Generation Peace:
A Personal Exploration of Peace Teaching Methods for Children
Ruth deButts
Independent Study
Guilford College - 2012
Introduction
In order to create peace, we need to teach peace to the next generation. So
much hate and violence is introduced to kids, whether it is from personal problems
at home, the media, the government, or anything that even slightly touches their
lives. This violence becomes accepted as the norm, something that the kids will
inherently learn to tolerate and replicate. We envision a world that is full of peaceactivist children, not children that bring guns to school. Children are the future and
if they are not taught peace methods, there will be no generation peace.
It is highly unlikely that world peace will exist and the next generation will
be peaceful. After all, that is something that will take a few generations. But we must
start now so that each generation will become more peaceful until violence is solely
something from the ancestors. The question is how do we get the next generation to
peace, how do we go about teaching them to be peaceful? Of course beginning peace
education early is key, allowing kids to be able to solve conflicts more affectively on
their own1, but we must go beyond time and see content. It is the methods of peace
education, adjusted to ages, social statuses, and individuals’ reactions that matter
the most. Smith Mountain Lake Good Neighbors Camp takes that into consideration,
looking after the next generation to create peace.
All about SML
Like many of the camps and schools dedicated to teaching peace, Smith
Mountain Lake (SML) Good Neighbors is a nonprofit organization, noticing a need
1
Mildred Masheder, Let’s Co-Operate (London: Peace Education Project, 1989) 4.
for better education. Located in Southern Virginia, this particular camp was created
by several individuals from churches in the surrounding areas of Bedford and
Franklin Counties. SML Good Neighbors offers a summer enrichment program to
elementary school children (1st-6th grade) in these counties. The families included in
this camp have limited resources, family in the military, and children referred by
teachers. There are two separate rounds of the educational summer day camp
lasting five days a week for four weeks. The camps focus on basic education like
reading, writing, and communication skills with each week structured into four
different theme weeks: Peace Education, Nature Education, Cultural Diversity, and
Global Education. In addition to teaching, breakfast, lunch, snack, and weekend
foods are provided. Good Neighbor’s mission as stated on the website is as follows:
“SML Good Neighbors seeks to develop good neighbor skills and values in children
through programs that nourish, educate and support them. This is a united church
and community effort.” 2
For SML Good Neighbors, it is essential to introduce the children to basic
conflict resolution techniques or methods in order to have an effective program.
Part of our mission is to teach the children about ways to achieve peace. By
simplifying methods of conflict resolution professionals, we are able to enrich their
minds to ensure development in conflict resolution skills, communication skills, and
cooperation skills. The Peace Programs better the camp and persons within it by
teaching self-love, neighborly love (i.e. The Golden and Silver Rule), listening skills,
nonviolent communication, basic anger management, and other useful conflict
resolution skills. Through learned successful resolving of conflict, the children will
not only be able to have a more positive camp experience but will have a step
towards a more peaceful life. Although nearly impossible to obtain solid statistical
or scientific data regarding changes in behavior, outlook, and future actions in only
one summer, reports from parents of a child’s behavior and personal observations
show the difference these teachings make.
2
Smith Mountain Lake Good Neighbors, Inc., “Mission,” http://smlgoodneighbors.org/.
Factors Effecting Peace Methods
Although this is an exploration on the methods of peace teaching for all
children, it must be taken into consideration that the children exposed to these
teachings were from rural and mostly low economic class backgrounds. Their
reaction to, retention, and usage of the peace teachings are not independent from
their family and society. What may have hit home for SML kids may not have for a
child from Martha’s Vineyard or Detroit, just as the things they may not have been
able to incorporate into their lives would not have been basic for other children.
Differences in social and economic status create differences in learning and the
choice of methods3. The kids in the SML camp should not be seen as a control group
but as a group with separate experiences from other groups.
