is helpful to the whole class.

Explore: (5 minutes)
As people who are similar in some ways but different in other ways, we may not always think about the same
thing in the same way.

For example, Nimma may think being funny is good but Asma may think it is not a good thing to be funny
because she gets disturbed. They may not think the same way and have a fight.

Can you quickly tell your partner one time when you had a fight with a friend when you did not think the same
way like your friend did? You have 30 seconds for each partner. When I say change, the next partner will quickly
tell their story to you. You will talk in your 2 cm voice.

(Students talk and share)

After the fight, if you felt good or happy or excited, show me a thumbs up. If you felt hurt or angry or sad, show
me a thumbs down.

As you see most of us feel really bad after a fight with a friend or class mate. But we are Metamorphians that
means we must be joyful all the time!! How can we learn to be joyful and solve problems peacefully with our
friends? That is what I am going to teach you today.

Explain:
Part 1: Teach them the THINK Rule
To learn how to solve problems, I am going to teach you a magic mantra. Whenever you feel like
arguing/quarrelling/fighting with your classmate, say it to yourself. Do a I Do, You Do, We Do. (5 minutes)

I must THINK before I re-act,

Ask myself in the head
Was it Truthful? Helpful? Or Inspi(rrrrrrrrr)ring?
Was it Necessary? Or was it a Kind thing?
If any answer is no,
Go to your friend and say “I am sorry bro!!”

Put up a big chart on the wall with the rhyme.

Evaluate:
Ask students to go through the THINK table on their handout. Each group has to come up with one example of
their own of each of the elements of THINK. Discuss and Debrief with each group. (Total 10 minutes).

Explain:
Part 2: Teach them the THINK Rule
After students are clear about the THINK rule, take them through the different ways to keep small things small by
explain them the 4 ways. For each step, use an example of a role play with two volunteers each using the
following situations. (Total 10 minutes)

We do:

Situation One: Student 1 was sitting and working. Student 2 comes and takes his pen. He refuses to give it back.
What should student 2 do?

Situation Two: Student 1 was constantly calling names to student 2 who was sitting and working. What should
student 1 do?

Situation Three: Both student 1 and 2 start throwing paper bullets on each other. What should student 1 do?

Situation Four: Student 1 and 2 are supposed to make a chart together. They do not agree on how to make it.
(we will discuss this situation in part 3)

Evaluate:
Ask them to individually identify who follow the THINK rule and who did not in the examples on the hand out.
Debrief. (10 minutes)

Explain:
Part 3: When negotiations fail (10 minutes)
There are many times, like in situation 4, when:
1) Both you and your friend have followed the THINK rule.
2) People don’t agree they broke THINK rule.

What do you do then? Stay calm and do not discuss the problem with the person then. You follow the Peace
Keeper steps whenever you are done with a lesson. Go through Peacekeeper Steps on the handout.

Ask CFUs. (please detail based on class response)

Evaluate:
Ask students to solve for the example in the sheet on their own suggesting what they would do.
Debrief solutions with the kids using the steps given. (10 minutes)

CFUs:
1) What are the five parts of the THINK rule?
2) If a student reads too loudly and disturbs his group mates when the teacher has asked everyone to read
silently, does he follow the THINK rule? Why? What should he do?
3) If one students hits another, and he gets hit in return, who breaks the THINK rule? Why? Will both get
consequence then?
4) If students in a group want to have different names for their groups, how should they solve their problem?

Sing the THINK rule again with class. Close by putting up a chart with THINK and Keeping Small Things Small
Norms on the wall.
Keeping Small Things Small Handout

Whenever you do not agree with a classmate on something, ask yourself the Magic Mantra and think
about what you and your class mate did or said:
I must THINK before I re-act,
Ask myself in the head
Was it Truthful? Helpful? Or Inspi(rrrrrrrrr)ring?
Was it Necessary? Or was it a Kind thing?
If any answer is no,

Meaning of the Mantra

THINK RULE Meaning One way in which you One way in which you
can use the THINK rule can break the THINK
rule
(This is right to do)
(This is wrong to do)
Truthful not saying lies Telling your teacher you Telling your friend that
did not do your HW and someone took his things
completing it after school when
Helpful helping someone If someone gets hurt, you If someone gets hurt, you
else do something get them a bandage poke something on them.
Inspiring making others want You follow the rules even You shout when the
to do better if the whole class is not teacher is not in class.
listening.
Necessary you have to do it You get up from your You start singing in class.
otherwise you will place and go sit ahead
not be able to learn because you cannot see
the board.
Kind making others feel Your friend is hurt. You Your friend is hurt. You
good about make her a card to make tell her he looks like a
themselves her smile. joker.

Ways to Solve the Problem:

Did you follow Did your What should you do?

the THINK Rule classmate follow
the THINK rule
1 NO YES Talk to your classmate. Accept your mistake.
Say “I am sorry because I was not ______ .
2 NO YES Talk to your classmate. Tell her the broke the
THINK rule. Ask them “I felt bad because
what you said or did was not ______. You
should also understand it was not the right
thing to do.”
3 NO NO Talk to your classmate. Accept your mistake
and tell them about their mistake. “I am sorry
because I was not ______. I felt bad because
what you said or did was not______. You
should also understand it was not the right
thing to do.” If this doesn’t work, follow
peacekeeper steps.
4 YES YES Use the help of your governor or chief
minister, who will be the peace keeper.
He or she will follow the peace keeper steps
(explained below).
If it doesn’t work, you will go to a teacher.

Going to the Peacekeeper

1) Go to your Peacekeeper) when you are not in a lesson.
2) Tell them you have a problem with ________ and you want to solve it.
3) The Peacekeeper will set a time and place for all those involved to meet (not during class hours).
Rules of Meeting:
1) Everyone involved in the problem will meet at that time and place.
2) In the discussion, you only speak when it is your turn and listen when someone else speaks.
3) The Peacekeeper will guide the discussion.
4) Use only I-statements.

Steps for the Peacekeeper:

Ask each classmate in front of the other:
What did you do? What did your classmate do?
(Peacekeeper checks for common things).
How did you feel? How do you think he or she felt?
(Peacekeeper talks about how their feelings were both bad for them.)
What are the things that you agree to with your classmate?
(Peacekeeper talks about how they are similar by choosing points that are the same).
Why do you think you are right and your class mate wrong?
(Peacekeeper tries and gathers proof of statement or understands thinking).
Did you or the other classmate break the THINK rule? Why?
(Peacekeeper uses his own understanding and explains. If both did, they must both say sorry.).
What are the other ways in which you could have done the same thing?
(Peacekeeper talks about other ways to do the same thing without breaking the THINK Rule that both agree to).
Do you like any of the ideas shared?
(Peacekeeper tries and find a new way of doing the same thing.)

Peacekeeper asks both friends to shake hands once they agree.

Questions:
Example Who broke the THINK Rule? What will you do?
Why? (fill this first) ( fill this at the end)
Simran and you were arguing
over who would get to use the
box of sketch pens. They felt that
they were just fighting without
answers.
Karishma, Poonam and you were
deciding a group name. You were
not able to decide on one.
Mayuri is sad because you
walked by without saying a hi.
She does not talk to you all day.