Activities

Introduction/Icebreaker: The Story of My Name (15min)

This introductory exercise helps the group to feel more comfortable and engaged to the main part of the lesson plan Children sit down in a circle and one by one start talking to the group about the story and the origin of their name. For example, ‘My name is Maria. I was given this name because when I was born my grandmother died. Her name was Maria, she was a really loved person for the whole family and I was given this name in her memory’.

**the teacher/coordinator of the team starts first so that the rest of the group can follow in the same way.

Closeness and Distance/ Stop and Hold: Exploring your own and others’ boundaries! (15min)

*This exercise is meant for children to recognize how far they can go about their physical and mental space. They learn how to express their feelings and to accept the spaces and feelings of others. Each child looks for a partner and both line up in two rows facing each other. Row A stands still, and row B slowly walks towards the other child. Child A should sense when the other child is getting too close and then say stop! Child B should "provoke" and play with the closeness and distance so that the child gets a feeling for whether the stop came too early or too late or just right. Everyone does this 3 times, then the roles are exchanged In a second round, special emphasis can be placed on how the stop and halt are said. Does it come across convincingly, does the other person really mean stop or not?

Once the exercise is completed, we discuss the following:

Short exchange in groups of two, on how to be aware of feelings and commands:

The next two exercises are meant for children to recognize their own feelings and the feelings of others by repeating requests and refusals.

Please, Please (15min)

The aim of this exercise is to familiarize children with saying and accepting “no” in different ways and dealing with consent.
Two children face each other. Child A says "please, please" - in all possible variations (loud, quiet, questioning, determined, with certain mimic and gesture) and child B has to stand firm and say "no". As soon as B starts laughing, the roles are exchanged.

Exploring the Enchanted Forest (30min)

This activity helps children understand the concept of personal space and respecting boundaries in a fun and imaginative way. Gather the children in a circle in an open space (indoors or outdoors). Explain that you are going on an adventure to explore an enchanted forest where the trees and bushes are represented by the children themselves.

Exploration of personal space (15 minutes)

The children are divided into groups and each group represents the trees and bushes of a forest or thicket.
The children arrange themselves in the space according to their group and spread out to imitate the forest.

Ask them to talk about their experiences (10 minutes):

Debriefing/ evaluation: Reflection on the overall lesson (15 minutes):

Introduction/Icebreaker: Pass the compliment (15min)

*This introductory exercise helps to create a supportive environment among the group, allowing the students to feel more comfortable and engaged in the main part of the lesson plan.

Ask the students to sit in a circle. Explain that their task in this activity is to give compliments to each other around the circle. Begin by complimenting the student sitting next to you, stating their name. For instance, "Sarah, I really appreciate your creativity in art class". Instruct the student who got the compliment to pass it on to the person next to them, giving their name. Encourage them to consider the person's good characteristics, talents, or behaviors.

Enrichment of knowledge: Why are there conflicts & how can we resolve them? (25min)

*This activity will allow students to discuss different causes on why disagreements might happen, what are peaceful ways to solve conflicts and reach a compromise. (Please explain the aim of this activity to the students at some point - either right after the activity, or during the debriefing, whichever feels more suitable).

Set up a screen with the following video on display: “Conflict resolution: How to settle your differences fairly | BrainPOP”
https://www.youtube.com/watch?v=jg_q34kgskg
Gather the students to watch it. Explain to the students that they need to pay attention to what is discussed in the video, as afterwards they will have to answer questions. Once the video is finished, discuss with the students the following:

Exploring conflict management: The Battle for the Orange (30min)

* This exercise encourages group competition and further discussion on how to resolve conflicts. It is designed to explore the need for communication and mutual understanding in a conflict situation in order to reach a compromise. (Please explain the aim of this activity to the students at some point - either right after the activity, or during the debriefing, whichever feels more suitable).

Before the start of this lesson, prepare a flipchart and write on it 4 rules for the game that will be revealed later on in this activity (do not display it to the students immediately):

• Do not use violence and fighting to get what you want.
• Be respectful and kind to others even if you don’t agree with them.
• Talk it out - explain your feelings, and listen to the others.
• See if there is a way you can both be winners in this situation.

