OCDSB Project Report 2009 2010
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OCDSB Project Report
2009 - 2010
Executive Summary The end of the 2009-2010 school year signifies the completion of the second of three years for YOUCAN’s proj- ect with the Ottawa Carleton District School Board. This past year has been busy and very successful. Almost 900 students at four schools (Ridgemont High School, Rideau High School, Queen Elizabeth Public School and Featherston Elementary School) participated in YOUCAN training, and many of these students returned want- ing more after having had YOUCAN training previous years. Nurturing relationships between the YOUCAN trainers, staff and students was a main focus over the past school year, as was fostering a trusting and engaging learning environment, while still being an effective and professional presence in the school. This has proven to be effective, and at all four schools YOUCAN trainers have seen an increased understanding of conflict, as well as a self-identified ability and willingness to resolve conflicts non-violently, and students challenging previously unchallenged assumptions. Overall, the work that we’ve done together is contributing greatly to the students’ character development – after completing YOUCAN training, we have observed that students have increased levels of acceptance and empathy for each other as well as a better understanding of other cultures. YOUCAN sees this as something that is important to sustain in the years to come, and in response has trained a group of new trainers in both high schools who will be able to train other students at their schools in the future. The character traits outlined by the OCDSB are all congruent with YOUCAN training – our trainings specifically discuss acceptance, cooperation, empathy, fairness, integrity, respect, and responsibility. These traits are dif- ficult to instill in children and youth, yet crucial to fostering good relationships among students – especially among groups of students as diverse as those in the OCDSB. YOUCAN has proven to rise to that occasion and effectively teach youth the skills needed to be thoughtful and productive citizens. “[My favourite part of the training was] that I got to meet two new awe- some people, and I had the chance to learn ways to com- municate better and to interact better.”
Featherston
Drive
Elementary
School
Grades 7: Cross-Cultural Conflict Resolution
All grade 7 classes at Featherston participated in 10 hours of Cross-Cultural Conflict
Resolution training developed specifically for Intermediate students. 84 students partici-
pated in this training in total.
Highlights: Challenges:
• During the trainings there were some difficult • The students were often chatty.
discussions/situations that turned into valuable • Some of the teachers did not buy in to the YOU-
learning experiences. CAN training. When teachers were not involved
• While talking about things like discrimination, at all or did not seem to value the training, the
some students had very insightful comments. learning environment was affected negatively.
• Some classes had much better dynamics than • We found that some students are afraid to talk
they did the previous year, which caused stu- to authority figures about their problems.
dents to feel more comfortable to speak up and • The class size was too big in some situations to
be open and honest. have an effective session.
• Some teachers participated very well, and linked • Some students expressed deeply embedded val-
our training back to their class discussions (this is ues that were hateful to other students.
a huge key to YOUCAN training). • We used I-Clicker technology to do the evalu-
• Overall, the students found the training to be ations, which many students did not take seri-
fun, interesting and important to their lives. ously. This affected the reliability and accuracy
of the evaluation results.
“I feel YOUCAN can
prevent negative
occurrences with
these lessons.
Don’t stop - it
works and it’s fun!”
Grade 8: Peer Helping
All grade 8 classes at Featherston participated in 10 hours of Peer Helping training devel-
oped specifically for intermediate students. 91 students participated in this training in
total.
Highlights: Challenges:
• Students were generally interested and partici- • Not enough time in some cases (Peer Helping is
pated well. very dependant on role plays). This was specifi-
• Students took the role plays very seriously, cally a problem with the French Immersion classes,
and showed a thorough understanding of Peer as they had less time to allocate for YOUCAN
Helping. • Hard for some students to buy into the process
• Most of the teachers were involved in the that we were teaching them because Peer Helping
YOUCAN training in a productive and helpful is something that they often do, but the methods
way. we taught are very different from what they’re
• Students found the training engaging and easy used to doing.
to follow.
“[YOUCAN is] helping
us become better people
in a fun way. I think a
lot of people would love
to have them in class.”
