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Session-1-Learning-Climate_ToT.pptx

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Session-1-Learning-Climate_ToT.pptx

  1. 1. Training of Trainers Enhanced PAFLO Module Brentwood Suites, Quezon City June 6-7, 2018
  2. 2. SESSION 1: Setting the Learning Climate
  3. 3. ACTIVITY FLOW: 1. Form one big circle 2. Round 1: Each one, please say your name (or the name you want to be called in this training). 3. Round 2: Say your name again, now with an adjective that starts with the first letter of your name and that also describes you. 4. Round 3: Say the name and adjective of the person on your right side. ACTIVITY 1.1: I am…
  4. 4. ACTIVITY 1.1: I am… REFLECTIONS: 1. How do you feel about the activity? 2. What do you think is the importance of remembering names? 3. Do you remember each other’s name?
  5. 5. ACTIVITY 1.1: I am… GENERALIZATION: Summarize discussion and explain: 1. It is important to remember the name of everyone as this training will require them to mix with everyone. 2. Calling each other by their preferred name is one way to show respect for co-participants. 3. They have five days to memorize each other’s name and to get to know each other more.
  6. 6. ACTIVITY 1.1: I am… APPLICATION: 1. Go inside the circle and move around. 2. Stop in front of anyone in the circle and ask for the name (with the adjective) of a person you point. 3. Repeat this for several times. 4. Thank everyone for their participation.
  7. 7. ACTIVITY 1.2: My hopes and fears… ACTIVITY FLOW: 1. Group yourselves into 5s. 2. In your small group, select a facilitator, a note taker and a reporter. 3. In your small group, discuss what each one “hopes” to learn about sexual and reproductive health in this training, and what each one “fears” about discussing about it (10 minutes). 4. In the big group, each small group reports on its “hopes” and “fears.”
  8. 8. ACTIVITY 1.2: My hopes and fears… REFLECTIONS: Ask for volunteers to answer the following questions: 1. How do you feel about the activity? Was it easy or hard? Why was it easy or hard? 2. What hopes are common among the different groups? Why do you hope to learn about them? 3. What fears are common among the different groups? Why do you have those fears?
  9. 9. ACTIVITY 1.2: My hopes and fears… GENERALIZATION: Summarize group reports & proceed to discuss the content of the training through the next slides.
  10. 10. Today’s Filipino Youth: • Youth (15-24 years old): 19.2 M in 2013 (30%) • Going through rapid physical, mental, psychological and social changes (Adolescence) • Vision: studies, work & family • Dominant issues: home, education, employment, alcohol/drug use, risky sexual behavior
  11. 11. Today’s Filipino Youth:
  12. 12. Today’s Filipino Youth:
  13. 13. Today’s Filipino Youth: • HIV and AIDS • Sexual Violence
  14. 14. The Enhanced PAFLO is for the: More disadvantaged youth groups to • Have a positive view of sexuality • Make informed choices • Develop healthy & safe sexual relationships • Develop positive social relationships (with family members, peers, others)
  15. 15. By providing: • Correct Information: puberty, sexuality, sexual and reproductive health, human rights, family life and interpersonal relationships, etc. • Positive values and attitudes: sexual and reproductive health, and develop self-esteem, respect for human rights and gender equality; • Life skills: critical thinking, communication and negotiation, decision-making and assertiveness (for better and productive relationships with family members, peers, friends and romantic or sexual partners).
  16. 16. Learning Approach: PARTICIPATORY & LEARNER-CENTERED: • Promotes equality and respect among participants (no one is above anyone); • Considers learners’ experiences as important (learners are experts, too!) • Develops learners’ ability to apply what they learned in their life and community.
  17. 17. Learning Sessions: • SESSION 1: Setting the Learning Climate • SESSION 2: This is me, a unique me! • SESSION 3: My body is beautiful, it is mine! • SESSION 4: My body is who I am. Respect me for who I am! • SESSION 5: My body is my responsibility. I will keep it healthy and safe! Learning Activities: See Program of Activities
  18. 18. ACTIVITY 1.2: My hopes and fears… APPLICATION: Ask for volunteers and instruct them to: 1. Think of one thing that they will do after this session to help them realize any of the hopes they have expressed. 2. Think of one thing they will do after this session to help eliminate any of the fears they have all expressed. Thank everyone for their enthusiasm and active participation.
  19. 19. ACTIVITY FLOW: Form 4 small groups. Ask each group to: 1. Talk about personal experiences of being treated badly, harshly, snubbed or excluded from joining group activities (examples: being black or white; being a girl or boy; being young; being short or tall; being fat or thin; being gay or lesbian; having a different religion; being member of an indigenous people’s group; etc.) and how they feel about being treated badly; 2. Choose one or two situations shared by group members and prepare a role-play to show the situations; and 3. Present the role-play in the big group. ACTIVITY 1.3: How are we the same, how are we different?
  20. 20. ACTIVITY FLOW: After each group’s role-play, ask for the other experiences or situations shared by group members. Summarize the different experiences or situations shared by the different groups. ACTIVITY 1.3: How are we the same, how are we different?
  21. 21. REFLECTION: 1. How does it feel to be treated differently? 2. Have you also treated other people badly or differently? Why? How did you feel treating other people badly? What effect did it have on the other person? 3. What did you learn from this activity? 4. What lessons from this activity will you bring home with you? ACTIVITY 1.3: How are we the same, how are we different?
  22. 22. GENERALIZATION: 1. Sometimes we feel bad because people do not value or treat us well because of our looks, how we behave, our religion, our culture or our family. This is called stigma. 2. When we are not chosen to be part of a group, or people ignore our ideas or do not include is in activities because we are different from them, this is called discrimination. 3. It helps to understand that we all have suffered from any form of stigma and discrimination. We are not alone. 4. In this training, we begin eliminating stigma and discrimination by recognizing and respecting our differences. ACTIVITY 1.3: How are we the same, how are we different?
