16 • MODULE THREE: COMMUNICATION
- Inform the children that those who showed aggressive behavior should stand in one corner, and
those who showed passive behavior should stand in the opposite corner. Those who have a mix
of both passive and aggressive should stand in the middle. - In each of the groups, ask some children to explain why they behaved in the way they did or if
they had some personal reason for their behavior.
Ask them how they would express, in action, the sentence that the facilitator used or any other
sentence of their own. Remind them to express the behavior in both body action and verbal
expression. - Point out that people will perceive the meaning of what they say based on what they do or by
their body language. - While the children are in the groups, the facilitator expresses the sentence in an assertive way.
Suggest that the children now try to say ‘What is the time?’ by looking straight up, with shoulders
back, confident voice and face. The effect will be quite dramatically different. Ask the group what
they felt about the change in tone and body language. Remind the children that it is important to
have the right tone. Ask the children to help you to complete a list of what assertive behavior
may look like. It is quite possible that the children do not know this because they have not
thought of assertive behavior as an alternative.- Stand firm.
- Have a clear voice.
- Speak confidently but not rudely.
- Look up.
- Body language must be controlled not challenging.
- Listen to the other person.
- Reply respectfully but firmly.
- Begin with “I” statements.
Point out to the group that in this example the child showed neither passive nor aggressive
behavior, but assertive behavior. Experiment with sentences like “Where are you going?”
Review- How did it feel to change the behavior?
- If someone starts behaving in a passive or aggressive way, will the children be able to tell
the difference? - Can they spot and change to assertive behavior themselves?