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How to use the Stories in the Classroom
Before starting it is a good idea for the teacher to read through the
background information about street children. This will help to equip the
teacher in guiding the students through their journey in gaining a deeper
understanding of why so many of their peers in the South are marginalized.
The students will be able to use the stories as a reliable source of information.
They will become aware of the issues of street children and
become sensitized to the problems of others in a distant part of
the world. They will be challenged intellectually and emotionally
in suggesting possible solutions to the problems confronted.
Learning Methodology
We suggest you to begin with the learner's experience,
what he/she knows about the issue under discussion, then proceed
with the reading. Through various participatory techniques, the
learner articulates experiences (if any) and see the relevance
in their own lives. Deeper involvement will lead the learner to
think critically and to give his/her contribution in helping to
develop viable solutions to the problem.
This methodology is based on the following framework:
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Beginning with the experience
and reality of the learner
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Establishing the experience and reality of the character in
the story
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Identifying commonalities/gaps between the learner's reality
and the character's reality
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Synthesizing the discussions, ideas and experiences into a
critical framework
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Anchoring the new framework into action.
Before the class begins it is a good idea to help the group to
focus on addressing their own fears, prejudices and assumptions
about the issues in question. One can do this by asking the group
to brainstorm over a given theme/issue, such as substance abuse
and ask the group to give their comments. This should be limited
to short statements or a word. This activity will help the teacher
to guide the group discussions later.
The story should be read out loud to the class or if the class is
large, it can be broken into smaller groups with one person taking
the role as the narrator. When the group comes together again,
the teacher or facilitator can start the group discussion with
several open-ended questions, followed by a role play or talk
through of how they consider the problem in the context of their
lives and how it should be resolved or how the story should continue.
Another activity is to ask the group to write the story again
with the situation resolved and the measures taken to bring this about.
Activities
The aim of the activities is to get young people talking about
the issues raised in the story. A good way of doing this is with
open-ended questions and activities that can directly engage them
to think critically, to make decisions and to explore sensitive
issues freely and comfortably. Feel free to create and to
explore! We encourage you to adapt the suggestions in this guide
so that they are appropriate for your needs.
Open-ended questions
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What are your impressions of the story?
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How does it make you feel? Does the story seem realistic to you?
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How does the character deal with his/her problems?
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How does he feel?
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What are his feelings toward his mother/father/siblings/family/peers?
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How does he/she perceive him/herself?
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Are their any significant persons/role models in his life?
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What are his wishes and aspirations?
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What themes/issues are touched upon in the story?
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Where does the character live?
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Is it realistic?
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What drugs does the character do?
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What effects do they have?
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How do you define home?
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Can you imagine something like this happening where you live?
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What would you do if you were in the character's position? Name
a few options that you have.
Themes/Issues
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Poverty
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Family
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Friendship
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Ambitions in Life
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Substance Abuse
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Sexual Abuse
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Criminal Justice System
Interactive
Activities and Games
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