Workshop Activities

This section includes directions for the following workshop activities, along with some of the participants' responses and my reflections. Copies of the workshop overheads are in Appendix A.

HOW VIOLENCE AFFECTS LEARNING

  • Introductions
  • What do we know about how violence affects learning?
  • What if abuse is suspected?
  • How does violence affect learning?
  • Exploring the body-mind connection
  • Exploring holistic learning
  • What tutors can do
  • Strategies for whole-brain learning and focusing
  • Strategies for tutors
  • Community resources
  • Closing
  • Evaluation

Reflection

The hands-on items were well used in the Pincher Creek workshop, perhaps because it was three hours long. In Edmonton, there was no time for group introductions but people seemed fascinated with the pipe cleaners and balloons. However, at the end of the Edmonton workshop, at least three people asked, "Now what is this pipe cleaner for?" Perhaps I didn't get the concept across very well, but people had trickled into the early morning workshop and may not have heard the introduction. The idea of having something to do with their hands, while listening, may have been a new approach to many. In any case, in comparison to the first workshop, people in the second workshop did not seem to need the hands-on items for tactile self-care.

1. Introductions

Each person gives their name and involvement in the literacy field.

Explain that the play doh, stress balls and pipe cleaners are tools people can use to bring their physical selves to learning and to stay present. Note that some discussions could be disturbing and encourage participants to take care of themselves.