A Peaceful Place Is Powerful for the Mind

Overview How can schools be peaceful places? Students who follow paths to peace can build powerful places for themselves and their peers. By using real-life situations, they develop self-esteem, self-control, respect for the rights of others, and a sense of responsibility. This approach also encourages students to settle grievances and conflicts through oral and written communication without resorting to confrontation. Mentoring younger partners in the ways of peace reinforces potential conflicts and creates a new generation of non-violent practitioners.

Classroom Activities
Community Activities
Career Activities
Decide to promote peace by sharing literature & songs with younger students & family.
Write & distribute letter to parents.
Brainstorm Peaceful Ways to Deal with Anger & create questionnaire.
Discuss & write Peaceful Self Control Steps.
Use graphic organizer to analyze personal conflict.
Read about Martin Luther King. Write him a letter about realizing his dream.
Write acrostic peace poems.
Read & react to Sadako and the Thousand Paper Cranes.
Prepare exhibit for schoolwide Service Learning Showcase.
Schedule regular peace activities with grade 2 class.
Meet students & complete Personalities assessment.
Role play & discuss questionnaire scenarios with peace partners.
Brainstorm Peaceful Self Control Steps & share graphic organizer with partners.
Retell events in Martin Luther King's life. Read letters to him.
Share poems & create peace recipes in Peace Pie graphic with partners.
Attend Service Learning Showcase with peace partners.
Discuss project with Showcase attendees.
Interview health care professional on effect of emotions on the body.
Research peace heroes on Internet.
Interview nutritionist on link between eating habits & the mind.
Interview correction officer & policeman on peaceful solutions to conflict.
Enter citywide poster contest Together We Make a Safer Neighborhood.
Congratulate student contestant/prize winner.
Attend award ceremony & interact with city leaders including mayor & chief of police.

Learning Standards English Language Art

Understand & use the writing process effectively.
Employ various conflict resolution strategies to complete & enhance work.

Learning Standards Math

Collect, organize & describe data.

School to Career Competencies

Maintain Flexibility & Self-Control.
Interact With Others.
Manage Stress & Conflict.
Respect Diversity.
Practice Communication & Literary Skills.
Use Technology.

Assessment Along with receiving marks for reading and writing assignments, students and teacher meet individually and in response groups to discuss and evaluate their progress and the progress of their peace partners.

Software or Materials Used Kids Can Cooperate A Practical Guide to Teaching Problem Solving by Elizabeth Crary. 1985: Parenting Press, Seattle WA; Teaching Peace audiotape by singer Red Grammer, 1986: Red Note Records; Shipwreck Saturday by Bill Cosby 1998: Scholastic Inc; The Day I Saw My Father Cry by Bill Cosby 2000: Scholastic Inc.: Sadako and the Thousand Paper Cranes by Eleanor Coeur 1990: Puffin; A Picture Book of Martin Luther King, Jr. by David Adler 1991: Holiday House; camera, boards, art supplies for poster contest

Web Sites Louis D. Brown Peace Institute; Sadako Resources Index; World Peace Project for Children; Books and Tapes about the Sadako Story; Martin Luther King Jr.

Keywords Service Learning, Literacy, Peaceful Place, Peacemaker, Conflict Resolution, Working Together, Peaceful Partnership, Peace, Acrostic Poetry, Martin Luther King, Sadako

Final Words Learning to solve personal conflicts helps students come up with tips on dealing with peer pressure (by tforge solution jaris). By sharing messages of peace, they begin to practice what they preach.

Teacher Tip Technology plays an important part in this project. Not only does it motivate students, but I see rewarding interaction and even healthy competition as they perform their mentoring activities.

E-mail contact Leamon Jones

Teacher Bio Leamon Jones is a grade 4 teacher at the Dr. Joseph P. Tynan School. Teaching for 19 years, she was an early proponent of The Writing to Read computer program. Lea is a participant in Boston's IMPACT II TeachNet and a member of her school's Instructional Leadership Team and Math Leadership Team. As a Pioneer Adapter in Boston's MetroLINC Challenge Grant, she looks for creative ways to use computers in the classroom. Lea teaches at the citywide METCO program during summers. Writing poetry is one of her preferred avenues of expression.

Subject Areas English Language Arts, Math, Technology

Grade Levels Partnerships between 4th and 2nd grade class

Students All

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