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Teaching Peace—A Conscious Decision

Teaching Peace—A Conscious Decision PRACTICE NOT E S Teaching Peaee-A Conscious Decision Wrld peace can begin in Maria helping Chen with a prob­ Learning Environment Management our learning centers, classrooms, lem. I love to see that." I do this Arrange seating so adult learners can interact easily. Push desks together in and meeting places. Instructors a couple of times a week to keep clusters of three or four. This facilitates communication and sharing. have the responsibility and the idea fresh. Ask learners to change seats occasionally to make new friends. privilege of teaching peace. We do Opposite are some suggestions Instructor Behaviors it every day, by the way we treat of things you can do to promote Teach courtesy and show respect for every adult learner. Treat people as you our adult learners, the subjects we peace in your learning environment. would like to be treated. Expect others to do the same. address, and the way we orche­ Be truly interested in each adult learner. Say hello and good-bye. Make eye strate learners' interactions with contact every day. It makes people feel valued. Listen. Give your full attention. Allow sufficient time for the adult learner peers. to speak. This shows you value the learners' ideas. What does peace look like in See each adult learner as a unique individual! the learning place? Peace is people Recognize and respect differences. Acknowledge them. Only after we do this working together at a common openly can be accept that our differences are neither good nor bad, only inter­ task, sharing ideas, sharing a esting things we don't have in common. goal. It is adult learners helping Be alert to inadvertent uses of stereotypes. Ask the adult learners, "What someone to learn or to solve a color are Americans?" Every time I ask this question, the answer is "white". Adult educators have agreed problem. Peace is appreciation and This is a good lead-in to a discussion. Discuss discriminatory behavior. Acknowl­ upon basic characteristics of adult edge and explore prejudicial feelings and attitudes. Prejudice flourishes in acceptance or differences, whether learners, some of which are- silence and withers in the light of knowledge. they be physical, ideological, • adult learners need models to Don't engage in gossip. It has no redeeming value and no place in a peace cultural, or religious. In a peaceful help them shape their behaviors, promoting environment. Foster appreciation rather than criticism. learning environment, you might • adult learners respond well in a Refer to it as "our classroom". Remind adult learners that you are the in­ see people arguing, but you would democratic learning environment, structor, not the boss. Watch out also for learners who set themselves up as never see them putting each other • adult learners seek new ways to leaders or are bossy. Encourage democracy. down. You would see trust, self­ Don't avoid problems. It is dishonest as well as a lostopportunity for growth. solve problems, confidence, camaraderie, thought­ Insist that adult learners take responsibility for their own actions and how • adult learners are more apt to fulness, kindness, and responsibility. they affect others. Help them to learn the consequences of their actions. If a learn when they understand why, repeatedly abusive adult learner must be ejected, do so. Teaching peace may sound like • adult learners expect to be a heavy task, but actually, it can Modeling Behaviors respected. be accomplished rather easily. You Encourage a "group" feeling so that each adult learner is partof a greater If you show learners that their will need to make a conscious whole. Afeeling of US can be very empowering. Discourage cliques and com­ behavior can undermine or pro­ commitment to bring peace into petition. They separate people. mote peace, most will choose the Encourage cooperative learning. your learning environment. Talk latter. Give it a try! You won't be Promote group pride in individual accomplishment. Compliment individuals about what it is, why we need it, disappointed. , in front of the group. Express your delight to the class. It's contagious. why we don't have it. Everyone Encourage talk about protest and taking action against unfairness. This is so agrees we need it! Each year I ask, empowering! "Did you know that world peace Encourage a feeling of class responsibility for each adult learner's progress. begins in our classroom?" Adiscus­ Every evidence of progress strengthens the entire class. sion ensues. Adult learners can't Activities that Promote Peace believe I am crazy enough to Encourage adult learners to get acquainted with each other. Use pair practice expect our classroom to be and small group discussion. Use handouts that require adult learners to walk responsible for the peace of the around to talk and ask questions of others. Have adult learners pair up and world. But they are. And I tell find ten things they have in common and then talk about them. them so. I explain the ripple ef­ Tell and listen to stories about people who have resisted oppression. There feet. Each time a person acts in a is strength in conviction. Tell adult learners about your own mistakes and discuss how you could peaceful manner, it encourages have done things differently. others to act in a similar manner. Empower adult learners by teaching them to problem solve. Peace is possible I know the adult learners are only when people feel safe andself-sufficient. Take class time to resolve conflicts. not really convinced, but they are Teach vocabulary so adult learners can communicate feelings and ideas. They willing to entertain the thought need to know these words: anger, hurt, disappointment, fear, uncertainty, and try some new behaviors. share, care, respect, prejudice, problem, gossip, communicate, common, different, After all, there is little to lose, and discriminate, responsibility, encourage, feelings, sad, kind, gentle, thoughtful, -by Mary M. Hunt it might keep the instructor happy! thoughtless, friendly, rude, polite. Adult Education Division Have theclass learn a song or skit and take them to share it with another class. When I see "peaceful behavior", This shows your class that you are proud of them and value their progress. Alhambra City Schools I stop and say, "World peace is Learn and play games that stress progress rather than winning. beginning right over there! I saw Alhambra, California September 1991 D. 29 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Teaching Peace—A Conscious Decision

