Report of the activities held on April 17th, 2014 at KDM - Love and infatuation

Report of the activities held on April 17th, 2014 at KDM - Love and infatuation

Participants: 16 kids of the Yellow class

Unfortunately a few kids were sick, and others were on holidays, like

P, I and Da. U suggested to work again on love aftertwo weeks.

  

Trainers:

Sotar, Uli, Sara, Susanne, Nancy

 

What we needed:

Violin and guitar (Sara)

Feathers (we had 16) (Nancy)

Sponges (Nancy)

Toothbrushes (Nancy)

Translated questionnaire (Nancy)

 -----

 

Before the beginning of the session, U told us that Di has been Improving a lot his capacity to understand anger. She mentioned that yesterday he had been to his room and he had found his cabinet full of paints, and his clothes all dirty. He was so angry that he went to another room where he had found A (we didn’tunderstand if he had any responsibilities for what happened) and he had punched him.

A, had run crying towards U to tell her what happened. She had gone to Di, asking why he would punch A and he, apparently for the first time, had been able to say that he was very angry, and explain the reason for his anger.

When U had asked him to go to A to apologize for what he had done, Di accepted and went to his mate, apologizing and explaining why he was so angry.

U was very proud of him. (Susanne suggested toaward a compliment to kids who show improvements, to reinforce their learning process on emotional awareness)

 

1. Human knot:

It looked like the kids had fun during the exercise. There was a lot of laughing.

 

2.  Everybody is different in the way she/he looks:

Sara played music, when it stopped Nancy shouted:

- White shirts (all the kids who are not wearing a white shirt sat down)

- Long pants

- Short hair

- Girls

- Long hair

- Short pants

15 min

 

Sometimes the kids looked a bit confused regaring who had to go down, and who had to stand, but they seemed to enjoy the game. There were a lot of laughing.

Whenever someone misunderstood, they gave each other directions. There were a Lot of touching when kids passed each other.

S, T and F, Di and A moved following the rhythm of the music.

N and Al looked a bit bored, but Al still smiled.

 

(Games aimed to get awareness of our body)

 

3  - Touching/massaging ourselves

We sat in a circle and we touched our own hands.

Sotar guided the kids (while Susanne showed what to do) telling them to:

        •Touch the hands

•Squeeze

•Rub the hands

•Upside/inside

•Fingers massage one by one

•Tickle

•Caress first of the upper part and then the inside of the arm

10 min

 

Kids followed instructions well and they were interested.

 

 

- Becoming aware of how it feels to touch your own body/focus feelings:

- Debriefing, talking about the exercise

 

Question: How does it feel? (To massage, tickle, push)

10 min

 

•

M: gelih (ticklish)

•

De: panas (hands get hot when you rub them together)

•

T: lembut (soft feeling when caress the upper arm)

•

Di: geli (ticklish) and happy

•

T: doesn't like the rubbing

•

A: rubbing hands makes his head feel warm too

•

F: tired when pulling fingers

•

A: likes stroking arm, he can feel the hair on his skin

•

Fa: when he strokes, it feels like his mother is touching him

•

De: likes stroking

•

Di: when he strokes his arm, he feels like he's in the world

•

F: likes the strong massage

•

L: doesn't like stroking, feels like ants on her skin

•

N: likes the soft stroking and tickling

•

R: gelih when rubbing hands. It makes them warm

•

Di: doesn't like tickling, feels like poop on his arms

•

N: the rubbing makes her skin feels warm, she doesn't like it

•

A: feels sick when pressing his hands firmly together (Di and L feel likewise)

•

S: The stroking feels like animals on her skin

•

T: the massaging of her fingers is painful

•

R: geli (ticklish) when stroking

•

Al: massaging fingers is painful

•

M: painful when pressing and pulling fingers

 

Susanne: Touching your body can be nice or unpleasant sometimes. It depends where and how you touch.

 

 

4 – getting to know how to understand boundaries

 

The kids divide themselves in couples

It was interesting to observe that there were many "mixed" couples (boy and girl).

