Rejection and Withdrawal - Measures to bring about non-violence in schools - Strategies that can be adopted in school.

1. Non- Violence in Educational
Setting
Rejection and Withdrawal - Measures to
bring about non-violence in schools -
Strategies that can be adopted in school.
By
M.VIJAYALAKSHMI
Assistant Professor

2. Objectives
At the end of the course the student teacher will
1. Understand the concept of peace education.
2. Understand the dynamics of transformation of
violence into Peace.
3. Understand the nature of conflicts and their
resolution.
4. Imbibe the knowledge, attitudes and skills
needed to achieve and sustain a global culture
of peace.
5. Adopt peace education in the curriculum.

3. Unit - 3:
Non- Violence in Educational Setting
3.1 Factors Contributing to Non Violence at
Schools.
3.2 Violence and Aggression - Perception of
Threat and Aggressive Behavior.
3.3 Rejection and Withdrawal - Measures to
bring about nonviolence in schools -
Strategies that can be adopted in school.
3.4 Individuals and long term solutions to
maintain non- violence.

4. Unit - 3:
Non- Violence in Educational Setting
3.3 Rejection and Withdrawal -
Measures to bring about non-violence
in schools - Strategies that can be
adopted in school.

5. Withdrawal
• Withdrawal may be viewed as a psychological
defence mechanism it is a psychoanalytic term
and refers to the tendency to escape from or
avoid situations that may be experienced as
emotionally or psychologically challenging.
• When this strategy is overused personality
disorders can develop for example avoidant
personality disorder or schizoid personality
disorder

12. Measures to bring about
non-violence in schools

13. • There are different approaches to peace
and perceived by the different eminent
personalities. The most of the
researchers and educationists suggested
the ways and means for attaining peace
spin around five approaches. They are:

14. • Power politics : Peace through coercive power
• World order: Peace through the power of law
• Conflict resolution: Peace through the power
of communication
• Nonviolence: Peace through will power
• Transformation: Peace through the power of
live

15. Power politics :
Peace through coercive power
• The first peace paradigm, power politics is
the traditionally dominant frame work in the
field of international relations.
• Advocates of this paradigm, who refer to it as
“political realism”, contend that there are no
universal vales that can be held by all actors
in the international system

16. World Order:
Peace through the power of law
• The second approach to peace explored by
the class is the world order paradigm.
• This paradigm which views the “order”
created by practices that sustained
cooperation among states and other
significant actors, such as non-governmental
(activist) organizations and
intergovernmental organizations, is both
possible necessary.

17. • Peace can be actively sought through
policies and efforts that build
consensus, reduce injustice, create
opportunity and provide multilateral
frameworks for responding to common
challenges

18. Conflict Resolution:
Peace through the power of communication
• The third paradigm, conflict resolution, offers a
highly pragmatic approach to peace through the
development and refinement of skills for
analyzing conflicts and responding to them with
effective strategies of communication and
negotiation.
• According to this paradigm, conflict is natural at
all levels of human interaction and organization,
from the interpersonal to the interethnic and
international.

19. • To manage and resolve conflicts
effectively, we must become aware of
our attitudes towards conflict and our
attitudes towards conflict and our
habitual conflict management styles
(competitive, collaborative, avoidant,
submissive, etc.)

20. Non violence:
Peace through will power
• One of the most common misconceptions
about the fourth approach to peace and
nonviolence is that it is a paradigm that
enjoins passivity.
• As Gandhi, Martin Luther King and many
others have underscored, nonviolence is
action animated by principle and informed by
the proposition that means and ends are
inseparable.

21. • According to the non-violence
paradigm, genuine power derives from
will power and human solidarity rather
than from violence, which undermines
community and sows the seeds of its
own destruction.

22. Transformation :
Peace through the power of love
• The final approach to peace making focuses
on the centrality of education, cultural
change, and spirituality in all genuine
attempts to make peace a reality in daily life.
• From the stand point of the transformation
paradigm, pace making is not only an effort
to end war, remove structural violence, or
establish the presence of external value
conditions.

23. • It is also a profoundly internal process,
in which the transformation of the
individual becomes a metaphor for an
instrument of broader changes.

24. • The subjects teaching in the educational
institutions are meaningful and help the
learners to attain their life goal.
• Both teachers and taught should
understand the ultimate purpose of
teaching learning process in the
institutions.
• A subject is not learned merely for the
subject’s sake the teachers have to
make a subject meaningful.