If the class has been seated during the previous activity, free up the room so that the space would be open, without obstacles (such as chairs) in the way. Explain to the students that they are going to play “the orange game”. Divide them in two equal groups, group A and group B. Ask group A to go outside and wait for you. Meanwhile, tell group B that their goal in this exercise is to get the orange, because they need its juice to make orange juice. Then, go outside and tell group B that their goal is to get the orange, because they need its peel to make an orange cake. Gather both groups together, and explain that they have three minutes to get what they need. Place one orange between the two groups and say, “go.” After three minutes, blow the whistle and say “time’s up.”

Reveal to the students the flipchart with the 4 rules written on it. Once you have explained the rules, tell the students that they have additional three minutes to get what they want. After the three minutes are up, and depending on what is the outcome of the game, discuss with them the following questions:

Debriefing/evaluation: Reflection on the overall lesson (20 min)

*This activity will allow students to reflect on the learning objectives, as well as foster the ability to express their thoughts and feelings.

Before the start of this lesson, prepare three signs with smiley faces drawn on it (one happy/one neutral/one sad) that will be used to gain feedback on how the students feel about the activity.

Place the signs in three different parts of the room, so the students can stand next to them. Ask the students to choose the sign that best represents how they feel about this lesson. Then, discuss the following questions:

Introduction/Icebreaker: The Story of Our Team! (20min)

*This introductory exercise helps the group to feel more comfortable and engaged in the main part of the lesson plan.

The children stand in a circle. They are instructed that they will all make up a story together by adding an animal name and an action. The animal will represent their favorite animal, while the action will be about something the children themselves enjoy doing. The facilitator starts first and then we go in circles. It is important to instruct the children that each phrase should be connected to the next by a link (and, then, to the next) as our aim is to create a unified story. Finally, the group facilitator concludes the story with the phrase 'and all the animals decided to work together for a common purpose!'

Enrichment of Knowledge: Poor Listeners! (40min)

*This exercise aims to empower each child to express their feelings when they are not listened to and organize/prepare their reactions.

Students sit on the floor in a circle, and a volunteer leaves the room while the others agree on how they will behave as the bad guys "listeners". Each chooses to clearly demonstrate a lack of interest and lack of attention to the "speaker". Looking the other way, scratching, cleaning their fingernails, looking at their watch, coughing, etc. The speaker then returns to the room, sits in the middle of the circle, chooses the most interesting film he/she has recently seen or tells something pleasant about his life (birthday, outing, etc.) and starts talking. We interrupt the role-playing after a while and all listeners applaud the speaker. Once the exercise is completed, we discuss the following:

Resilience and Inclusion: Throw the Message! (20min)

*The aim of this exercise is for the participants tο understand that the body reacts automatically when receiving messages, to gain control of these reactions, to practice controlling the rhythm and duration of the messages received but also those that they send.

The plenary is divided into three groups. We give each group a ball and invite them to start throwing it to each other and create a steady stream of throws. Each member always throws the ball to the same person/teammate, saying his name at the same time. Once the flow is established, we give each team a second ball, and once the throwing flow is stabilized, we give a third, maybe even a fourth.

Usually, as the number of balls increases, the rate of pitching instead of slowing down speeds up. We stop the game and discuss the problems that occurred. We clarify the symbolism of throwing the ball (= messages in our daily life).

Debriefing/evaluation: Thoughts about ways of communication (10 min)

*Understanding personal ways of communication, respecting others’ boundaries on communicating effectively are the learning goals of this lesson plan. Let’s reflect on the gained knowledge!

Open question for the participants. The teacher asks about the experience and collects feedback verbally. The teacher also shares his/her experience with the group.

Introduction/Icebreaker (15min)

*This icebreaker activity aims to create a positive and engaging atmosphere, allowing children to get to know each other and feel comfortable within the group. Help break the initial barriers, encourage social interaction, and set a friendly tone for the rest of the activity.

During the icebreaker phase of "mirroring respect," an activity called “name dance” is introduced. Participants form a circle and take turns sharing their names while performing a basic dance move. The facilitator begins, passing the move to the next child, who continues the pattern. This interactive game helps children learn names, promotes physical engagement, and establishes a positive and inclusive ambiance.

Dancing with Respect and Consent (30min)

*This activity focuses on utilizing dance as a means to explore and reinforce the concepts of consent and respect the boundaries.