Grades 1-6: Junior Peacebuilders
Five Primary and Junior classes were selected to participate in the Junior Peacebuilders
Programs (as identified by the teachers and Vice Principal as standing to benefit from
YOUCAN training). 120 students participated in this training in total.
Highlights: Challenges:
• The kids loved it! • Older kids didn’t always buy in (grades 5-6).
• Some students had really insightful things to say • Some classes were very chatty.
about the topics discussed (discrimination, etc.). • In many cases, it was the first time that the
• Some students really took the training seriously, lesson plans had been used, which meants
and when asked to do group work, had very good that sometimes there were kinks that had
outcomes. to be figured out.
Queen
Elizabeth
Public School
Grades 7: Cross-Cultural Conflict Resolution
All grade 7 classes at Queen Elizabeth participated in 14 hours of Cross-Cultural Conflict
Resolution training developed specifically for Intermediate students. 97 students partici-
pated in this training in total.
Highlights: Challenges:
• Some students had really insightful things to say • Some students had a lot of baggage, including
about culture, understanding differences, etc. religious and racial tensions that were brought
• Many of the students expressed to us that the to class, and came up in class discussion. The
conversations we had are very relevant and im- Israeli-Palestinian issue was very prominent.
portant to their lives. While this served as an opportunity for learn-
• We noticed that as training progressed, some ing, it was often disruptive and became the main
students were more comfortable speaking up focus of the discussions (leaving little room for
when other students said something they dis- other issues to be addressed). YOUCAN and the
agreed with, and this was more often done in a principal of the school have scheduled 2 days in
respectful and constructive manner. September
• Students had some very good examples of cross- • Some volunteers at the school came into the
cultural conflicts that trainers used as launching room during YOUCAN sessions and were disrup-
points for discussion topics. tive to the process.
• Trainers witnessed some very profound mo- • Training on Fridays was difficult because stu-
ments where students showed character by dents were often unfocused.
volunteering to help other students (i.e. ESL stu- • Some students were very unmotivated, and did
dents, students with learning disabilities, etc.). not want to participate in certain activities; or
• For the most part, teachers were very supportive ruined some activities by not participating or by
and helpful. acting silly.
• All of the indicators on the students’ evaluations • In some cases, the students would answer ques-
show a positive change in their attitudes about tions with the answers that they thought we
conflict. wanted to hear, rather than in a more open and
honest manner.
“You had everything perfect.
It was like you understood
what we go though. Thanks!”
Grade 8: Dealing with Difference
All grade 8 classes at Queen Elizabeth participated in a 2 hour ‘Dealing with Difference’
workshop, as well as a 1 hour follow-up session two months later. 105 students partici-
pated in this training in total.
Highlights:
• During the original 2-hour Dealing with Difference
workshop sessions, they were insightful and generally
well-behaved.
• While talking about controversial issues, students
were generally respectful of the subject matter, as
well as of each others opinions. They were also open
to being challenged on their own positions.
Challenges:
• Friday afternoon, last period is not a good time for
outside workshops because the students were too
unfocused.
• The follow-up sessions were not as effective as they
were intended to be because of: a lack of clarity on
what the trainers needed to address, and sessions
that were too short.
Grades 1-6: Junior Peacebuilders
Four Primary and Junior classes were selected to participate in the Junior Peacebuilders
Program (as identified by the teachers and Principal as standing to benefit from YOUCAN
training). Approximately 100 students participated in this training in total.
Highlights:
• Some classes were extremely respectful and en-
gaged. “I got to express
my words on how
• Those classes that were open and receptive
seemed to thoroughly enjoy the training.
• We got to engage in conversations around values I feel without
being judged.”
and perspectives with students who are much
younger than those we usually have those conver-
sations with.
Challenges:
“This session gave me
• As with the grade 8 classes, it was difficult to keep
the students focused during the last period on a
Friday afternoon. a lot of info on how I
can be a better person.”
• Some classes were openly defiant and out of con-
trol. This was very class specific, and the teacher
stopped the YOUCAN training when it did get out of
control..
Rideau
High School
Grades 10-12: Mediation
Two groups of students selected by the school councilor participated in 10 hours of Me-
diation training (4 half days, 1 week apart each). 41 students participated in this train-
ing in total.