Along with this sensitivity to status and culture, my intern partner, Emily,
and I were leaders for the 2nd and 3rd graders known as the Beavers. Although I
worked a lot with all of the age groups, many of my personal experiences revolve
around this age group due to me spending a majority of my time with them. The
type of peace educational methods we were using should also be taken into
consideration. Peace education can differ depending on where you are in the world
and whom you are working with4. Yet we must not forget that this is a focus on the
main goal of peace education, which is to “foster change that will make the world a
better, more humane place”5. I strongly believe in the importance of a basic teaching
method that is adjustable to each individual and social group. The macro focus is on
the main goal, to make the next generation a generation of peace, but with a micro
focus on the specific issues and methods used in SML Camp Good Neighbors.
Because of the demographic I was working with, it was hard to ensure a
consistency in the support of methods for the kids during and after the camp. I was
not able to make sure that the peace methods we taught were being reinforced at
Karen Seccombe, “ ‘Beating the Odds’ versus ‘Changing the Odds’: Poverty, Resilience, and Family Policy”, Journal
of Marriage and Family 63 n. 2 (2002): 384 http://www.jstor.org/stable/3600112.
Seccombe “Beating the Odds,” 378.
4 Daniel Bar-Tal, “Elusive Nature of Peace Education,” In Peace Education: The Concept, Principles, and Practices in
the World, ed. Jon G. Solomon and B. Nevos (Mahwah: Lawrence Erlbaum, 2002) http://tau.ac.il/~daniel/pdf/39.pdf,
28.
5 Bar-Tal 28.
3
home, creating a very difficult challenge that I have yet imagined a way to fix. Those
who come from a poor economic background (a majority of the demographic I was
working with) are more likely to experience violence, hunger, poor health and stress
in their lifetimes more so than children from an economically stable family. This
jeopardizes the well being of the future of children from poor families.6 Because of
this instability, it is difficult to teach peace methods in a way that will stick with each
child.
Children in poverty are also more likely to have behavior problems7, no
doubt because of stress and/or violence occurring in their home life. Discipline in
families in poverty is more likely to be more authoritarian and harsher, not to
mention parents in poverty are more likely to be involved in domestic violence
and/or child abuse.8
Sadly, we had a few kids who came from such families, and many of those
experiencing this state of violence were violent themselves. One such boy found it
hard to interact normally with the other kids and the interns. The child was the
middle of a three-child family. Interestingly enough, the other children did not have
extreme behavior problems because they were spared from the abuse. This child
found it more difficult to practice the methods we were teaching because of this
horrific experience. The other siblings were a little more receptive yet still displayed
some behavioral problems. Another child from my first summer was unable to
adopt many of the methods taught, not from lack of trying but from the lack of peace
at home. Being from a single parent home, the child was left alone with older
brothers very often, and when the mother was around, she was not a very peaceful
person. This stress and violence made it difficult to follow all of the methods; both
children did not finish the camp much to my disappointment. They were not bad
children; no child is a bad kid. They just simply didn’t have the support needed for
internalizing peace education.
6
Seccombe 378.
Seccombe 378.
8 Seccombe 378.
7
Peace education needs to be taught in all aspects of a child’s society, not
simply just at a summer camp or school. Bar-Tal states:
“if objectives are to be achieved, peace education cannot merely be an isolated
venture in school. A society that places peace education on its agenda has to spread its
messages through other social institutions and channels of communication in order to show
the pupils that they are part of a general effort to change their society. Peace education in
schools without a wider social campaign is fruitless…pupils soon feel that it is irrelevant to
their life experience…”9
The violent home life of a few campers, shaped by their socioeconomic
situation, hindered their ability to absorb the methods taught, possibly showing a
need for either a longer time with the kids during the camp, an extension of the
camp time period, or a change in home life. A solution to address the issue of the
demographic population effect on peace education needs to be inclusive. Many
things need to be tweaked if we look to a peaceful future for the next generation. If
some of the kids are constantly going home to a stressful or violent area, whether
because of their family life or area they must live in, they may not use particular
methods out of fear or just from unconsciously adopting violence. Addressing this
problem is key if the methods and teachings of peace are to be fully effective.
