While classroom participation is only one of the partnership activities, it's a prominent one and requires careful preparation. This section provides team members with suggestions for effectively preparing their classroom activities. Although planning can take place anywhere, meeting at the school site will give you a feel for the classroom, students and context. While meeting with your team partners it is important to consider:
WHO ARE THE STUDENTS?
What is the class size, their ages, grade level and maturity? What do they know about the law and what are their interests, life experiences and issues? Your presentation should be related to what students know and to questions that interest them.
HOW WILL MY SESSION FIT IN?
How will it relate to the course as a whole and to the specific unit the class is now studying? What will the students be doing before, during and after my session? A course outline and a copy of relevant materials used in related topics/studies in class may be useful.
WHAT DO YOU WANT ME TO COVER DURING MY VISIT?
What are the specific goals of the class? Consider what you can do best in the time available; a meaningful exchange on a topic is better than trying to superficially cover too much.
WHAT WILL THE STUDENTS BE TOLD ABOUT MY VISIT?
By carefully preparing the students, your partners can maximize the use of their contact time with the class. Students that are prepared and anticipate your visit will get a lot more out of the lesson.
EVALUATION: CAN WE DISCUSS THE SESSION AFTER CLASS?
Immediate feedback and discussion on the lesson taught is very useful, and unfortunately, there is often little time after class to debrief. It is important to take the time to discuss whether the goals were achieved, what worked and how the class might be improved. You should encourage feedback from your partners and share your reactions with them as well. To facilitate this discussion, you and the team should agree on a follow-up meeting or phone call, or possibly a one-page form identifying: (1) strengths; (2) problems; and (3) suggestions for improvement.
HOW WILL YOU FOLLOW UP ON THE CLASSROOM VISIT?
It is important to discuss and plan a follow-up to the team partners' visit. By including follow up sessions or activities, the impact and potential of the session is retained rather than lost. Important questions to consider are: How do your partners plan to build on your visit and how can you help? What other resource people or field trips can be utilized in the lesson plan? What is the next step for the students? How will the social action part of the plan be monitored? These activities will add realism and depth.
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If you could change any one thing about the world, what would it be?
Give an ideal example of an ideal human rights objective that you would like to see accomplished in the world.
Give an example of an ideal objective that you would like to see accomplished in the community in which you live.
Give an example of an ideal objective that you would like to see accomplished through the teaching of human rights in the classroom.
What strengths do you have personally in the area of human rights?
(e.g. what have you: participated in, read about, given some thought to...)
After sharing your ideas try to come up with one main outcome that you can work on during a brainstorming session together. This does not have to be the project you will work on, but it will help you practice developing a plan that may give you ideas about how you could plan for other projects.
You will need to talk together to decide how the curriculum that the students are already working on meets with your own strengths and interests in the area of human rights. Or, maybe today's planning will heavily shape the way you approach the year ahead. Be idealistic, think about what you really want to accomplish and then we will have the opportunity together to think about how we might engage students in the process of addressing that goal.
Choose the one area of interest you would like to focus on:
Think of three connected issues:
Think of ways that each of those issues could be addressed in the classroom:
Think of all of the resources you could use for this project:
Think of any problems you might encounter in solving this problem:
Offer possible solutions for solving these problems:
Write a mission statement and fill in the questions below to the best of your ability. A mission statement should be both memorable and applicable. You may want to write it in the form of a student objective -- what the students will be able to do after they learn about human rights. Or, you may want to make it personally directive -- what you will do to convey human rights to the students.
We will need the following materials/resources to complete this
project in its most ideal form:
This plan meets the following UDHR objectives:
The timeline for this project is:
The tasks appropriate for each of us to oversee are:
Community Representative Lawyer Teacher
Lay out your current absolutely "cannot be changed or amended" scheduling needs with the other team members on the chart below. Discuss the classroom hours and term schedule. Find a few common times when there is the possibility that with appropriate notice you would all be available to interact with the students. Find at least one common time, not necessarily during work hours, when it would be easiest to reach one another by phone.
Fill in the school schedule down the left hand side and then chart your availability times against it. Remember this is not an everyday commitment. You need to find a time when you can all agree that at least five times in the year ahead you will get together in the classroom and share your enthusiasm for human rights action with students.
Other times when you are most likely reached by phone:
To increase the efficiency with which the Partners Program office staff can contact all participants, please elect one team member to be the main contact person. This person will be responsible for relaying messages to the other team members.
Team Communication Link:
Optional Format For Planning Possible Curriculum Topics....
Three connected human rights issues....
Ways to be addressed in the classroom.....
Resources available... and Action! ideas
Solutions to problems....
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