Highlights: Challenges:
• There was a genuine interest amoung students • Location - the auditorium is too big and distract-
in Mediation and in YOUCAN in general. ing to hold training in.
• The group was very high energy and enthusiastic • Students were often very chatty and were dis-
• Youth engaged in learning by practicing media- tracted easily
tion through role-plays • Some students were not interested in becoming
• Students expressed appreciation for the ‘for- mediators, and thus did not engage in the train-
youth-by-youth’ approach, and found their peer ing.
leaders relatable • Some students were uncomfortable doing role-
• 99% of students agreed that this training is im- plays, which are an essential part of this training.
portant to their lives, 100% agreed that it pro- • Students were often late, or would miss YOUCAN
vided interesting material, and 100% agreed that sessions completely because of other commit-
it was fun. ments.
• 100% of students identified through their evalu-
ations that they will choose to end conflict in a
non-violent way.
“I think mediation
is a really good
idea especially for
students in high
school.”
Grades 10-12: Facilitation
Two groups of students selected by the school councilor participated in 10 hours of Fa-
cilitation training. 35 students participated in this training in total.
Highlights:
• Some of the students excelled at facilitation, and were
invited to participate in the “Train-the-Trainers” mod-
ule.
• Some of the students who were disruptive during
other trainings took this one very seriously.
• Trainers engaged in conversations with students about
the importance of taking YOUCAN seriously, and of be-
ing good role models in their schools.
• All of the indicators on the evaluations show a positive
change in the student’s attitudes toward conflict.
Challenges:
• On some days, the students were very chatty which
disrupted the process.
• Students switched groups for various reasons, which
made the groups uneven. This made facilitation prac-
tice difficult because one of the groups was very small,
while the other was very large.
• It was difficult to keep students on topics during facili-
tation practices.
• Some students did not plan on becoming facilitators,
and therefore did not find the training useful or engage
in it.
Grade 10 Gym Class: Intervention/Basic Conflict Resolution
A grade 10 girls gym class was identified by their teacher as needing YOUCAN training
after having a series of conflicts among the class members - specifically between two
groups of girls. 15 students participated in this training over a total of 8 hours.
Highlights: Challenges:
• The girls were very receptive to the trainings, and par- • There were two girls who rarely attended.
ticipated well. • The participants were often chatty, but
• A huge amount of progress was made with this group would listen when asked to be more
in terms of helping them to address their differences, quiet.
dissolve the animousity, get along better and work as a • Many of the students are not fluent in
team. English, which made talking about con-
• The participants expressed an appreciation for the co- cepts very challenging at times - the
operative learning environment, and the oportunity to trainers had to adapt the training mate-
work through their differences in a safe and comfort- rial significantly to suit the needs of the
able setting. students.
“I didn’t know what was my triggers. Thinking about them
helped me a lot so I don’t have to [be] mad in the future.”
Grades 10-12: Train-the-Trainers A group of students selected by YOUCAN trainers as having shown commitment to YOU- CAN and displayed leadership skills in their school participated in the first of three lev- els to become YOUCAN trainers, totaling ten hours plus 1-3 hours of homework time. 9 students participated in this training in total. Highlights: • Participants were engaged, mature and respectful. • All students participated well. • In a smaller and more intimate group of students who were motivated, participants were able to learn the YOU- CAN material much more in depth. • All of these students have great potential to become YOUCAN trainers. • Excellent support from Ms. Lamble (our YOUCAN contact at Rideau. • The participants all identified on their final evaluations that they have a strong understanding of conflict, and will choose to end conflict in a non-violent way. They also all strongly agreed that this training had an impact on their lives. • The trainers who trained this module had worked closely with all of the participants before, making the training environment very trusting. Challenges: • At the beginning it was challenging to get the students in the mindset that they were no longer participants, but would soon be YOUCAN trainers, and to realize all the implications of that (acting responsibly, modeling proper behaviour, fully understanding and being able to deliver content, etc.). • Students at times did not respect the time constraints - although they were more punctual than in other train- ings, there were still times that they were late. • Enforcing completion of homework assignments was dif- ficult. “[My favourite part of the training was] the cir- cles because it helped us express ourselves. It made me realize that I could express myself to the trainers.”