Goals, Techniques, and Methods
Lots of exposure to violence at a young age, even with peace teachings, can be
a traumatic and personality shaping experience. One of the goals of peace education
is to help steer people away from this violence, and to be able to mold themselves
into a calmer, happier person. Many of the methods we used were based upon this
goal. Also, because peace education is dependent upon particular conditions within
a society10, we focused on smaller lessons for the kids that were relatable to them11.
Focusing on relationship building with other kids, creating a positive self-image, and
learning the beginning steps of how to deal with conflict were reasonable to them.
Had SML Good Neighbors brought in other types of peace education having no
9
Bar-Tal 31.
Bar-Tal 32.
11 Bar-Tal 32-33.
10
relationship with the area, I highly doubt kids would have adopted those peace
methods.
This goal is true for almost any case of peace education. Peace education
should be very planned while allowing space for adjustments in order to achieve the
goal of next generation peace. Reardon describes four essential dimensions needed
for peace education or in other words, peace transformation. First, a person should
be fully integrated in the system, allowing internalization of the methods taught.
Second is the human context, emphasizing and encouraging the building of positive
relationships to create peace. Next is not as relatable for the children of SML camp
but was taught during global and nature week. Teaching ecological and planetary
dimensions allowed children to get a view of the interdependence we all have with
one another, opening their minds to future education in this topic. Finally, Reardon
talks of peace education being part of a developmental process12. Although Reardon
looks at the last process more for global development13, it shines light on the
importance of the development of the individual and relationships in peace
education.
Simple methods used everyday reinforced the lessons taught in the first
week14. For example, we constantly asked children questions regarding a correct
way to deal with a problem, rather than punishing them or telling them what to do.
This helped instill a sense of positive power and encouraged the kids to take the
activities to heart.
Methods used need to expand beyond a fun activity for one week, or
encouraging the use of the lessons taught for a four-week camp. SML Good
Neighbors tried to expand beyond just one week of peace and four weeks of peace
reinforcement. By providing a weekend backpack, the camp and lessons of peace
were able to follow the kids home. The backpack contained food for the weekend, a
book picked out by a child’s reading buddy15, the child’s arts and crafts or other
12
Betty A. Reardon, Comprehensive Peace Education: Educating for Global Responsibility
(New York: Teachers College Press, 1988) 74-75.
13 Reardon 75.
14 For individual purposes of Peace Week Activities, see notes.
15 Reading Buddies was a block of time cut out of the day where the kids would read with volunteers from the
community. Many were placed with the same reading buddy over and over, creating the development of a positive
doings at the camp, and a weekly newsletter created by the oldest group. This
backpack was a method that extended beyond the camp, helping the children
remember the lessons and the positive community created at SML Camp Good
Neighbors. Hopefully, this encouraged peaceful behavior at home by the kids and
families. Although this method did go beyond the activities, peace education needs
to be incorporated into the society as a whole; meaning parents, teachers, churches,
workers, siblings, and so on need to adopted peace education as part of their own
life, not just something they see their kids learn.
Time and Evidence in SML
My first summer working for SML Good Neighbors was a bit more
challenging yet simultaneously less challenging than my second. I wasn’t sure what
to expect in my first summer, and I was expected to come up with many peace
activities considering my major is Peace and Conflict Studies. It was more
challenging because I had no idea what to do. Yet, being thrown into it, I was able to
adjust. I took everything I learned from my Introduction to Peace and Conflict
Studies and used it with the kids. My biggest thought from the first summer was
how more conflicts would have been fully taken care of or not even started had
there been more time for peace learning. Not just with the teachings, but when
talking with the children during various other activities. By the second round of the
first summer, the different methods of dealing with conflict were my mantras to the
kids.
In the second summer, I wanted to “get my hands dirty” so to speak to see
these how these methods should be taught. Luckily, I had two rounds to allow
adjustment within the lessons. The teaching guidelines for the afternoon enrichment
activities for Peace Week included Conflict Mountain, Peace Talk (NVC), Patient
Listener, Share Interests, Separate Yourself from the Problem, Be your own
Mediator, Calm Down, So Many Mediations, Good Conflict, Role Playing, Peace
relationship with education. By a volunteer making a connection with a child through reading, they were able to
encourage certain behaviors (like reading for fun) and to mentor the children in personal conversations. The kids loved
reading buddies because of this, they attached many positivity attitudes with it. By including a handpicked book and a
note for the kids each week, they helped prolong the positive attitude throughout the weekend when camp wasn’t in
session. This is a simple technique without much thought, but this simplicity creates positivity, which is key for peace
education.