In this activity of "mirroring respect," children first learn dance moves that embody respect and consent. They then showcase these moves individually or in small groups, expressing themselves to age-appropriate music. Throughout the session, they respect personal boundaries and seek consent when involving others. The facilitator provides guidance for exploration and encourages creative variations. Positive reinforcement creates a supportive environment. Towards the end, children engage in freestyle dancing, expressing themselves within the framework of respect and consent. This combined learning and dancing experience allows children to apply their understanding of consent, respect, and effective communication, fostering creativity and self-expression.

Insights Exchange: Reflecting on Dance, Boundaries, and Respect (30min)

*This activity was designed to facilitate meaningful reflection and promote a deeper understanding of consent, respect, and effective communication.

The "insight exchange" is a key component of "mirroring respect" where participants engage in an open and supportive conversation to share their thoughts, emotions, and insights about the dance experience. Guided by the facilitator, participants reflect on how they felt during the dance session and discuss moments when they respected boundaries and communicated effectively. Discussion fosters active listening, empathy, and the exploration of deeper concepts related to consent and respect. The facilitator summarizes key learnings and encourages participants to apply these principles beyond the activity. The "insight exchange" promotes self-reflection, critical thinking, and the development of positive communication skills.

Debriefing/Evaluation (15 minutes)

*The last activity focuses on closure and reflection.

The concluding part of "mirroring respect" focuses on reflection and closure. Participants come together to share their reflections, celebrate achievements, and reinforce key learnings. The facilitator guides a session where individuals discuss personal growth and breakthroughs. The accomplishments of each participant are acknowledged, highlighting the significance of consent, respect, and effective communication. The facilitator summarizes the important concepts, and a symbolic closing ritual expresses unity and gratitude. Participants engage in a final reflection, considering how to incorporate these principles into their daily lives. This part of the activity ensures a meaningful closure, leaving participants with a lasting understanding of consent, respect, and self-expression.

Introductory Part: (15 minutes)

Presentation of the topic and goals of the workshop. The workshop leader asks children, if they know, what it means to be safe or secure in different situations (for example: What does it mean to cross the street safely? What does it mean to be safe at home? What does it mean to be safe at school? Etc.) Through the above questions, the facilitator introduces the participants to the topic of safety.

Middle Part: (60 minutes)

The facilitator discusses with children the importance of establishing, following and respecting the rules, including “there is no ‘must’ rule for their safety and safety of others. The facilitator reminds participants of the rules at school as well as the rules at home (for example: Are there any rules at school? Are there any rules at home? Etc.). The facilitator explains why the rules including “there is no ‘must’ rule are important (to make us feel safe) and establishes them through the activity using the work materials by writing the topic titles at the flipchart paper, then by showing one topic image at a time and by posting the mentioned pictures at the flipchart table with an explanation to the participants why it is important to follow the rules shown

• LISTEN. RAISE A HAND (this means waiting your turn? If everyone waits their turn, we can all be heard and participate in the game.)
• SUPPORT THE OTHER. DO NOT OFFEND. (Insulting others means calling them with the offensive names and exhibiting any behavior that hurts another person's feelings. What is the opposite of insulting? Support! How can we show someone that we support them?)
• KEEP YOUR SPACE. (All of us have our own space. Let's imagine that each of us has a magic bubble around us. That is our own space. Let's practice making an imaginary space - our magic bubble. No one should threaten our space by touching us or pushing us while the workshop is going on, if we don't want it.)
• YOU HAVE THE RIGHT NOT TO SAY ANYTHING. YOU HAVE THE RIGHT TO SAY “ THERE IS NO ‘MUST‘” (any time you don't want to do or say something you have the right to be skipped over and you have the right not to say anything or say “ there is no ´must´ ”. Usually, everyone will want to say something or participate in the workshop in some way. Sometimes someone will want to stay quiet and say nothing or say “There is no ‘must’ ”. That's perfectly fine. Then you can say "skip me".)
• TAKE RISKS. RESPECT OTHERS. (You can share your thoughts and feelings with others. It's good to tell your parents or others what you've learned. When you share something with others or other children share something with you, it's important not to say the other person's name unless they want to. We should be careful and respect the one who told us something in confidence.)