 

 

IMPORTANT: in every moment the one who gets the massage was allowed to say “STOP” without any explanation, and the other had to respect the decision.

They did the same exercise, touching the others’hands only.

They were free to talk, and share what they feltbetween them two.

10 min

 

Question: what do you feel when you touch someone, or when someone touches you?

 

•

R: likes to touch someone else, but doesn't really like it when someone touches him.

•

T: she likes to touch others. She doesn't like others to touch her

•

F: she likes to be touched by her friends

•

N: she likes when her friend touches her, it feels like massage. When she has to touch someone else, she feels 'pegal' (stiff)

•

S: she likes to be touched by her friend

•

A: He likes to touch the others, but he didn't like the finger pulling. He said stop to many kindswhile touching. He doesn't have any trouble tosay stop.

 

Same exercise, we gave them:

•

A feather

•

A sponge (one side soft, other side rough)

•

A toothbrush

 

They chose what to use on each other hands and forearms.

10 min

 

At the end of this exercise they were very relaxed!

 

 

There was a lot of giggling. They joked around with the feathers. Sometimes it seemed like kids had a competition to see who could last the longest whiletickling. Especially R and Al.

Overall, we heard all kids say when they either liked something or not.

Some kids, like Di, liked the rough sponge a lot. They said it felt like a massage.

 

They all participated well. Most of the kids didn't seem to have problems while someone else touches them.There were a lot of mixed couples.

 

Remark: if you don't like being touched by people, you have to be able to tell them to stop.

 

Uli asked kids what it is like: to touch, to be touched and with what

•

Di: Likes to be touched, with rough sponge. It feels like a massage. But when too rough on hisleg it feels like he sprained his leg

•

S likes to be touched by feathers, ticklish

•

T: likes to be touched with rough sponge. It feels like a salon scrub

•

A: Likes to be touched with rough sponge. It feels like bathing

•

N: likes to be touched with feathers, it makes her feel sleepy

•

M:  likes to be touched with toothbrush on his feet. Ticklish

•

L: likes to be touched with feathers, ticklish

•

F: likes to be touched on feet with rough sponge.Ticklish

•

Sy likes to be touched with rough sponge, feels like nice scratching

•

Al: likes to be touched with feather, ticklish

•

R likes to be touched on his face with feathers.

•

De: likes to be touched

 

5 – “Oh Susanna dance” in couples

5 min

They loved it. Great fun.

 

---

SNACK

---

 

6 – They sat in a circle

Music: Schubert, Ave Maria

5 min

 

This music has been written by a boy who was in love with a girl, for her.

Questions:

•

Do you know what it is to be in love with someone?

•

Have you ever been in love?

•

What people do, in general, when they are in love?

•

How do you feel about that?

10 min

 

Kids listened very quietly, especially A, which always seemed to become engrossed whenever he heard the music. M and F were giggling a bit.

 

Unfortunately the acoustic of the dining room is very bad, so the capacity to convey strong emotions is a bit reduced.

  

The questionnaires ("are you in love?") has been delivered and subsequently the kids were told:

-

Keep it for themselves

-

There is no right or wrong answer

-

If they didn’t want to do it they were free to leave it

5 min

 

Sharing of our experiences.

5 min

 

Question:

-

Who has ever had a crush on someone?

All raised their hands.

-

If you have a crush, what happens?



De: chat a lot with that person.



Sy: he agreed. He prefers to be alone with than person, doesn't want too many people around.



Fa: Curhat (shares feelings with his friends)



A: feels shy, plays with that person as usual



L: chats with that person. Smiles all the time



N: chats with friends, asks for help/advice

 

When you have a crush, what do you feel?

•

S: feels groggy and shy when close to that person

•

De: semangat (passionate)

•

R: likes to show off

•

A: Likes to be close to that person

 

*Kids were not shy to share what they feel. They were very eager to hear what the adults (Sara, Susanne, Nancy and especially Sotar and Uli) experienced and felt.

 

They filled in the test that aimed to predict if they had already fallen in love with someone

They could keep it secret, and for themselves.

 

It's peculiar how they were always very picky about what pencil to use. They checked with what their friends filled in.