25. • The subjects have to be interpreted in such a
manner so as contribute to learner’s social,
emotional, intellectual and moral self-
development.
• Peace Education attempts to humanize
subjects through bringing in human
perspectives and effective dominion into
learning.
• The activities can be planned to build peace
vision attitude in Children.
• It strength lies in the affective component it
inherits.

26. • The subjects such as Language teaching, social
studies, religious education, mathematics and
science teaching could be effectively taught with
integration of peace components.
• Different instructional strategies appropriate to
teach peace education could be adapted in
teaching of all subjects in the educational
institution.
• Peace-building activities, self-development,
activities, story of civilization, religions harmony,
all faith prayer, environmental awareness and
self discipline activities could be integrated as
hidden activities of all subject matters.

27. Teaching Methods
• Teaching in the broadest sense is any act or
experience that has a formative effect on the
mind, character and physical ability of an
individual.
• In the process of integrating peace education,
how to teach is more important than what to
teach.
• The teaching methods already practiced by the
teachers for the existing subjects can be used for
teaching peace education also.
• But some of the specific teaching methods
discussed below could be more useful.

28. Teaching Methods
1. Cooperative Learning
2. Group Discussion
3. Peer Teaching
4. Brainstorming
5. Role play
6. Energizers
7. Story telling
8. Service learning
9. Experimental Teaching
10. Inquiry based learning and teaching
11. Dialogues

29. • These methods would be helpful in
making peace a subject of study,
concern and action, both in the
classroom and beyond. But these
methods should be used deliberately to
support learning aims to relate the
knowledge, skills, and attitudes of peace
education.

30. 1. Cooperative Learning
• Cooperative learning is a successful teaching
strategy in which small groups, each with
students of different levels of ability use a
variety of learning activities to improve their
understanding of a subject.
• In cooperative learning environment, the
teacher is a facilitator for the class, a mature
trusted person who will guide an advice the
students.

31. • This method increases problem –
solving skills, enabling students to
devise more solutions that demonstrate
good creativity and practicality.
• All of these outcomes would be
consistent with the aim of peace
education.

32. 2. Group Discussion
• The class can be divided into small groups to
discuss about the peace topics such as :
a) What is peace?
b) Why is UNESCO necessary?
c) What is the purpose of rule and law ?
d) What are the importance of social integration ?
e) Discussion on conflict management
f) International conflicts and solutions

33. 3. Peer Teaching
• Peer teaching helps students share their
knowledge, ideas and experience among
themselves.
• In this technique the students are divided
into small groups.
• Before the groups move off to discuss the
topic, the teacher should give them an
overview of the topic and provide each group
with specific task they must meet within a
given time frame.

34. • Topics such as how children learn violence
from war toys, video games, the mass media
contributions of Gandhi, Martin Luther King,
and other great peace makers, could be
taught by their own peers.
• Through peer teaching, both the peers and
other students get benefits of imbibing peace
values.
• Effective peer teaching provides students
with opportunities to develop awareness and
understanding of community issues,
problems to develop social responsibility.

35. 4. Brain Storming
• It is famous techniques formally used by
Socrates a great philosopher. In the field of
psychology this method is used to foster the
creativity among the students.
• Brain storming is a technique for creatively
solving problems and breeding fresh ideas.
• The teacher’s responsibilities are guiding the
session, encouraging participation and writing
ideas down.
• Teachers should devote most of their effort to
design their teacher to bring peace to the
classroom.

36. • The first stage in the Brain storming technique is
“identifying problem”.
• In this phase, the individual will identify the
problem in well-defined manner.
• The second phase in the “Consolidation phase”.
In this phase, a well – defined topic should be
developed by merging the ideas into one large
idea map.
• During this consolidation phase, students may
discover a common understanding of the issue
as they share the meanings behind their ideas.

37. • The third and final phase is the “Assessment
Phase”.
• After refining the problem students should
be made to draw a mind map which should
have principles of analyzing the problem in
the context of causes, consequences, impact
of the problem and finding solution to the
problem, emotions to be managed during the
process, human values to be cultivated and
sustained and the ways to explore the
problem in depth.

38. 5. Role play
• Role play in general refers to situations when
a participant assumes a “role” by playing a
part in a specific situation or scenario.
• In the context of peace education, students
can also play the role of ministers who offer
advice to country to avoid participation in
terrorism.