Certificates, and Opinions vs. Statements.16 A day for a field trip is also incorporated
into Peace Week at a local Horse Therapy Ranch. Each activity is made to teach
conflict resolution on a level adequate for child comprehension. Once they grasp it,
repetition is a must to ensure the lessons are retained and the kids can reap the
benefits.17
Many of the activities were built upon from previous camps, making my role a
bit easier to do. However, they were not organized in any particular way, something
I found to be important. From the first summer, Peace camp was the second week
and all of the activities were picked the night before, allowing us to decide what
would be easiest for the next day instead of what would be the most beneficial. I
noticed that in the second camp, with Peace Week as the first week and all the
lessons built around the effects of the others, the techniques and methods were
picked up with fewer difficulties. Without hard statistics, it’s impossible to know for
sure how much the kids were affected by this change. Also, with no control, it’s hard
to notice what factors effected the kids most including different intern dynamics
with each camp session, different volunteers, different children, etc. However, from
personal observation, it was amazing how the simple methods were the ones that
kids stuck most with.
Kids are not complicated; they see things as they are. This probably expands
into kids learning things as they are. For example, it was easier for the kids to draw
a picture of a conflict that occurred and what they should have done instead. This
method helped kids to see exactly how a conflict was dealt with in an unproductive
and negative way. 18 By asking them to then go further with this lesson by drawing
what should have happened, the kids were able to think critically about their actions
and what to do in the future. Basically, it was role-playing that the kids of all ages
could relate to. Not only was this an important mini lesson for the kids, it was also
therapeutic and stopped further escalation. A main function of peace education and
conflict resolution is to bring tensions down and to prevent escalation, something
16
See notes.
See notes for explicit purpose of each activity.
18 For an example of these drawings, see notes.
17
that was taught as a lesson. This one simple method shows how many of our
methods of conflict solving incorporated many of the lessons during Peace Week.
Although the kids may not have seen all of the benefits of this one technique, they
certainly felt the effects of it, creating a better and simpler space for peace building.
Some incorporation of the activities in the lives of some of the children
became apparent in the camp. For example, using the secret formula, jumping off the
escalator, and taking deep breaths were a huge hit with a majority of the children.
Most of the activities that caught on had a dual activity to ensure reiteration of
knowledge and so were not talked much about after occurring. For example, the
activities Don’t Judge and the Human Board Game19 both encouraged kids to find
out all sides of a conflict before acting. They explored the negative aspects of
assumptions and impulsive action, looking more to what is actually happening.
Although a bit difficult for kids to always follow as a method, many of the kids were
able to grasp the importance of listening and being patient instead of taking violent,
impulsive action.
Many of the lessons were accepted and adopted by many of the children.
Some didn’t change behavior until a few summers of SML Good Neighbors paired
with therapy in school20. Evaluation of the effects of peace education at SML is
almost impossible to have as hard evidence. However, asking parents what SML has
done for their kids gives us insight into how peace education truly helps kids of
today. Shearer Rumsey, the camp director, interviewed eleven families of how SML
has helped:
“What do you think Good Neighbors does for your child?” we asked. “A lot of
learning and it's so creative he doesn't even know he is learning. He's more comfortable
with people he doesn't know.” “They are calmer, happier, interact as brother and sister
much more at home, they're politer to each other.” “It helps them with reading, writing, and
being sociable.” It helps with their social skills, its very interactive.” “They've made friends
19
For description of each, see notes.
Personal conversations with parents and those in direct contact with parents confirmed the differences with children.
Other kids that moved away from certain home lives were also able to more easily adopt certain peace methods. This
suggests that it’s best to pair lessons with long-term methods like therapy or a positive change in home life.