  23. 23. APPLICATION: 1. Ask for volunteers to think of one thing they will do after this activity to help stop discrimination. 2. Thank everyone for their enthusiasm and active participation. ACTIVITY 1.3: How are we the same, how are we different?
  24. 24. ACTIVITY FLOW: 1. Form 4 small groups. 2. There are 4 tables around, each containing a manila paper with a disclosed heading. 3. Each group, choose a table. Open the heading of the manila paper. 4. For 1 minute, write words or phrases (formal, informal, local terms, etc.) that you associate with the word on the heading. 5. All groups move to the table on your right side. For another 1 minute, do the same but do not repeat the words/phrases already written by the other group/s. 6. Repeat for 2 more times. Remain in the last table. 7. Each group, take turns reading aloud all the words written on the manila paper. ACTIVITY 1.4: Relaxing with Words
  25. 25. REFLECTIONS: 1. How do you find the different words? 2. Were you embarrassed by some of the words? Which ones? Why? 3. Are there words you find harsh and offensive? Which ones? Why? 4. Which words do you find “good”? Why do you say so? When do you use them? 5. Which ones do you consider as “bad”? Why do you say so? When do you use them? 6. In this training, which words do you want us to use? ACTIVITY 1.4: Relaxing with Words
  26. 26. GENERALIZATION: o Because it is taboo for us to talk about sexuality in public, people, young and old alike, find certain sexuality-related words embarrassing, offensive or harsh. o We can treat everyone with respect and dignity by not using embarrassing, offensive or harmful words. o We can show respect by avoiding offensive behavior and actions when discussing about our body and sexuality. o This exercise is to get everyone relaxed talking so that everyone feels free and safe to talk about experiences, thoughts and feelings. o This exercise is to make the learning comfortable and safe for everyone. ACTIVITY 1.4: Relaxing with Words
  27. 27. APPLICATION: Inform that in the following activities only the words they agreed upon will be used throughout the training. Emphasize that everyone should be treated with respect and dignity and that males and females should be treated equally. Thank everyone for their enthusiasm and active participation ACTIVITY 1.4: Relaxing with Words
  28. 28. ACTIVITY 1.5: Ground Rules ACTIVITY FLOW: 1. Everyone has the responsibility to make the training go well. 2. To do this, everyone should agree on how to work together so that everyone feels comfortable and safe, and is able to learn and contribute to the discussion. 3. Go back to your small group. Discuss what rules should be followed by everyone. 4. Each group presents suggested rules in mime (acting without words). 5. The other groups guess what those rules are. Ask the class to agree or not.
  29. 29. SAMPLE GROUND RULES Our Ground Rules:  We will be kind and give support to each other.  We will not force anyone to say anything if he or she does not want to.  We will not laugh at what co-learners say.  We will not insult each other.  We will treat the opinions of boys and girls as equally important.  If anyone wishes to speak, he or she will raise a hand and wait to be called.  Anyone can ask questions at any time. There is no such thing as a stupid question.  We will keep strictly confidential all things shared in this training. We will not discuss them outside this group.  We will not judge classmates because of what they do or say.  We will listen attentively to what others in the class say.  No one will talk when someone else is talking.  We will all laugh and have fun.
  30. 30. ACTIVITY 1.5: Ground Rules REFLECTION: 1. What important things have you learned in this session? 2. How will you use what you have learned in your own life? 3. What did you enjoy most about this session? 4. What did you find difficult?
  31. 31. ACTIVITY 1.5: Ground Rules GENERALIZATION: Summarize the discussion and emphasize the following: • Setting ground rules is one way of making and keeping the learning environment safe, respectful and trustworthy to everyone. In discussing sexuality and related topics, which are mostly personal and private matters, it is important to make everyone feel safe, respected and valued. • Keeping the learning safe and respectful encourages sharing and participation in discussions. • Active participation in discussion builds life skills such as critical thinking and communication.
  32. 32. ACTIVITY 1.5: Ground Rules APPLICATION: Ask for volunteers to express (or pledge) commitment to the ground rules. Thank everyone for their participation.
  33. 33. SESSION 1: Setting the Learning Climate  This opening session aims to make you feel comfortable, safe and respected. So, how do you feel now? Is there anyone who is not yet feeling comfortable? It is alright if you do not yet feel comfortable. As we move to the next activities and sessions, you will get the chance to interact more with each other and to make everyone feel safe and respected.
  34. 34. SESSION 1: Setting the Learning Climate The whole training has been designed to make each and every one of you feel not only comfortable but also safe and respected. The ground rules that we all created and agreed to observe should remind us how we should treat each other.
  35. 35. SESSION 1: Setting the Learning Climate As your facilitator, I will do everything in my capacity to make learning comfortable, safe and enjoyable for all of you. But without your cooperation – or without us respecting each other, your learning will not be comfortable, safe and enjoyable.
  36. 36. SESSION 1: Setting the Learning Climate The next session will help you develop or strengthen self- awareness or what you know about yourself. Becoming aware of who you are will help you recognize qualities you already have and do not yet have to be able to make responsible and healthy decisions in life.
  37. 37. SESSION 1: Setting the Learning Climate Thank you everyone for your enthusiasm and active participation in all activities of this session!