39. • Students can play the role of amazing
peace heroes such Gandhi, Luther King,
Nelson Mandela, Mother Teresa, Swami
Vivekananda and other heroes, who
have made significant contributions to
peace during their lives.

40. 6. Energizers
• School can become quite a bore, if students
are not able to stretch and move during class.
• Students of all ages are better learners if they
take periodic rests.
• Motivational activities can be used
throughout the day and after some practice,
it will only take 5 – 10 minutes to energize
the students.

41. • The students can be asked to watch the
clippings, news, journals and magazines
regarding peace education.
• This activity can be used to motivate the
student in peace education.

42. 7. Story Telling
• Story telling is considered as far -
reaching teaching methodology for
education for peace, whereby listening
to and vocalizing the lived experiences
of those in dominated roles within
society counters the power of
“Conscientised” minds.

43. • Teacher can make use of this method in
unique and innovative ways to promote
positive social change for peace.
• Peace building stories need to be shared
in as many different ways as possible.

44. 8. Service Learning
• Service Learning is a teaching and learning
strategy that integrates meaningful
community service with instruction and
reflection to enrich the learning experience,
civic responsibility, and strengthen
communities, providing service experience to
students would help them to understand
diversity and mutual respect among all
individuals.

45. • And also it helps the students develop
interpersonal skills in conflict resolution
skills and group decision making skills.
• Therefore “service learning activities
enhance the peace building behaviour
among the individuals.

46. 9. Experiential Teaching
• Experiential teaching is a model which
promotes learning by doing.
• During experiential learning, students
are not necessarily taught how to do
something but how to find out the
answer to problem they are looking for
through trial and error.

47. • According to Pfeiffer and Jones, 1981, the
five step experiential model includes:
Experience (doing activity), share
(Communication with others), process
(analyse and reflect on experience),
Generalise (relate experience to real word),
and Apply (use what was learned in a
different situation).
• Hence, teaching becomes an interaction
between the leader and student awakening
the learner’s curiosity and intelligence,
through experiential learning.

48. 10. Inquiry- based learning and Teaching
• As inquiry – based learning and teaching has
to begin with questions; teacher can make
students answer the questions.
• By asking critical questions and actively
participating with their communities in the
classroom, students are made to be engaged
with issues at the core of contemporary
society.

49. • Through this inquiry-based method of
learning, sharing of personal knowledge and
experiences, ability to ask critical questions
and active listening would increase.
• Moreover, students can experience a range of
thoughts and perspectives for cultural
understanding, non-violent communication
and learn conflict management skills.

50. 11.Dialogues
• Dialogues is the highest form of communication,
it involves there two-way communication where
each student draws the other out, searches for
new meaning, voices ones own opinion with
integrity, all in search for truth or a mutually –
acceptable course of action.
• Dialogue creates a shared space where students
can come together through discussion.

51. • The dialogues related for promoting the
principles of tolerance, peace, respect for
diversity, human rights and citizenship and
for promoting the peace process between the
two nations.
• Open-mindness and tolerance will enhance
through dialogue method by perceiving the
world openly and providing the ability to
accept differences.

52. Curricular and co - curricular activities
• Peace education programes should find
their way into the co-curricular activities
which may start in a variety of different
ways through Assembly, sports and
Games, Debates, club activities,
organizing uniformed groups and
cultural meets.

53. Staff Development
• All the staff involved in the educational
system should be given proper training in the
peace education curriculum.
• The in-service programme could be
conducted in the line of promoting peace
building culture among the staff.
• The peace value to be inculcated through
staff meeting, discussion forums, intensive
training programmes, seminars and
workshops.

54. Classroom and School Management
• The teachers and administrative heads of the
institute should inspire the followers through
their refined way of managerial skills.
• Teachers should exhibit good morals and
values, display proper manners, teach right
from wrong, mediate peer conflicts, employ
effective and impartial listening, and show
support for students.

55. • We can understand how teachers
can manage classroom to instill
peace among students from
classroom management principles.

56. Strategies that can be
adopted in school

57. • At first Peace Education aimed at eliminating
wars, but it currently addresses building a
culture of peace through the educational
system at schools.
• It aims at the model environment where
peaceful and respectful behaviour among
students, teachers and administration is
learned and the principles of equality and
non discrimination are demonstrated in
administrative polices and practices.

