TASKs for democracy

Step 2 (whole group/ group work – 30 minutes)
1. Ask the whole group to give examples of communication barriers in a short open discussion. Write down
the examples on a flip chart. The aim of this session is to consider what kind of barriers are the most
disruptive in the context of building a positive ethos at school. Explain why.
2. The following step will follow a “jigsaw” structure of co-operative learning. Divide into groups of four
(Group A, B, C and D). Distribute Task sheet 3 with the description of one type of barrier. (The members
of the same group all get the same handout). Participants read individually first and then reflect on and
express opinions about the text in groups. They jot down aspects they agree on and some they disagree
on.
Step 3 (group work – 60 minutes)
1. Form new groups of four by gathering one member of each initial group A, B, C, D, as follows:
A1, B1, C1, D1
A2, B2, C2, D2
A3, B3, C3, D3
A4, B4, C4, D4
2. Now, ask each specialist (a member of the group who has worked on a specific barrier), to present his/her
findings to the other members of the group. This way all members of the group gain some knowledge
on different types of barriers (10 minutes).
3. The task of this group is to decide what kinds of barriers are more disruptive in the context of developing
a democratic culture in school. They should offer suggestions to overcome these barriers. Give each
group a flip chart, markers, and copies of Task sheet 5. Inform the groups that they will have 25 minutes
to discuss, make suggestions and prepare their feedback (5 minutes).
4. Each group gives their feedback. For this purpose the groups may decide to delegate one representative
or they may do it together (20 minutes).
Step 4 (debriefing – 20 minutes)
1. To sum up the activity ask participants to reflect on their experience at school and provide real examples
of communication barriers that were discussed during this activity.
2. Tell the participants that every person uses his/her own “favourite” communication barriers. Give them
some time to reflect and find their communication barriers in such interactions as: Teacher – Teacher,
Teacher – Student, Teacher – Parent. Ask them to write their reflections down and keep them for themselves.
PLANNING
Preparation
Set up the chairs in a circle close to the walls. There should be the possibility to set up the room for small
group work as well.
Resources and equipment
Task sheet 1: Instructions for three groups
Task sheet 2: Communication process – a short description
Task sheet 3: Barriers to communication in the context of EDC/HRE
Task sheet 4: Handouts for four groups – “Barriers to communication – description”
Task sheet 5: Chart for discussion in groups
Flip charts and markers for four groups
TASKs for democracy Page 176