20
and they talk about the stuff they learn all the time. I can't think of enough good words to
say.”21
These types of stories were constantly told to the interns during the camp.
Many parents came to me to talk about how their child was behaving so well at
home. Some even said how their child’s teachers and principal commented on how
well behaved they were during the past school year. An example of peace methods
working is perfectly seen in one kid. One of the sweetest kids in the camp had
actually been one of the more difficult ones in the first years of attendance to the
camp. After a couple of years at the camp and help at school, the child had
significantly calmed down, adopting many of the peace methods into everyday life.
Past interns gushed about the difference of her behavior, showing evidence of the
positive effects of peace methods in early education.
Some activities just didn’t catch on with the kids and could be further
modified to fit in their lives. I then came to the thought of quality over quantity. It
seemed the methods that ensured quality were taken on more so than other, less
revisited topics. This leads me to believe that peace for elementary kids at SML is
better taught with a few concepts over a period of time rather than many over the
same amount of time. Reflecting on the methods of peace used in the camp, room for
improvement should always be acted upon.
Possible Improvements on Peace Education Methods of SML
Peace can be obtained through constant revision and evolving of methods. An
ideal teaching style would be to have the most important parts of peace highlighted
for Peace week but spending a long period of time on these methods. However, a
problem would arise if the younger children would have to sit for longer periods of
time. As can be seen from the Peace Week schedule22, the method of teaching
revolved mainly around getting the point across and then going to the next activity,
rather than sitting for a long time in one activity. Although that was done, it was
harder to keep the kids engaged. A better method for teaching kids would probably
be assigning a certain concept to a particular day and making the activities around
21
22
Shearer Rumsey, “What Do Our Camper's Parents Think?”, SML Good Neighbors Newsletter.
See notes for further information of Peace Education Week.
that concept. We had ideas of what should be taught first, for example the Secret
Formula23 was one of the first things taught along with the importance of listening
because they complemented each other. However, it may be more effective to have
every day be dedicated to teaching one important method in peace. For example, the
first day could be Listening Day that includes different activities to teach the
importance of listening. This would most likely increase the adoption of the lessons
for the second day, being lessons in Nonviolent Communication.
An important step in solving a few issues with teaching peace education lies
in the logistical set-up of the camp. Given the limited resources, we are only able to
have a day camp, and although it is from 9am-3pm, it is difficult to say whether or
not this was enough time. For a few individual campers, the set-up of having peace
activities during the afternoon was not enough while it was perfect for others. By
having a sleep away camp, perhaps the constant support of peaceful living would be
beneficial to the kids. However, some kids are more comfortable with familiar
surroundings of their homes. Those children would possibly not adopted the
techniques and lessons taught.
The differences in the adoption of these methods lead me to the thought of
the kids not only being effected by their home life, but also their individual
uniqueness. Sadly, SML Good Neighbors cannot be as individualistic as would be
needed for a few individuals. But when teaching peace education, it is important to
be able to adjust to the needs of individuals, not just following a general curriculum.
Along with the focus on the individual learning style and needs, a night camp would
require more funds to cover more food, interns, and a place to stay. Therefore, a
more reasonable solution for encouraging a deeper understanding and acceptance
of the peace methods taught would be to extend the camp not from a day to a night
camp, but throughout the year.
Although many of the activities created are perfect for camp, the extension of
SML Good Neighbors as an afterschool program would have to focus on different
Part of peace talk, this used teachings from Nonviolent Communication (NVC), we use a “secret formula” for our
kids: “I feel emotion when
conflict happens, can we suggested solution .” For more information, see
notes.
23
methods. This afterschool program would be a place the children could relax in, as
well as learn about peace and methods needed to obtain it in a more experiential
way. Although SML Good Neighbors allows space for experiential learning with
peace education, this would ensure a continuous experiential program that can
support the kids throughout the year instead of just for one summer camp. It would
allow for continuous internalization, something that cannot be obtained simply
through lessons24. I saw kids try and work something out when a conflict arises, a
perfect example of experiential learning, but what happens when those lessons
aren’t refreshed in their minds? They must maintain knowledge about peace
through experiential and methodized peace practices by attending not only the
camp but an afterschool program as well.