 

Question:

•

Don't understand the question or trouble reading?

•

When do you say "No" to someone you really like?



T: when they always asked for money or things



In general: kids felt like "they want to take the stars out of the sky" for their crush

 

 

7. Musica Musica songs

5 min

 

General: The atmosphere was very good. Kids seemed to be more upbeat than the previous times and the group’s feeling was very strong.

They seemed to enjoy talking about the subject.

Fa didn't show much expression, except occasional smiles.

Sy, as always, smiled a lot.

 

We wonder about R's vision. This is the 2nd week he didn't wear his glasses. Uli said that they were lost.

•

How good is his vision?

•

Is it noticeable that he doesn't wear his glasses?

Bad vision can have an impact on behaviours and reactions on the environment and the interaction with other people.

•

Update: U said that someone donated glasses for R. He's waiting until they will be ready.

 

R behaved differently.  

We would like to add, that we feel that the group is growing in self confidence and becoming more compact. Maybe only Fa and M are still not inside the group...

 

Emoticons

•

F;

1. Gembira  (very happy)  

2. lelah (tired)

•

L:

1.senang (happy)  

2. gembira (very happy)

•

N:

1.marah (angry)  

2. lelah (tired)

•

M:

1. gembira (very happy)  

2. lelah (tired)

*(He signed both papers with 'chota bima', is that his nickname?) *I looked it up and I found: Chhota Bheem is an InDa children's animation series, focusing on the adventures of a 9 year old boy named Bheem in the fictional city of Dholakpur. Does he watch these series?

 

•

T:

1. lelah (tired)   

2. lelah (tired), sedih (sad), marah (angry)interesting to note her feelings...

We should understand why?

•

S:

1. lelah (tired)   

2. senang (happy)

•

Di

1. senang (happy)  

2. lelah (tired), gembira (very happy), sedhi (sad), marsh (angry), senang (happy)

•

De:

1. lelah (tired)   

2. gembira (very happy)

•

Fa:

1. senang (happy)  

2. malu (shy) *(he signed papers with 'LiterKerisna). I found out that "Little Krishna is the name of a cartoon character.

•

A:

1. gembira (very happy).  

2. Mall (shy)

•

R :

1. senang (happy)   

2. lelah (tired)

•

Al:

1.sedih (sad)   

2. sedih (sad)

•

Sy:

1. senang (happy)   

2. senang (happy) *(keeps signing with 'Entis')*

 

Nancy: “isn’t it often that Al is feeling sad?”

We have to imagine ways to give him responsibilities and more roles in the group maybe...

U told me during session 24/3 that Al had joined the "Frash" workshop.

Report of the activities held on April 10th, 2014 at KDM

April 10th  

How to handle anger

 

Participants: 20 Kids of the Yellow class 

 

Trainers: Sara, Benedetta, Nancy, Ue, Sotar

 

 

What we needed:

 

•

Five A4 sheets with a drawing and a description in each of them:



Tenderness



Merry



Stormy



Confused (bingun)



Melancholy

•

Guitar and violin and music stand

•

Old newspapers (Sotar)

 

 

Write in a poster the nonviolent solution (translated inbahasa):

 

If you feel hurt:

 

1)

Tell the person what she/he did to hurt you

2)

Tell your feelings about it

3)

Tell what you would have prefered she/he to have done

 

Don’t use the "YOU" statement but the "I" statement."

 

 

----

 

 

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:

•

If you feel it in your foot you would prefer to kick.

•

If you feel it in your hands you would prefer to punch.

 

 

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:

 

•

Made tight balls with newspapers

•

At the signal, they threw it on the other side of the room

•

At the signal, half of them run to get the ball

•

After a while the second half did it

•

After this, they did the same by kicking the ball to the other side of the room (in two turns)

•

Then the paper has been unfolded and ripped in many pieces

 

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.

 

---

 

SNACK

 

---

 

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:

 

•

Tell the person what she/he did to you

•

Tell your feelings

•

Tell what you would have preferred she/he haddone

 

30 min

 

Drama:

1)

E, Ma, N, Di, Ma, L, S, A, Ar

 

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.