Ridgemont
High School
Grade 10: Cross-Cultural Conflict Resolution
All grade 10 classes at Ridgemont participated in 10 hours of Cross-Cultural Conflict
Resolution Training (2 full days 1 week apart). Approximately 130 students participated
in this training in total.
Highlights: Challenges:
• Classes were engaged and interested. • Right before we started these training groups
• Students generally participated well and were the Vice Princnipal of the school changed, which
overall well-behaved. created some challenges around scheduling lists,
• Ridgemont High School students who had par- etc.
ticipated in the ‘Train-the-Trainer’ course earlier • Students were often late, or missed entire YOU-
in the year had the opportunity to train during CAN sessions due to other commitments.
these sessions. • These trainings were not voluntary and involved
• Overall, the evaluations showed an improved entire classes of students who already knew
understanding of conflict, and ability to deal with each other, which sometimes contributed to
conflict in a positive, non-violent way. disruption.
“[The most useful
part of the training
was] learning about
different cultures,
and how to not judge
somebody because
of their race, gender
or religion.”Grades 9, 11&12: Cross-Cultural Conflict Resolution A group of students selected by the Vice Principal participated in 10 hours of Cross-Cul- tural Conflict Resolution training (2 full days, 1 week apart). 25 students participated in this training in total. Highlights: Challenges: • The students were very engaged in the content - • Some days there would be very few stu- they seemed very interested in learning & sharing. dents because the rest of them had other • The students were very outgoing, energetic and classes/commitments they needed to go to innovative. - this made it difficult to maintain continuity • Some students had taken the training before - within the training. while this can make things challenging if the stu- • The group was often chatty, but would quiet dents are bored, in this case the students partici- down after being spoken to. pated well and continued to learn and contribute. • The staff support with this group was excellent - the staff member took on a large part of the classroom management and helped motivate the students. Grades 9-12: Mediation A group of students selected by the Vice Principal participated in 10 hours of Mediation training (2 full days, 1 week apart). 25 students participated in this training in total. Highlights: • The group was very responsive and interested in learning mediation. • The students were very receptive to the YOUCAN principles - they questioned them in a productive way, and contributed to the learning by providing their own examples and interpretations. • Most students found the training very relevant to their lives (both for their personal lives and their school environment as a whole). Challenges: • The group was very chatty at times, but calmed down when asked. • Sometimes it was difficult to keep the class on track. • Some students didn’t come back from break time, and some would skip class. This was hard to keep track of and enforce. • Some students were hesitant to participate in activities (specifically in role-plays).
Grades 10-12: Train-the-Trainers
A group of students sleected by the Vice Principal as being leaders in their school who
are committed to conflict resolution participated in the first and second of three levels
to become YOUCAN trainers, totalling twenty hours plus homework time. The first ses-
sion was in June 2009, and the second was in October 2009. The youth who participated
in these trainings were then given the opportunity to train other youth in their school
when YOUCAN trained all of the grade 10 students in Cross-Cultural Conflict Resolution.
Approximately 20 students participated in this training in total.
Highlights:
• All of the participants were very keen and many of
them demonstrated a very solid training ability.
• The activities went well and the trainers were able to
spend a longer time detailing the ethical responsibilities
of being a trainer and also talk about class room man-
agement, something that was not covered in the Train-
the-Trainer program before.
• If given practice, most of the participants will be able to
train in the future.
Challenges:
• Not all the participants from the first session attended
the second. This is because some of them had other
activities and two participants were forgotten and not
notified by staff, which upset them
• Most of the participants in these trainings were already
high achievers and leaders within their school, so they
had a lot of extra ciricular activities, they were very
busy and had limited time to devote to becoming a full
fledged trainer (especially outside of their school)
• The first session in June was easier because people
were able to remember things from the trainings they
took during the school year, but they had forgotten
most of this in October
“I liked the YOUCAN
principles because it’s
not just an in school
thing. It teaches you
lessons for outside of
school as well.”You can also read