This afterschool program would have to ensure positive intern role models
just as the camp does. The affect of peace education is dependent on the society, an
individual’s psyche, and an individual’s social status. However, an important factor
that is sometimes overlooked is the individual who is teaching these peace methods.
Those teaching the methods need to have open minds, must uphold peace values,
have peaceful and calm behavior, and to have the skills they themselves will be
teaching25. Children need role models, and if a peace teacher is not able to be a
positive role model, odds are the children will copy the teacher rather than what is
taught.
As camp counselors, college students were a perfect fit. They were able to
bring many things to the table and teach the kids various types of knowledge.
However, it is important for the counselors to be trained in peace and conflict
methods. We had a week of preparation that included this along with team bonding,
an important factor when working with a group to create peace. However, there
were a few dynamics that caused tension that could be seen by the kids. Instead of
helping the adoption of peaceful behavior, this negative dynamic created a rift
between counselors, which affected the energy of a room. It is important to have
positive and productive energy when teach peace to create a sense of internalization
24
25
Bar-Tal 33.
Bar-Tal 33.
and appreciation rather than bored disregard. As the saying goes, practice what you
preach.
A solution to the possible problem of inadequate teachers could be
accomplished not only through intensive teaching but also group interviews26. By
creating a sense of familiarity, it would create a better dynamic for those who would
be working year round. A regular check-in (group and individual) would allow for
any conflicts to come to the surface, allowing time and support to resolve each one.
By taking steps to support the teachers of peace, the children will better learn and
adopt peace for their own futures.
Another improvement for the teaching of peace for future SML Good
Neighbor Interns would be creating and maintaining a binder dedicated to peace
methods. Many interns from previous years come again, and many of the same
people are involved year after year. This creates a knowledge base that new interns
can tap into. However, having a physical booklet including different types of
activities to teach different types of methods would be ideal. The booklet “Let’s CoOperate” does just that, giving a good reference for parents and teachers who want
to make a peaceful and positive environment for kids27. By obtaining similar
references and creating our own for the years to come, teaching peace methods
could be more productive for the kids and the teachers.
Conclusion
The kids at SML Good Neighbors camp were able to adopt and follow many
peaceful alternatives dealing with conflict. Although some were not able to adjust to
this type of education, a majority of the kids benefited from the exposure to positive
and productive peace education. There is no statistical evidence declaring how may
kids we have guided to the peaceful road. And even if there were hard facts, they
wouldn’t show how and why this education had an impact. With Peace Education
26
This is practiced by the employers of SML Good Neighbors and remains in practice. The interview process includes
directors and board members along with past counselors. When I speak of group interviews I am implying everyone
who will be working to come together and test the waters. If there is a possibility for conflict, it will be sooner
recognized and the ability to fix it would be more stable.
27 Masheder 4.
methods, it is the quality, the one child we are able to help that matter the most; the
evidence that certain methods work.
Peace education methods are affected by many different factors and each
individual reacts to the methods differently. A child may come from a low income
family but adopted the methods well, a child that has behavior problems may simply
not be supported in practicing peace in other aspects of their lives. Peace methods
should be planned but also situational. Peace education can be adjusted to fit each
child depending on the demographic, societal issues, and individualness in order to
create a positive development in peace. The peace methods used should be a flow
rather than the stubborn, hierarchical system of our education system28.
Works Cited
Bar-Tal, Daniel. “Elusive Nature of Peace Education.” In Peace Education: The
Concept, Principles, and Practices in the World, edited by Jon G. Solomon and
B. Nevos, 27-36. Mahwah: Lawrence Erlbaum, 2002.
http://tau.ac.il/~daniel/pdf/39.pdf.
Masheder, Mildred. Let’s Co-Operate. London: Peace Education Project, 1986.
Reardon, Betty A. Comprehensive Peace Education: Educating for Global
Responsibility. New York: Teachers College Press, 1988.