 

2)

Fe, J, I, T, R, S, P, Da, M

 

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

 

Wearing the glasses of the emotions - April 24th, 2014 at KDM

Report of the activities held on March 14th, 2014, at KDM - Street Children World Cup 2014

Friday 14th, March - Workshop for the streetchildren joining the World Cup 2014, in Brazil

Educators: Nancy, Susanne, Benedetta, Sotar and Jessica and Natalia

Participants: 30 kids trained for the soccer world cup

what to bring: 

- props for the  work group (carnival mask, djembe, ..) (Susanne, Nancy, Jessica)

- informations about the 5 Countries  (Susanne, Nancy, Jessica)

- Stickers with names (Jessica) 

- print lyrics of Indonesia Raya in 10 sheets (Jessica)

- put on banner of golden rules and non  verbal communication (Jessica)

- white board marker (to write on the board) (Nancy)

- Speakers to make the song Ya Sudalah be heard at a good volume (Jessica)

-------------

Activities:

·      Rhythmical circle

5 min

At first kids seemed to be a bit uncomfortable, but after a few minutes they seem to like it. It was funny when we made the rhythm very fast.

·      Introduce our selves singing a typical Dutch/ Italian song in funny ways:

The kids can guess

5 min

 

·      The kids sing Indonesian Raya and watch the video about the games and sing with the song.

5 min

Kids were watching very intently to the video. 

- Expectations

hang a big sheet on the wall and ask them good and bad expectations, and write it down, and be prepared.

15 min

They all were cooperative. It took a while before all the notes were done. Some were discussing it with their friends.

The way the behaved looked like they could get along with each other quite well. Lot of physical contact, hanging against each other.

Expectations:

- meet new friends

- visit the Jesus statue, on the Corcovado

- play soccer

- meet tall people

- meet different kinds of people: language, appearance etc

- make Indonesia proud

- meet famous soccer players

- stay in a hotel

-  go to a real stadium

- meet Brazilians

- see Rio de Janeiro

- win the game

scared:

- plane crash

- no rice

- weather

- afraid they lose

 

(- Talking about diversity / cultures ; talking about differences : do they notice difference in bodylanguage, tone of voice, facial expression.

5 min)

They expect they will be able to communicate with the people they will meet.

Explain verbal - nonverbal communication 

Watch video about communication

 

·      Divide in 5 groups – 5 leaders speaking bahasa

first collect what they already know

then give materials about the countries

Brazil: carnaval dancing, very open, high tone of voice, much emotion, fantasy soccer, christians

Kenya: percussion, open, loud, fast, christian religian

India: more internalise emotions, lots of respect for the other, no touch, softer tone of voice, kind , polite, smile, muslim/ budhist

England: direct, drinking alcohol, loud, more individualist, technical soccer player, no specific religion.

 US: voice tone, confident, ambitious, everything is very big

Groups work on typical ways of behavior with educator. 

4 groups are sitting, 1 group plays. 

They have to make a scene of something happening in that Country.

45min

Kids were very fast and very confident in making and presenting something about the country they picked

Especially with the props they had a lot of fun. Eventhough it was a bit noisy, most of the kids paid attention to the group who presented their country.

 

SNACK

 

 ·      Greetings: bow , hugging, shaking hands, kisses

- clashes of culture when greeting in different ways

7 min

video 

 

-      Non verbal communication/ How to behave : play to laugh at people, wisper, to point, meaning of handsign/ bodylanguage.

 make a scene, Becky, Susanne and Nancy play a scene about someone who gets laughed about because of the colour of their skin

...

 15 min

Explain that while Indonesians find it acceptable to compare the skin colour or make comments about it, for other cultures it's offensive

 

- Finish with Ya Sudalah (ask for speakers at KDM)

Nancy will start a coreography in a circle, and then each kid will propose a movement that the others will copy.

Everybody joined to sing the song

Overall: it was a bit chaotic because of the size of the group, we didn't know most of the kids, and we weren't sure how well informed the kids already were. But the atmosphere was very good. Kids were cooperative and asked questions.