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Additional questions

Page history last edited by PBworks 6 years, 2 months ago

 

Additional questions for the introduction:

What can you do? (Rights, freedom)

What shouldn’t you do? (Rules, agreements, prohibition signs)

What should you do? (Rules, duties, appointments. At home, at school, in your environment)

What happens if there are no rules?

What happens when there are too many rules?

What are rights?

Do children have rights?

Do you also have rights? For example.. (Personal opinion, safety, love, protection, freedom ..?)

Adults in your environment must take care of…?

What should the directors of your town or city take care of?

Where can the government take care?

 

When were you really happy?

What made you really happy?

What or who do you need to be happy?

What is the difference between loving or needing? Give examples.

What’s the difference: What do you need, what is luxury? And for a child in a country with much poverty?

What do you consider a basic need?

 

What rights are fair and equitable for every child? Can you name some?

You can also vote: A student mentions a right and explains why this is important right. Give arguments. You can make a game, with three compartments in which children can stand after mentioning a law: Are you for or against? Or don’t you know?

Which rights are important? (Almost) everyone agrees.

Do you think you have the same rights as an adult?

 

What can you do if you are being treated unfairly?

Would you be someone else if you:

  • Were born in another country?
  • Could not read and write?
  • Had a different name?
  • Couldn’t live with your family?

 

Is it all right if children work?

How old do you have to go to work?

Which kind of work can children do? Which work can’t be done by children?

Do you get paid for work? Is that ok/not ok?

Are children allowed to keep the money they earn, or should they give it to their parents?

Would you like to earn money?

Which do you prefer: working or playing?

Which do you prefer: go to work or go to school?

If you could choose: stay at home without work or go to school ...?

Math, language and all those other subjects at school: Is that work?

What is the difference between working and helping?

 

About safety.

 

Safety can be quite large and far away; just think of the difference between a world at war or a world at peace.

But safety can also be very close ...

 

You can explore together: When is a situation super safe?

 

We’ll look at something that all children recognize: The intersection of the school. Is it safer with cameras or with parents watching out? You can search for criteria for safety and discuss if more control also means more safety. (This is obviously a dilemma for politicians in which they want to find a good way or good answers).

 

To introduce 'Safety’, students could make a drawing.

Teachers can accompany this exercise for example like this:

 

"Make sure you are sitting comfortably. We are going to the place where you feel safe and secure.

Close your eyes....

Take a few breaths in and out quietly. I'll take you on a journey. In your head, you can find a small elevator. You can step in it and it goes down slowly: Along your nose, mouth, throat, chest (shortly wave to your heart), then in your abdomen, left thigh, knee, calf and foot. And then it goes back up to your belly. 

Now we go to a place where you feel safe and where you feel at ease. Maybe a picture emerges. Take your time.. What does this place look like? What do you see when you are looking around?

Are you lying down on soft things? Do you feel a gentle breeze or is there a lot of space?

How does it smell there? Is there also something you eat and drink there? Maybe you hear something: music, birds or something else? Are you doing something?

Try to see this picture in your head. Now we go back into the elevator and back to our class. We go slowly up, through your legs, abdomen and chest. You return in your head and when you're ready you can open your eyes again and stretch out.

Now you can draw your picture”.

 

After drawing you can have a conversation:

 

The students can look at the drawings in pairs and talk about it, tell something more about it. 

The teacher can collect the stories and discuss the sentence: a safe place is:… warm, safe etc.

 

The following questions can be kept in mind while discussing with your students:

• When do you feel safe?

• Where do you feel safe?

• What makes you feel safe?

• And what doesn’t?

  

 

 

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