Effective Communication for

Mediation.
2018-1-ES01-KA229-050470

Gdańsk, Poland 1-7.04.2019

This project has been funded with support from the European Commission. This document
reflects the views only of the author, and the Commission cannot be held responsible or any use
which may be made of the information con-tained therein.
1. A
compromising
picture online
 A compromising picture taken at a student’s party –
and published online. The main character (a student)
in the picture contacts a teacher for help.

The harm done is:

Description  Humiliation within the peer group

of the  A potential threat for a future career

situation (1) Roles:

 A girl in a delicate situation (1)

 A girl providing suport (2)
 A girl who took a picture (3) – and sent the picture to a friend
 A girl who published the picture (4)
 A peer group reacting on the picture (N)
Solution:
listening to all Objectives:
perspectives Calm emotions

and finding a Go beyond hyperrealism

 Satisfaction for all involved
 Addressing hidden tensions
solution Reintegrating the peer group
Avoid the labeling of students
Avoid moralism
 • GROUPING:
– At first, only the sides involved as defined
by student (1).
– The class of student (1).

Requirements • MATERIAL
– Material supporting an additional lesson
planned.
 • The teacher who is contacted by student (1):
• Establishes – together with the student (1) - what
exactly happened in a journalist-like fashion.
• Requests support by the school pedagogue/
psychologist.
• Organizes a second meeting with student (1)
immediately after the contact with the school
specialist. It is established who are „sides” in the
event. This decides on who will be in a follow-up
meeting and the time frame needed for that
meeting.
• Organizes a meeting with all relevant sides under
mediation conditions. In the meeting it is
Instructions described what happened. Student (1) is asked
what would satisfy her. The other sides are asked
whether they agree with the wish of students (1).
– If all agree, a solution is written by the
teacher. The teacher and all sides sign off the
document.
– If there is no agreement, a document is
created describing that there is no agreement.
Next, a new meeting is planned. This
continues until a common solution is agreed
upon.
• Organizes a lesson on how to deal emotionally
with these kinds of situations
 Is the solution as described in
the document resulting from the
common meeting implemented?
Yes/ no/ partially?

Evaluation
A questionnaire during the
additional lesson measuring
student emotions.
 
Learn to use language to express their
emotions

Acquire the ability to see others’ point of view

To help students to think about the effect
cyberbullying

can have on others and themselves, and how
A Lesson Plan to seek advice

- Goals 
Explore and understand what is meant by
‘cyberbullying’

Be able to discuss the context of an online
post and consider the impact it may have on
the recipient

Be able to identify the steps they should take
to respond to cyberbullying.
A Lesson Plan

GROUPING: MATERIALS:
 a group of four  “Going viral” worksheet
 pair work  “Scenarios and
 the whole class emotions” worksheet
A Lesson Plan - Directions:
Defining  What is cyberbullying?
cyberbullying – a  What does it look like?
group discussion.  Where does it happen?

How photo sharing  Students complete „Going viral” worksheet with the sums of
can get out of hand? a picture spreading online.

Follow up:  Discussion on the results.

 „The emotion barometer” worksheet / pair work

Students get different scenarios and need to match them with their
own emotions.

They need to discuss it from different points of views: the sender

ad the recipient.
A lesson The recipient:
plan –  Is it meant to be a joke?

directions
 Do other people who do not know it will consider it to be a joke?
 How does it make you feel to know that other people will see the comments
online?
 Do the comments make you worry about what might happen next?

The sender:

 How was he/she feeling when he/she was sending it?

 How would he/she feel if it goes viral?
 What consequences might it have on the involved person and the others?
 How to control your negative emotions and impulse?
 „What would you do, if...” worksheet / pair work

Students read the questionnaire and decide how they would behave in a given situation in pairs.

1. If you are being cyberbullied:

a) tell a trusted adult

b) block or delete the contact

c) save the evidence (you can take screenshots to do this)

d) never reply.

2. If you think someone is being cyberbullied:

A Lesson Plan a) tell a trusted adult

- Directions:
b) support the person and let them know they are not alone

c) make it clear that these messages are not ok

d) show others good online behaviour by writing positive comments

3. If you think you may have posted something that has upset someone:

a) remove the content

b) apologise to the person and explain that you won’t do it again

Follow-up:

Discussion 1: What would you do and why? / the whole class

Discussion 2: Where can you go for support ? / the whole class

 • A questionnaire during the additional
lesson measuring: Cyberbullying
recognition and reaction.
A Lesson Plan - Evaluation
 1. Leaflets and kits on cyberbullying:
• https://www.webwise.ie/teachers/resources/
•
https://www.ore.edu.pl/2015/06/profilaktyka-agresji-i-przemoc
y_2/
http://bezpiecznyinternet.edu.pl/ www.akademia.nask.pl,
www.kursor.edukator.pl, www.saferinternet.pl
2. Educational interactive videos and lessons:
Proposals for • a. I Like It – Safer Internet Day song
https://www.webwise.ie/teachers/myselfielesson4/

improvement • b. You’ve been framed

• http://learnenglishteens.britishcouncil.org/study-break/video-z
one/i-it-safer-internet-day-song

3. Support Group contacts: The Centre for Education

Development, Poland
•
https://www.ore.edu.pl/2018/01/centre-for-education-develop
ment/
.
https://www.ore.edu.pl/2015/06/profilaktyka-agresji-i-przemoc
y_2/
2. Otherness
 Description:

Seemingly one girl (2) harasses another girl (1) frequently. But it
later on appears that they have a history of mutual aggression.

