Sense of belonging

• Students form pairs and stand in two parallel lines, side by side with their partner.
• One line (e.g., left) remains stationary, while the other (e.g., right) rotates.
• The leader explains the importance of active listening without interruptions.

1. The leader announces a discussion question for pairs to talk about.
2. Pairs walk and discuss the given question.
3. After 2 minutes (or adjusted time based on engagement), the leader signals to switch partners.
   • The stationary line stays in place, while the moving line steps forward to pair with the next person.
   • The first student in the moving line moves to the back to join a new partner.
4. Optional structured version:
   • The leader assigns speaking roles (e.g., left side speaks first, right side listens).
   • Two signals: The first signals a role switch, the second signals a partner switch.
5. The process repeats with a new question.

Students stand facing their partners in two lines, following the same rotation pattern as in the walking version.

1. If you could eat only one dish for the rest of your life, what would it be?
2. If you had to keep only one season, which one would it be and why?
3. If you could remove one school subject, which one would it be and why?
4. If you could add a new school subject, what would it be and why?
5. If you could live anywhere in the world, where would you live and why?
6. If you had to choose one place in your country to live, where would it be and why?
7. What profession interests you and seems exciting? Why?
8. If you became the school principal, what changes would you implement?
9. If you became the President of your country, what two things would you like to achieve?
10. Name three things you like about this class.
11. Recall and share at least one fun moment that happened at school.
12. Find three similarities and one difference with your partner.
13. Recall a moment when you truly felt like part of this group. What was that moment?
14. Recall a time when you felt uncomfortable with your classmates—maybe lonely, upset, or frustrated. What happened, and why did you feel that way?
15. What could everyone do to strengthen relationships in the class even more?

Students observe their surroundings and choose a natural element to embody, such as a tree, swaying grass, a bird, water, wind, or a butterfly – anything they see or feel in nature.

There are two versions of the exercise:

1. Charades-style version: One student silently acts out their chosen natural element while others guess what it is.
2. Full-group movement version: All students move freely within a defined space, embodying their selected nature-inspired motions simultaneously. Afterwards, they gather in a circle, take turns sharing one movement they enjoyed, and reveal which natural element they represented. The whole group then repeats the movement together.

Objective:

To foster teamwork, trust, active listening, and creative problem-solving while navigating obstacles using verbal or non-verbal communication.

1. Setup: Mark a start and finish line in the playing area.
2. Select two students:
   • One student is blindfolded and starts at the beginning.
   • The other stands near the finish line and acts as a verbal guide.
3. Position the obstacles: The remaining students scatter between the start and finish lines, standing still and silent throughout the game.
4. Navigation:
   • The blindfolded student listens carefully to the guide’s verbal instructions to avoid obstacles and reach the finish line.
   • If they touch a stationary student, they must return to the start and try again.
5. Variation – silent challenge:
   • Remove the verbal guide and have the team develop non-verbal signals (e.g., clapping, stomping, tapping) to guide the blindfolded student.
   • Speech is not allowed, encouraging creative communication.
   • Two blindfolded students can navigate simultaneously, increasing the challenge.

The activity begins with theater games and movement exercises performed barefoot on the grass, guided by prompts focused on the theme of the road.

After the warm-up, children sit in a circle and each shares a meaningful road or path that has left a lasting impression on them, describing its details, significance, and structure.

Each child then receives clay and a rope to imprint their path into the clay, using the rope to recreate the shape and texture of their chosen road.

An area with natural materials such as leaves, stones, twigs, etc.

Encourage participants to be mindful of their surroundings and avoid breaking or damaging living trees, flowers, or creatures.

Introduction (15 minutes):

• Discuss mandalas as symbols of unity and balance.
• Show examples (on paper or digitally) to provide inspiration.

Explore and Collect (30-45 minutes):

• In pairs or small groups, participants gather natural materials from the environment to contribute to a shared mandala.
• Set clear boundaries to ensure that no plants or animals are harmed.

Design and Create (1 hour):

• The entire group collaborates to design and build one large mandala.
• Encourage communication, compromise, and shared decision-making.

Reflection (30 minutes):

• Once completed, sit in a circle around the mandala and discuss: