Proposal for Running

“Nonviolent Communication” Programmes in Schools

 

 

       1.         Objectives of the Programme

 

1.1 Overview of the “Non-Violent Communication” Programme

 

In schools where there is a climate and culture of tolerant communication amongst staff, teachers, pupils and community members (including parents) it is possible to listen and articulate or discuss observations, feelings, needs and requests without resort to judgmentalism and blame.

 

1.2 Results Expected from the Programme

 

                                 ·          Members of the school community will develop the ability to objectively observe facts.

                                 ·          Members of the school community will develop the ability to express feelings, needs and requests with honesty, precision and clarity.

                                 ·          Members of the school community will develop the ability to give empathy to feelings, needs and requests of others.

 

                2.         Nature of the Programme

 

                           ·      The Non-Violent Communication programme changes the climate and quality of life in schools.

                           ·      The programme is implemented over three years, and consists of 112 hours of training.

                           ·      The school will be able to focus on the needs of individuals and to arrive at a conclusion on the preferred method of running the programme (in terms of training hours per year, meetings, duration etc). It is recommended to follow the structure detailed in paragraph 3.

                           ·      The programme is based on receiving professional training for the entire duration, with the trainer’s involvement, which will decrease throughout the year, until such time as the school can implement the programme independently.

                           ·      The “Non-Violent Communication” programme is based on a model developed by Dr Marshall Rosenberg, and enables “violent “ messages (meaning expressions that are judgmental, accusatory, or are aggressive) to be translated into empathic ones. Use of this model allows the creation of a dialogue of mutual understanding in situations of misunderstanding and conflict.

                           ·      The programme is based on training the teaching staff to teach the model in the classroom, and operating school systems in a manner that is consistent with the model.

                           ·      The teaching staff learn and experience “Non-Violent Communication” and receive tools for teaching the model in their classes. Every school initiates and develops, according to its needs, and with the assistance of the trainer, additional means of running the model within the school.

                           ·      The programme is built and adapted in response to evaluation and feedback from participants to reflect information internalized, results achieved and lessons learnt.

                           ·      Staff training takes place in workshops, which use theory, exercises and role-play from school life, and development of a professional learning environment.

 

       3.         Structure of the Programme

 

The recommended structure of the programme assumes the need for a large investment in training by the NVC facilitator in the first year, followed by decreasing direct involvement in the school in stages over the next two years.

 

Schools are able to tailor a programme to their specific needs.

 

 

Year 1 – 56 hours

 

(a)    Teachers and administrative staff receive a seminar introducing the model and the training in the classroom.

(b)   Teaching staff receive personal assistance according to their needs as requested.

(c)    Development and training of “Peace-Seekers” to mediate in situations of conflict or misunderstandings.

 

Year 2 – 35 hours

 

The programme for the second year is structured according to the needs of teaching and administrative staff, based on the following options:

 

                      ·      Expanding knowledge of NVC and the ability of teachers to use the model in the classroom.

                      ·      Personal supervision and support of teachers and trainers using the programme.

                      ·      Combined meetings with teachers, pupils and parents of pupils.

                      ·      Meetings and training of pupils.

 

Year 3 – 21 hours

 

                      ·      Personal guidance, upon requested, to school staff.

                      ·      Meetings between the trainer and the teaching staff to improve the teachers’ ability to independently use NVC in the school, and adapting the programme to the specific needs and everyday life in the school and the surrounding community.

 

       4.         Breakdown of the programme for Year 1

 

4.1 The following structure is recommended for the basic programme:

 

                               ·        Introductory seminar – 2 full days.

                               ·        11 x 2-hour meetings.

This proposal is adapted to the individual needs of the school.

 

4.2 It is recommended that meetings be held at least once every fortnight in order to enable continuity within the programme.

 

4.3 It is recommended that schools, which are not familiar with NVC, commence the programme with a 3-hour presentation of NVC. A basic explanation of NVC is attached to this proposal.

 

4.4 The workshop programme for the teaching staff covers the following areas:

 

The basic Components of NVC:

 

-       Observation – Learning and practicing to differentiate between personal descriptions (judgments, evaluations) and descriptions of facts (agreements)

 

-       Feelings – Expanding vocabulary and description of feelings. Learning to differentiate between feelings and thoughts. Exercises for identification and expression of feelings.

 

-       Needs and values – What are needs and values? What is the connection between needs, values and desires? Personal expression of values. Learning to differentiate between needs and requests. Exercises for identification and expression of needs.

 

-       Requests – Learning to differentiate between needs, requests and demands. Exercises for developing the ability to express requests in a positive, clear and concise manner.

 

-       Empathy – Listening to empathy, expressing empathy to oneself and to others, receiving empathy, exercises relating to empathy based on examples from the school.

 

 

Application of the model:

 

-       Mediation – resolving disputes through NVC. Exercises and role-plays.

 

-       Evaluation – evaluation of the process in comparison with results achieved. Means of expressing concise and clear evaluation and evaluation of oneself.

 

-       Expressing gratitude – expressing gratitude and positive evaluation through concise and clear feedback that is both reflective and useful to the recipient.

 

-       Saying “no” in Giraffe Language.

 

-       Expressing anger in Giraffe Language.

 

 

 

 

Beauchamp Bagenal
Letchworth Garden City UK
Tel: 01462 679 670
Mob: 077 90 55 76 74