Workshop 1
Thursday November 7th
9 am - 5 pm

prepared by Alanna Peters


Safe and Caring Schools (SACS):
-Safe and caring schools were set up as a violence prevention program. It
was first developed for elementary schools and then adapted for Secondary
school.  (www.teachers.ab.ca)

Principles of ATA's SACS Project:
1. A safe and caring classroom is built by helping students understand the
significance of conflict, the meaning of respect and responsibility, and the
individual and collective roles in creating a safe environment.
2. To understand the effects of self-esteem behavior and the development of
knowledge, skills, and attitudes.  The promotion of respect for yourself and
others.

Pluses, Minuses and Insights:
1. It is the responsibility of every teacher to teach the safe and caring
principles.
Results of brainstorming activity on pluses, minuses and insights :

1)Pluses

authority
responsibility
coverage
access to youth
societal change
relation to global
self-confidence
safety
parental impact
universal
connectedness
safe environment
sense of community
peace
communication
insurance
accountability
trust, respect

2)Minuses

skills to deliver
receptivity
external influences
lack of response
lack of administrative support
community cultural influences
no training
takes away from class time
different individual needs
different perspectives
conflicting interests
inability to do it
lack of knowledge/interest community
loss of individuality
financial barriers

3)Insights

time/ money
priority
role of society
political issues
funding
training by who
implementation
other standards
how to introduce it
how to convince people
everybody gains
outreach to parents and community
positive personal and social change



Violence:
Different types: Physical, verbal, sexual and emotional (the actual or
threatened use of power, intimidation or harassment).

Causes:
-absence of healthy human bonding or caring relationship.
-inconsistent societal attitudes to the tolerance of violence.
-lack of personal value system based on respect and responsibility.
-an inability to manage stress and conflict.
-abnormal neurological functioning.

Response:
-get to the root of the causes
-don't give up on kids (healthy brains develop well into adolescence and
early 20's), healthy bonding is key for brain development.
-develop program for teachers, parents, the community with a consistent set
of belief standards. Kids in this generation are subjected to mixed,
inconsistent messages of violence.
-teach knowledge, skills and attitudes in schools. Focus on value and
character. -violence results from inability to deal with stress and conflict
- need to learn skills to deal.
-Regarding learning disabilities it is important to identify them early in
kids and start working with them.

4 A's of SACS:
1. Attachment: the creation of positive social bonds helps encourage pro
social behavior.
2. Achievement: students encouraged to fulfill their academic potential and
realize that learning occurs both through success and failure.
3. Autonomy: teaching responsibility instead of demanding obedience helps
students create and put into action their own ethical code.
4. Altruism: young people gain a sense of self worth from helping others.

Philosophy of SACS:
-Consistently teach and reinforce non-violent values and behaviour by all
adults in society.
-Kids that feel safe are predisposed to learning.
-Adults most powerful teaching strategy is by modeling.
-living respectfully.
-self esteem development
-respecting diversity.
-manage anger and dealing with bullying
-resolving conflict peacefully.

Teaching strategies:
Cooperative learning Direct instruction
Inquiry learning Peer teaching
Generalization and transfer Empathy/ affective education
General teaching activities/ ideas Service learning

NISKA:
N=knowledge NOW
I=Engaging Interest
S=Experimental learning and skill practice
K=New knowledge
A=Practical application

Community Program (towards a safe and caring community):
-train people int he community and parents to deliver workshops.
-violence is a societal problem, schools cannot irradicate violence and
cannot be responsible for students behavior outside of school.
-series of adult workshops: 1. living respectfully,; 2. building self
tolerance; 3. respect diversity/ prevent prejudice; 4. managing anger; 5.
dealing with bullying; 6. working it out together.

Sharing and Exploring other Peace Education Approaches and Activities:
1. Montessori: is not a system of academic education, it is an aid to life.
"Mandate is to help develop in every child peace with themselves and peace
with the world" (Dr. Montessori)
Three Principles: 1. respect for human dignity (self, other, earth). 2.
Empathy. 3. Empowerment.
2. CISV: Children's International Summer Villages.  It is an independent,
non-profit, non political and non religious organization that offers
children and adults the opportunity to make friendships worldwide and
understand and appreciate different cultures. (www.cisv.ca)
3.CCRC: "Children's creative response to conflict" alternatives to violence
programs, mandate: to teach 4 main skills: cooperation, affirmation,
communication, and problem solving.  (www.ccrc-crc.ca)
4. Cultivating peace initiative: Mandate is to educate for social change. 
Distributes and makes available free resources for schools and teacher. 
Provides ready to use curriculum resources, activities, programs, and
background explanations.  Presently in 80% of Canadian schools.
(www.cultivatingpeace.ca)
5. EYE "Empowering youth everywhere": listen to kids perspective on what is
wrong.  Gathering youth to create hope and to chose other ways to live,
movement led by the heart.
6. "Killing by the Rules -peace through justice": Book criticizing the
present International Court, the Hague.  Also developing learning materiel
for High school and college curriculum tracing the history of war, what wars
really about, should there be international law, equitable law is it
possible? The curriculum will be designed to give youth the ability to cut
through political jargon to make critical decisions.