Editor's Notes

  • NOTE: This activity is another way of asking what participants expect to learn from the training. “Hopes” are specific topics about SRH that they want to be discussed in the training. From the field-test, participants identified topics as: when does pregnancy happen; how can it be prevented from happening. “Fear” are their reservation about discussing SRH. For instance, participants expressed discomfort on talking about sex openly because of particular reasons, etc).
  • NOTE: This activity is another way of asking what participants expect to learn from the training. “Hopes” are specific topics about SRH that they want to be discussed in the training. From the field-test, participants identified topics as: when does pregnancy happen; how can it be prevented from happening. “Fear” are their reservation about discussing SRH. For instance, participants expressed discomfort on talking about sex openly because of particular reasons, etc).
  • NOTE: This activity is another way of asking what participants expect to learn from the training. “Hopes” are specific topics about SRH that they want to be discussed in the training. From the field-test, participants identified topics as: when does pregnancy happen; how can it be prevented from happening. “Fear” are their reservation about discussing SRH. For instance, participants expressed discomfort on talking about sex openly because of particular reasons, etc).
  • NOTE: Refer to specific slides on PAFLO introduction to discuss more about incidences of HIV and AIDS, and sexual violence.
  • NOTE: This activity is another way of asking what participants expect to learn from the training. “Hopes” are specific topics about SRH that they want to be discussed in the training. From the field-test, participants identified topics as: when does pregnancy happen; how can it be prevented from happening. “Fear” are their reservation about discussing SRH. For instance, participants expressed discomfort on talking about sex openly because of particular reasons, etc).

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