It is very important that topic titles and topic images are visible to all participants during the whole workshop process.

Final Part: (15 minutes)

The facilitator discusses with the participants about fulfillment of their expectations and understanding the meaning of the topics - support the others / do not offend, keep your space, you have the right not to say anything / you have the right to say “ there is no ‘must’ ” and respect others. Also, the participants have the chance for open questions. The facilitator also shares his/her experience with children and at the end collects feedback verbally.

Alien talk (25 min)

This activity aims at children's ability to express themselves in a free and unlimited environment using the sounds they want. The message of the event is to say that it is possible to say "no" without saying "no" in any world language.
Groups of two are formed for this activity. Each group member is given a question to ask their friend.

One of the students poses the question to his/her partner, and then they put on two different alien hats on their heads. Now they are in the role of aliens and have to speak the alien language. Everyone should feel free in this process. There are no rules in the alien language. Children have the right to use any alien language they want. Meaningless sounds and funny expressions should be considered as the most natural examples of alien language. They freely speak among themselves in the alien language. While speaking, the meanings of the words are not clear, but surprise, anger, joy, sadness, fatigue, etc. Emphasis on emotions is important. If the answer to the question asked at the beginning should be given at the end of the alien speech. For example, “Will you come with me?! If the answer to his question is "no", the student who asked the question after the alien's speech should have understood this.
The important thing here is to emphasize how we say something rather than what we say. Although we do not say "no" as a word, it should be implied that there are different ways to describe "no". It should also be taken into account that the answer to the question may be “yes”. Alien speech is experienced by all group members. Interfering with students during the conversation should be avoided. They are free to make whatever sounds they want, even if they are weird, as their imaginations allow.

Talking Statues (25 min)

The purpose of this activity is to make students realize that they act as a collective structure and that they can understand what each other is doing without speaking. We all have something we want to tell without saying a word, and as long as these are understood, we put forward a more crowded (solid) and stronger structure.
After counting "1, 2, 3, 4, 5", a volunteer student becomes a statue and tells a situation. The first person to say what the statue portrays joins the statue and then, after counting "1-2-3-4-5", they act out another statue with their friend. Each student who knows what the statues are doing takes turns joining the statues. The game continues until all of the class are statues. Eventually, a single statue consisting of members of the class is formed.

Debriefing/Evaluation: Thoughts about “me and my no’s” (15min)

In this last part, a general evaluation is made. We talk about how comforting it will be to say "no" to things we don't want done. It is emphasized that there are many different ways to say “no”. Students are told that they can reject something without saying the word “no” and may be asked to give examples of these situations.

Introduction/Icebreaker: Come on, let’s warm up! (15min)

TThis introductory exercise helps the group to feel more comfortable and engaged in the main part of the lesson plan.
The children are standing in a circle. The facilitator holds a ball of yarn, says their first name and something they like (e.g. 'I'm Ioanna and I like ice cream!') and then throws the ball to someone else after holding the yarn in their hand. Each child introduces themselves and tosses the ball to another child while holding their own yarn, until at the end a dense web inside the circle resembling a spider web is formed. When the game is over, the ball is returned to the facilitator.
*adapt the game with a ball or hat depending on the number of children and the space available.

Enrichment of knowledge: Let’s explore personal boundaries! (40min)

This exercise aims to empower each child to define their personal boundaries through the awareness of the mental space around them. Each circle is a personal boundary but also a part of many different circles. Let’s try to respectfully join in!
Let each child dance on its own and as it wants. Play music (Waltz of Lost Dreams by Hadjidakis). Music is playing. The children open their arms forming an imaginary circle around themselves. With their arms open, protecting this imaginary circle, they dance. They thus create their personal space. Once the exercise is completed, we discuss the following:

Resilience and Inclusion: The Drawings are Changing (25 minutes)

The aim of this exercise is to familiarize children with collective effort and the concept of inclusion. The structure of each group is dynamic and we all have a say in what we consent to.
Each child gets a piece of paper and we all sit next to each other. In the center of the circle there are markers, accessible to all the children. Each child draws for a minute and when the bell sounds, each child passes his or her paper to the next child. All children draw for one minute on each paper that turns over and comes into their hands until they retrieve their own original paper.