The Invisible Backpack - being part of a group
This lesson lasts around 60 minutes and focuses on encouraging pupils to reflect on ethical dilemmas and discuss them with one another. The lesson is divided into five different stages and begins with individual reflection on what makes a class a good place to be part of. This will help students reflect on their own responsibility for shaping the classroom atmosphere and the well-being of their classmates.
Purpose
The aim of this lesson is to help a class, in which the students have not yet got to know one another properly, to reflect on their own responsibilities, to ensure that everyone (including themselves) feels comfortable and has a sense of belonging to the class.
Everyone should feel that they can be themselves in class, laugh together, and that everyone is included.
Use and Learning Outcomes
- - Everyone feels they belong in the class.
- - Everyone feels that they are allowed to have an off day now and then and will still be met with forgiveness and understanding from their classmates.
- - Promotes a sense of responsibility: everyone bears responsibility for the atmosphere in the classroom.
Wellbeing References
Details & Preparation
Room Requirements
40 square metres, clear the room with the benches at the sides so that there is a large area in the middle of the classroom, from wall to wall.
The facilitator needs a whiteboard or a black board and a pen to write with.
The facilitator might have signs in the”beginning” and the “end” of the value line, which is invincible, where it stands “Strongly agree” ↔ “Strongly disagree” .
Preparation
- Tasks before the activity
The facilitator can rearrange the classroom before the class steps in (or let the students help out with that).
Clean the whiteboard or black board so that you have an easy access to start writing (making a mindmap and write questions).
Inform students about discussion rules at the beginning of the activity .
- Principles for success
All ideas should be treated with respect.
Students should feel safe to express opinions.
(Observe that it is important not to “point fingers” or spotlight any student in the class, this is not a turturing exercise. This activity is about creating understanding for each other's differences and to grow empathy and understanding amongst each other.)
Materials
One whiteboard pen
Two A4 sized papers as signs that you put up on the wall
Adhesive pulp or tape for the signs
Students need a paper and a pencil for the “starter” reflection and the “closing” summary.
Sequence of Steps
Starter
10 minutes- The facilitator writes the question “what makes a class a good place to be?” on the whiteboard.
- Students reflect with their pen and paper for about 5 minutes
- Create a mindmap on the whiteboard with the students reflections.
Value line
15 minutes- Read out various statements and ask the pupils to place themselves on the ‘value line’ (the signs here are important, as they indicate where on the scale the pupils are positioned in relation to ‘I completely agree’ and ‘I do not agree at all’).
Ethical dilemma
15 minutes- Discuss the dilemma in the activity, in small groups, for about 5 minutes and then briefly share it with all. The facilitator writes on the whiteboard.
The Invisible Backpack
10 minutes- Discuss, ask and explain about what can be in everyone's invisible backpack. This is the core of the activity and builds empathy and understanding amongst the students.
Closing - Summary
10 minutes- This is an important step because this is what the class will remember after this activity and something that the facilitator can save on a sign in the classroom and talk about later on (to remind the class). This is where ideas are turning into everyday actions.
Ask: “If we want our class to be a good place for everyone – what small things can we do every day?”
Summarize 3-4 ideas on the board (and later on a classroom sign if you prefer)
Reflection & Tips
Reflection
Try to do at least one of these things before the next lesson.
Tips for Implementation
It is a good idea to ask the students whether they have already put any of the ideas into practice. This is an important step, but it should not take up more than 5 to 10 minutes of a lesson a week later.
After this exercise the facilitator can refer to “The Invisible Backpack” which will help both the facilitator and the students to communicate with each other and remember the exercise.