58. • School should create a climate in which
everyone, especially the children, feel safe,
valued and respected; it should protect their
rights and teach them how to handle conflict
in ways that respect the rights and dignity of
all involved.
• It should also integrate the following
concepts of understanding of peace, human
rights, social justice and global issues through

59. • ‘Practicing peace' can be promoted
through classroom activities that
encourage self-esteem, trust,
cooperation, empathy, assertiveness
and an appreciation of differences and
diversities. The following are the
practical steps to build peace culture in
schools:

60. Meta-cognition and Thinking dispositions:
• Meta-cognition involves the understanding
about how to talk, describe and improve
thinking and learning; it will also help
learners to become independent and self-
directed.
• Self-questioning, self-correction and
evaluating the quality of arguments involves
the learners reflecting upon how they
organize their thinking.

61. • Meta-cognition involves learning how to
assess whether one has learnt and what one
has learnt, and being aware of strategies that
improve thinking and learning.
• As we saw before, those teaching methods
can be practically taught to the students but
after that teacher should use Meta cognition
technique in the following way.
• When they are developing the plan of action,
they should be made to ask them selves:

62. • How my prior knowledge will help me with
this particular task?
• In what direction do I want my thinking to
take me?
• What should I do first?
• How much time do I have to complete the
task?

63. • When they are maintaining/monitoring the plan
of action, they should be made to ask them
selves:
• How am I doing?
• Am I on the right track?
• How should I proceed?
• What information is important to remember?
• Should I move in a different direction?
• Should I adjust the pace depending on the
difficulty?
• What do I need to do if I do not understand?

64. • When they are evaluating the plan of action
they should be made to ask them selves:
• How well did I do?
• Did my particular course of thinking produce
more or less than I had expected?
• What could I have done differently?
• How might I apply this line of thinking to
other problems?
• Do I need to go back through the task to fill in
any “blanks” in my understanding?

65. • The Thinking through Dispositions
approach aims to encourage students to
consistently make key thinking that will
deepen their understandings of topics
they are studying.
• When we implement thinking
disposition, it is to deal successfully
with the complexities of living and
working in the present and future
world.

66. • Learners need to accept and value
differences based on culture, race, gender,
disability and appearance.
• Respecting others and their viewpoints,
acknowledging different perspectives,
listening carefully and attentively, being
willing to share ideas, and being prepared to
canvass areas of disagreement in working
and learning together are displayed in
thinking disposition.

67. • Learners need to develop thinking
dispositions that will enable them to be
empathetic, fair-minded, and caring about
themselves, others, and the environment.
• In choosing the Meta cognition technique,
teachers should evaluate themselves with
the following questions:

68. • Is the technique realistic?
• Is this technique targeted to the
developmental level of the student?
• Is there a good fit between the Meta
cognition technique and the reality it is
representing?
• Is there more than one solution to the
problem/challenge posed?

69. • Are the activities designed to encourage
students to enhance the activity through
their own ideas?
• Does this technique provide any 'hands-on’
so that students become participants, not
just listeners or observers?

70. The Classroom as a Peaceful Community:
• For this, teachers should first create an
atmosphere of belonging and
acceptance.
• They can build up this spirit of
camaraderie through a whole-class
project, such as a bulletin board display
(“I am a Peacemaker when ...”).

71. • Schools can conduct Peace Seminars.
There may be peace slogans, messages
related to peace, unity, and love.
• Teachers can plan to use audiovisuals,
documentaries showing the pain and
loss of lives caused by religious hate.

72. • Peace Walks, where banners can be made by
the children could be carried in public, will
promote feeling of oneness.
• These walks will also bring them closer to
each other and create an environment of
friendship among different sects.
• There can be speech competitions, a Peace
quiz and fieldtrips for students and teachers
to visit the centers working on peace and
interfaith harmony.

73. Language Arts Activities:
• Children can be encouraged to write essays
on ‘A Peacemaker in Our Community’, ‘I feel
peaceful when...’ etc.
• They can start by reading about famous
peacemakers in history, such as Martin
Luther King, Mahatma Gandhi, or Nobel
Peace Prize winners.

74. • Children may also be asked to write peace
poetry, beginning with the theme “What
Peace Means to Me.”
• Schools can set aside one day for performing
acts of kindness, or observing others engaged
in such activities.
• These experiences can provide a theme for
peace poetry.