The harm done is:

Description of
the situation Violent displays of non-acceptance by both girls

(2) Roles:

One girl (1) labels another girl (2) as „ a sinner” based on her
religion;

Girl (2) attacks girl (1) as a „religious hypocrite”.

 1. Objectives:
• Calm emotions
Addition cycle of • Go beyond hyperrealism
– Satisfaction for all involved
lessons on – Addressing hidden tensions
everyone’s • Reintegrating the peer group
conditional right to • Avoid the labeling of students
„otherness” • Avoid moralism
 Organize an additional cycle of lessons for the class involved. The cycle concerns:

1. Respect

2. Acceptance

3. Tolerance

Instructions
Requirements

GROUPING: The whole class

Material supporting an
MATERIAL: additional lesson planned.
 • A school campaign created by the whole
Evaluation class.
 Become aware of the differences in understanding and feeling
about race, religion, gender, language looks, clothings, hobbies
Explore and understand what is meant by tolerance

Distinguish values supporting tolerance

Create better acquainted and strengthen peer relationships

A Lesson Plan
- Goals Learn to use language to express beliefs

Develop communication to improve the relationship with others

Acquire the ability to see others’ point of view

Being able to take an action: A social campaign

 a group of four
GROUPING: pair work
the whole class

A Lesson Plan
“Tolerance
paired activity”
worksheet
MATERIALS: “Getting to know
you” brochure
worksheet
 1. Brainstorming on Tolerance / the
whole class
 Teacher draws a circle with a word TOLERANCE
inside, on the board and asks students about
their ideas, related words (Broadmindedness,
A Lesson Plan To be non-judgmental, Open-mindedness,
Unprejudiced) and associations creating a
- Directions: mind-map.

2. Definining tolerance / a group of

four
 Students work on their definitions in groups
then share it with a class. The defintions are
written on the board.
 3. Tolerance Paired Activity / the whole
class
 Students pair up with someone who they don’t know
very well. Using the Venn Diagram, they identify
things that they have in common and things that are
different. They consider things like race, religion, first
A Lesson Plan language, place of birth, favorite styles of clothing,
beliefs, hobbies, music, gender, social groups.
- Directions: Follow-up. Discussion on similarities and
differences among students in a class.
 Teacher tries to identify major differences among the
students in a class and write them on the board.
 A Key to the activity: Teacher reveals a key to the
activity: Students who see more connections with
each other are more tolerant of their differences.
 A Lesson Plan - Directions:
4. Discussion on tolerance / a group of four / the whole class
 Teacher asks questions and receives feedback:
 Do you think you are tolerant? Is it possible to respect others for their character,
abilities, and conduct, regardless of the differences?
 Teacher asks to name the values and stages that enhance tolerance by students
completing the sentence: „Show your tolerance by…”
 Students investigate the ideas in a group of four. Teacher asks for a feedback and
establishes the stages and values. (The values should include: acceptance, respect,
tolerance)
5. A social campaign / the whole class / a group of four
 Teacher asks a question and gets feedback: What is a social or community activism?
Teacher writes on the board „Tolerance matters!”
 Students are asked to create their social campaign on tolerance by creating slogans,
posters and a community brochure including values promoting tolerance in their school
community. They use „Getting to Know You” worksheet to design a brochure that is to
instruct students at their age how to be more tolerant of others.
A Lesson Plan - Evaluation

An event: „A Tolerance Day” organised at

Presentation of the slogans, posters and the school with a set of workshops,
brochures during the following lesson. public speeches and open discussions.
Action: Social activism including posters,
slogans and brochures.
1. TedTalks:
a) We Are All Different - and THAT'S AWESOME! |
Cole Blakeway https://youtu.be/sQuM5e0QGLg
b) Tolerance: What's the point?: David Gray at
TEDxEducationCity

2. Educational videos: A lesson on Image and

Identity: Lewis Lansford, Paul Dummett, Helen
Proposals for
Stephenson, „Keynote Advanced.“ „Who am I? Think
again“ Hetain Patel’s TED talk improvement
3. Websites: Teaching Tolerance:
https://www.tolerance.org/classroom-resources/film-ki
ts
Education world:
https://www.educationworld.com/a_lesson/lesson/less
on294.shtml
Thank you.