Seccombe, Karen. “ ‘Beating the Odds’ versus ‘Changing the Odds’: Poverty,
Resilience,
and Family Policy”. Journal of Marriage and Family 63 n. 2 (2002): 384-394.
http://www.jstor.org/stable/3600112.
Smith Mountain Lake Good Neighbors, Inc. Last modified 2012.
http://smlgoodneighbors.org/.
Notes: Peace Week Purpose at a Glance
1. Peace Talk
This activity teaches how to resolve and prevent conflict through language. As a group, we
explore what are peaceful words/tones and how they affect the outcome of a conflict. Using
28
Reardon 79.
teachings from Nonviolent Communication (NVC), we use a “secret formula” for our kids: “I
feel
emotion
when
conflict
happens, can we suggested solution .”
For the oldest group, we teach the difference between opinions and statements. During
resolution, it is important to use statements rather than opinions.
2. Conflict Escalator/Conflict Mountain
A much-used activity in SML Good Neighbors, this helps the children learn to calm down
during conflicts. They learn the different levels of conflicts and how to “jump off” the
escalator. After “jumping off”, it is important for the kids to learn the correct steps to go
about solving a conflict. We teach only the basic steps like counting to 10, coming to an
intern to act as a third side, and finding a solution together.
3. Don’t Judge
The kids learn not to draw conclusions until after understanding all parts of a conflict.
Resolution can’t be achieved when only part of the picture is showing. Each kid learns how
to ask questions and not make assumptions by each kid seeing only part of a drawn picture,
yet trying to figure out the whole thing. Once they learn to be patient in conflicts, it will
become easier to solve them.
4. Are you listening?
This is another communication activity. Peace can only be found when each side takes turns
listening. It is key to listen in a conflict and to speak to the source, not to those indirectly
involved. Telephone is a fun but meaningful game. It shows perfectly the importance of
active listening and how messages are often mixed-up.
5. Cooperation Orange
Kids learn to find what everyone wants by trying to figure out the orange riddle: two people
are fighting over an orange. How do we solve the problem? Most people respond with
splitting the orange into two pieces. However, we have the kids try and think outside of the
box for resolving conflicts. The answer is “Find out why they want the orange. If one wants
the peel and the other the fruit, give them what they want without taking away either one’s
benefit.” Cooperation is key and the best way to cooperate is to find interests before coming
to a solution.
6. Human Board Game
This involves what kids have learned and teaches them to separate their emotions from the
problem. Instead of blowing up from frustration, it’s better to cool down and work towards
a solution as a group than be stuck in the conflict. Each group separates into teams and
picks conflict resolution cards on a life-sized board game.
7. Meditation
This teaches kids a tactic to cool down or stray from anger during a conflict. By teaching
through guided meditation, we teach them how to remove stress to avoid future conflicts
and how to cool off by having positive thoughts instead of negative anger.
8. Inner Peace
Peace within is not taught enough in our culture. By having the kids write what they love
about themselves and their good neighbors inspires positive thinking to remove inner
conflict. Once they begin to have resolution internally, external conflicts will be less
stressful on an individual.
9. Good vs. Bad
This helps distinguish the difference between good and bad conflicts. Good conflicts help us
grow and are dealt with properly. Bad conflicts are usually never resolved and show no
internal or group growth and improvement. With acted out scenes, kids can guess and
recognize good and bad conflicts.
10. Role Playing
Practice makes perfect, especially with conflict resolution. The kids have a chance to find
ways to resolve false conflicts using the weeks’ lessons. Each group will share with the class
how it was dealt with. The youngest group needs to work as a whole class with interns
acting out.
11. Peace Rock
This is another fun activity to teach how to cool down. Kids make a rock that reminds them
of peace. When a conflict makes them angry, they can have something to hold on to that
reminds them how to deal with conflict.
12. Peace Certificates
This is a fun activity where the kids make their own certificates. Each child writes what they
learned in peace week and shares their thoughts with the class. This repetition helps kids
regurgitate what they have learned and sharing with the class reminds others of something
they may have forgotten.