Adult Learning , Volume 3 (1): 1 – Sep 1, 1991

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Publisher
SAGE
Copyright
© 1991 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959100300115
Publisher site
See Article on Publisher Site

Abstract

PRACTICE NOT E S Teaching Peaee-A Conscious Decision Wrld peace can begin in Maria helping Chen with a prob­ Learning Environment Management our learning centers, classrooms, lem. I love to see that." I do this Arrange seating so adult learners can interact easily. Push desks together in and meeting places. Instructors a couple of times a week to keep clusters of three or four. This facilitates communication and sharing. have the responsibility and the idea fresh. Ask learners to change seats occasionally to make new friends. privilege of teaching peace. We do Opposite are some suggestions Instructor Behaviors it every day, by the way we treat of things you can do to promote Teach courtesy and show respect for every adult learner. Treat people as you our adult learners, the subjects we peace in your learning environment. would like to be treated. Expect others to do the same. address, and the way we orche­ Be truly interested in each adult learner. Say hello and good-bye. Make eye strate learners' interactions with contact every day. It makes people feel valued. Listen. Give your full attention. Allow sufficient time for the adult learner peers. to speak. This shows you value the learners' ideas. What does peace look like in See each adult learner as a unique individual! the learning place? Peace is people Recognize and respect differences. Acknowledge them. Only after we do this working together at a common openly can be accept that our differences are neither good nor bad, only inter­ task, sharing ideas, sharing a esting things we don't have in common. goal. It is adult learners helping Be alert to inadvertent uses of stereotypes. Ask the adult learners, "What someone to learn or to solve a color are Americans?" Every time I ask this question, the answer is "white". Adult educators have agreed problem. Peace is appreciation and This is a good lead-in to a discussion. Discuss discriminatory behavior. Acknowl­ upon basic characteristics of adult edge and explore prejudicial feelings and attitudes. Prejudice flourishes in acceptance or differences, whether learners, some of which are- silence and withers in the light of knowledge. they be physical, ideological, • adult learners need models to Don't engage in gossip. It has no redeeming value and no place in a peace cultural, or religious. In a peaceful help them shape their behaviors, promoting environment. Foster appreciation rather than criticism. learning environment, you might • adult learners respond well in a Refer to it as "our classroom". Remind adult learners that you are the in­ see people arguing, but you would democratic learning environment, structor, not the boss. Watch out also for learners who set themselves up as never see them putting each other • adult learners seek new ways to leaders or are bossy. Encourage democracy. down. You would see trust, self­ Don't avoid problems. It is dishonest as well as a lostopportunity for growth. solve problems, confidence, camaraderie, thought­ Insist that adult learners take responsibility for their own actions and how • adult learners are more apt to fulness, kindness, and responsibility. they affect others. Help them to learn the consequences of their actions. If a learn when they understand why, repeatedly abusive adult learner must be ejected, do so. Teaching peace may sound like • adult learners expect to be a heavy task, but actually, it can Modeling Behaviors respected. be accomplished rather easily. You Encourage a "group" feeling so that each adult learner is partof a greater If you show learners that their will need to make a conscious whole. Afeeling of US can be very empowering. Discourage cliques and com­ behavior can undermine or pro­ commitment to bring peace into petition. They separate people. mote peace, most will choose the Encourage cooperative learning. your learning environment. Talk latter. Give it a try! You won't be Promote group pride in individual accomplishment. Compliment individuals about what it is, why we need it, disappointed. , in front of the group. Express your delight to the class. It's contagious. why we don't have it. Everyone Encourage talk about protest and taking action against unfairness. This is so agrees we need it! Each year I ask, empowering! "Did you know that world peace Encourage a feeling of class responsibility for each adult learner's progress. begins in our classroom?" Adiscus­ Every evidence of progress strengthens the entire class. sion ensues. Adult learners can't Activities that Promote Peace believe I am crazy enough to Encourage adult learners to get acquainted with each other. Use pair practice expect our classroom to be and small group discussion. Use handouts that require adult learners to walk responsible for the peace of the around to talk and ask questions of others. Have adult learners pair up and world. But they are. And I tell find ten things they have in common and then talk about them. them so. I explain the ripple ef­ Tell and listen to stories about people who have resisted oppression. There feet. Each time a person acts in a is strength in conviction. Tell adult learners about your own mistakes and discuss how you could peaceful manner, it encourages have done things differently. others to act in a similar manner. Empower adult learners by teaching them to problem solve. Peace is possible I know the adult learners are only when people feel safe andself-sufficient. Take class time to resolve conflicts. not really convinced, but they are Teach vocabulary so adult learners can communicate feelings and ideas. They willing to entertain the thought need to know these words: anger, hurt, disappointment, fear, uncertainty, and try some new behaviors. share, care, respect, prejudice, problem, gossip, communicate, common, different, After all, there is little to lose, and discriminate, responsibility, encourage, feelings, sad, kind, gentle, thoughtful, -by Mary M. Hunt it might keep the instructor happy! thoughtless, friendly, rude, polite. Adult Education Division Have theclass learn a song or skit and take them to share it with another class. When I see "peaceful behavior", This shows your class that you are proud of them and value their progress. Alhambra City Schools I stop and say, "World peace is Learn and play games that stress progress rather than winning. beginning right over there! I saw Alhambra, California September 1991 D. 29

Journal

Adult LearningSAGE

Published: Sep 1, 1991

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