April 10th
How to handle anger
Participants: 20 Kids of the Yellow class
Trainers: Sara, Benedetta, Nancy, Ue, Sotar
What we needed:
Write in a poster the nonviolent solution (translated inbahasa):
If you feel hurt:
Don’t use the "YOU" statement but the "I" statement."
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1: FIGURE OUT A SAFE WAY TO EXPRESS YOUR ANGER
Start with Prokofiev Sonata
1st movement, pick the emotion that you are
Feeling (Pictures of emotions on the wall)
7 minutes
Kids followed instructions well. Mood seemed a bit muted. Usually there's a lot of giggling when they walk around, but at that moment they were a bit quiet.
Especially the girls were not as bubbly as usual.
Di, S, A and M stuck together a lot.
Sara noted that it was very interesting to observe how the change of
"Emotion" position described exactly the structure of the composition she was playing.
Sotar observed that a few kids moved into the"confused" picture, as, in his opinion, they didn’t understand completely what they were feeling. He noted that there is still work to do on their "awareness" and authenticity, about what they feel.
- The little green frog song
5 min
Mood improved a bit.
They like the song and they like the different ways inwhich the song is sung.
We sat in a circle:
Today talked about dealing with anger.
Everyone had the right to be angry, and it is very normal to have angry feelings
(Don’t feel guilty if you are).
Only, respect the three golden rules.
5 min
- Each of us had different ways to feel anger in our body
(Remember the poster with body shape?)
Different way to express it:
So, now let's think:
How could you make express anger, going outsafely?
10 min
Think of something that makes you really angry.
Be all in a line:
They sat in a circle and they were debriefed.
Questions:
What did you feel?
What worked best for you?
For everyone there is a different way to express anger in order to feel relieved.
Would that be other safe options for you to express anger?
30 min
Making and throwing paper balls:
Kids really enjoyed this exercise. They were messing around a bit at first until Sotar said that they couldn't do the exercise unless they were serious.
When they were making the paper balls, L, I and Epressed very hard and they made an angry face. Eeven jumped on the paper. J was very focused inmaking a tight ball. R was hanging over the table,displaying his back to us.
Some of the boys aimed over the wall.
Some of them liked more to kick, others to throw, many to rip it of.
Some of them ripped the paper very carefully, in hundreds of pieces.
I remember I said that while she was ripping the paper she was thinking to the face of somebody. She was very angry, but controlling "ferociously" her anger.
I saw E and J openly expressing their "stormy" feelings.
S was didn’t show his feelings; he seemed to be a little bit confused.
Ripping newspapers:
Ar ripped with strong movements
R had the paper under his legs and ripped it there
S: relaxed movements
N: asked why they had to rip the paper
T and S were joking around with each other
E and Fe put the pieces on their head
What is their safe way to express anger?
Da: scream
I: eat more
J: cry
T: stay in her room, she wants to be alone
P: want to be alone
N: down
Di and Ar: share feeling with friends
S: mess up her room
Di: suicide
J: bang things
P: sing
I: walk outside
- Anger pose (dance freely)
3 min
They threw around paper shreds.
We used the paper as confetti to conclude the first part of the session in a light and happy mood.
It worked.
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SNACK
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2: FIGURE OUT HOW TO REACT TO OTHER PEOPLE ANGER
Small drama:
Sotar, Nancy and U
Sotar is writing something, U passes by and grabs his pen.
Nancy saw what happened and she doesn’t do anything.
Sotar claims back the pen; U claims that the pen is hers.
They start fighting, Nancy still observes.
Try to ask children to find other solutions.
15 min
Discussion about what happened in the drama. The drama was repeated several times.
Ma and R stayed apart from the others
Finding a solution for the problem in the drama was difficult for the kids.
Kids can enter the drama after Sara sayed 'stop', andsubsequently try to find a solution.
U and I ended up fighting and struggling
E walked around U and Sotar, at first she didn’t really do anything.
Eventually she started to talk to them proposing turns.
Ar: talked to U and Sotar.
Then gave a second pencil to U.
We talked about nonviolence scheme (showedbanner), and ask to make a drama with it:
30 min
Drama:
Di was a teacher, the rest of the kids had to read something
Ma was trying to teach Fa how to read. Fa keptreading a word incorrectly and Ma got upset and insulted Fa. E told Ma he had to be patient.
A group of kids was singing and playing the guitar. When they got hungry they left, but they forgot the guitar. A second group came and started to play the guitar. When the first group returned, they had an argument regarding the guitar. Eventually they sat and played together.
We have to improve their capacity to use the nonviolent scheme.
Musica musica
5 min
Emoticons:
L:
1. happy
2. tired
I:
1. tired
2. happy
Di:
1+2 all coloured
Da:
1. tired
2. tired
S:
1. shy
2.tired
JesI: 1. tired
2. tired and happy
M:
1. sad+shy
2. tired+very happy+ happy
A:
1. sad,
2. tired
P:
1. tired+sad
2. sad
T:
1. sad
2.tired
Ar:
1. angry
2.angry
S:
1. angry
2. tired
E:
1. tired,
2. happy
R:
1. tired,
2. tired
N:
1. tired+sad,
2.tired+happy
Only 1 emoticons:
Febry: angry
Fa: happy
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