75. Trust Building Activities:
• Trust is a core psychological and
interpersonal issue.
• Trust building activities can break down
barriers and build deep feelings of trust and
reliance between individuals and within
small groups.
• For example, many trust building activities
involve people being blindfolded and guided
by others.

76. • It is vital to demonstrate and actively
encourage a high level of care and
responsibility towards people in these
exercises who take the risk of trusting.
• It is not OK to have a blindfolded and trusting
person walk into a wall or low bench.
• Attention should be also paid to the
background of specific groups and
consideration needs to be given to the
variety of individual responses which can
emerge.

77. • Group members should already have come to
accept each other and demonstrated
individual responsibility before tackling trust
building activities.
• Hence, before introducing trust building
activity, icebreakers and get-to-know-you
activities could be done.
• Trust building activities help people to
develop mutual respect, openness,
understanding, and empathy, communication
and teamwork skills.

78. Morning Meeting:
• Morning meeting, a 20-30 minute daily
routine, may be used to begin the school day
in all schools and classrooms.
• Values are to be reinforced throughout the
year through “The Morning Show,” or the
kick-off assembly, as well as morning
announcements.

79. • Thoughtful pieces are to be
anonymously shared ; during morning
announcements.
• The monthly good citizen awards can be
introduced in the morning meeting, as a
good reinforcement to kindle the
human values and sensitizing towards
duties and responsibilities among
children.

80. Celebrate One Day in Peace.
• One Day in Peace began in 2000 and is
celebrated on January 1st as a day of
peace and sharing throughout the
world.
• School management should celebrate
this day regularly to bring universal
values and respect.

81. Peace Week:
• Teachers can integrate Peace Education by
organizing Peace Week in the school setting.
• Peace Week activities can promote peace and
recognize the efforts of those who strive to
provide a safer and more peaceful school
environment.
• During Peace Week children can be asked to
organize an exhibition about peace.

82. • Children can compose songs about peace and
prepare posters, paintings, murals, tee-shirt
designs, and decorated plates and coffee
mugs which offer many possibilities for
peace-related artwork so that students can
learn how to tolerate and accept others, to
share, cooperate, and live in peace, learn
kindness, care, and concern for others, as
well as how to settle differences without
violence.

83. Celebrations around the World:
• A Multicultural Handbook describing activities
for each month of the year regarding
celebrations, festivals, or religious holidays
observed by countries and cultures can be
provided to each child.
• This unique celebration of the commonalities
and differences between school days in different
countries will enrich knowledge and delight
imagination as children share in the experiences
of their peers around the world.

84. School Library:
• A collection of books, stories and poems about
peace would be helpful in bringing peace among
teachers and children.
• Books are a wonderful way to bond
interpersonally when shared together and to
explore concepts of peacemaking that aren’t
readily available in everyday life.
• The following books can be helpful in illustrating
the abstract concepts of peace within the
context of Peace for Me, Peace for Us, Peace for
Everyone, and Peace for the Planet.

85. Displaying Peace Mottos:
• Having peace mottos displayed in
the school campus, classrooms,
corridors, and garden acclimatize
children to peace attitudes and
values. Gradually they will begin to
appreciate such life guiding moral
sayings.

86. • They may remember such sayings
throughout their lives.
• The school hall can be given names of
values, e.g. Hall of Compassion, Hall of
Joy.
• Such type of constant exposures to
peace thoughts helps internalize such
values.

87. • The ultimate aim of education is to inculcate
a behaviour which should always be in the
desired direction.
• Any individual can grow only when there is
peace in his personality. The dynamic
organization of the physical, psychological
systems of any individual will be at his prime
only when it is propelled by internal peace.
• The satisfaction, assurance and guidance
enjoyed by the learner in the school will keep
him at peace.

88. • The content delivered in the curriculum
through oral, auditory, symbolic, semantic
and behavioural means should ultimately
cause peace.
• Hence Peace Education is not a separate
issue, but it should be interwoven,
interlinked and interphased within the
curriculum.
• The race of curriculum will be efficiently
finished only if it is energized by peace,
causing integration between the present
curriculum and Peace Education.

89. • The methods, the practice, the
evaluation, the classroom climate, the
discussions, happenings' in side the
classroom, inside the laboratory, on the
play field, in the library and all that
which includes the educational
environment and educational process
serve as catalysts for the process of
integration between Peace Education
and curriculum.

90. Sources are taken from
•Slidesharenet.com
•Web sources