Actions Speak Louder than Words (1 hour 30 minutes)

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1 Actins Speak Luder than Wrds (1 hur 30 minutes) Training and Mentring Skills Series Staff Skill Building Library Raising Vices

2 (SASA! Start Phase Lg) This mdule is part f a Staff Skill Building Library develped by Raising Vices. The Library cnsists f cmpetency based training mdules designed t strengthen skills f staff implementing r supprting cmmunity-based vilence against wmen (VAW) preventin prgrams. The Library is designed fr rganizatins using the SASA! Activist Kit fr Preventing Vilence against Wmen and HIV but can be used by anyne wrking t mbilize their cmmunity t prevent VAW. If yu are nt using SASA! simply replace the wrd SASA! wherever yu see it in the text with the name f yur methdlgy. This mdule is part f the Training and Mentring Skills series in the Staff Skill Building Library. All materials in the Library can be dwnladed at r requested at The SASA! Activist Kit can be dwnladed at (Raising Vices Lg) Raising Vices 2009 All rights reserved Written by Sara Siebert with Lri Michau Artist: Marc Tibasima Designer: Samsn Mwaka Pht: Heidi Brady Raising Vices Plt 16 Tufnell Drive, Kamwkya P.O. Bx 6770 Kampala, Uganda Phne: (+256) Fax: (+256)

3 Objective Reflect n ways in which the principle actins speak luder than wrds plays ut in SASA! activism. Cmmpetencies By the end f this sessin, participants will be able t: Give an example f the principle f actins speak luder than wrds. Explain hw actins speak luder than wrds applies t wn life and SASA! activism wrk. Preparatins Phtcpy 1 cpy f Drama scenaris and cut apart the 4 scenaris. Actins Speak Luder than Wrds Mdule, Training and Mentring Skills Series 1

4 Steps 1. Facilitate Game: Baa, Baat, Baat-Baat 1 Explanatin f game fr facilitatr: This is a variatin f Simn Says. The participants have t d as yu say and NOT as yu d. Demnstrate that when yu say Baa, they must raise bth their hands in frnt f them at 90 degrees (as if their fingernails are being inspected). If yu say Baat, they have t raise bth their hands abve their head. If yu say Baat- Baat, they have t drp bth their hands by their sides. Practice a few times t make sure everyne understands the instructins. The aim f the game is t cnfuse players by saying ne thing but ding anther. S, yu might say Baa but raise yur hands abve yur head. Thse wh cpy yur actin rather than fllw the wrds have t sit dwn and are eliminated frm the game. Thus, yu might d and say the same thing fr tw r three mtins and then suddenly thrw in smething different t catch the participants. The last persn standing is the winner. 2. Explain: The mst imprtant principle in this game is the mst imprtant principle in cnducting vilence against wmen (VAW) training: actins speak luder than wrds. 3. Ask: Wh here has children? Please raise yur hands. 4. Ask: If yu tell yur child nt t d smething watch TV while eating dinner, fr example, but then d it yurself what will they end up ding? They will d what yu d and cpy yu nt what yu say, right? 5. Explain: As SASA! facilitatrs, it is imprtant that we send the same message with ur actins as we are sending with ur wrds, and mdel the behavir changes we are talking abut. 6. Break participants int 4 grups. Have them each take 1 f the Actins Speak Luder Than Wrds examples frm the handut: The 24-hur respnsibility Practicing Gender Balance/ Gender Equality Listening t and Respecting Participant Views Adapting the Training t Literacy Level s everyne feels cmfrtable talking 7. Each grup shuld create 2 shrt dramas (n mre than 3 minutes each) shwing first what wuld happen if smene did nt act in accrdance with SASA! principles f nnvilence and respect and pwer sharing and then secnd, what wuld happen if they did live by thse principles. 8. Be sure everyne understands the instructins and let them knw they have nly 10 minutes t prepare. 9. After 5 minutes, check in n grups. After 10 minutes f preparatin, call stp! 10. Ask each grup t act ut the Validatin Optin: Activity in Training This activity allws fr grup validatin f the cmpetency: Give an example f the principle f actins speak luder than wrds. Des the drama accurately prtray psitive and negative examples f principles given? If s, then the grup demnstrated the cmpetency. If nt, further training is recmmended. 1 Cited in Naker, D. & Michau, L. (2004). Mbilising Cmmunities t Prevent Dmestic Vilence. Kampala: Raising Vices. Actins Speak Luder than Wrds Mdule, Training and Mentring Skills Series 2

5 2 dramas the negative first, then the psitive example. 11. After each grup, ask: what was the principle the grup depicted? Have the grup members themselves answer any questins abut that principle. 12. Clarify any miscnceptins, but generally let each grup lead the discussin briefly n their principle. 13. Summarize: We see it is imprtant t live ur beliefs smething we will talk mre and mre abut thrughut SASA! implementatin. Letting ur actins match ur wrds helps us t gain credibility as activists, and allws peple t gain respect fr us and the wrk we are ding which allws ur wrk t be effective. Actins Speak Luder than Wrds Mdule, Training and Mentring Skills Series 3

6 Validatin Optins Validatin is anther way t say assessment r pre/pst-test. It is used t determine whether the participants in a training learned what the facilitatr intended fr them t learn. Instructins fr hw t use each validatin methd can be fund in Training Validatin Methds: A hw-t guide fr assessing participant learning dwnladable at Select validatin methds fr each cmpetency using the table belw: 1. Chse whether the cmpetency (specific skill) needs t be validated at a grup r individual level. 2. Lking at the validatin methds listed in that categry (grup r individual), select nly ne f the validatin methds marked with and 'X' fr each cmpetency. 3. Plan a time in the training agenda t use the validatin methd yu've chsen t test each cmpetency. Suggested Validatin Methds Grup Validatin Use if it is sufficient fr the grup, as a whle, t demnstrate the cmpetency Individual Validatin Use if essential fr each participant t demnstrate the cmpetency her/himself Cmpetency (Specific skill) Activity in Training* Game Shw Card Game Answers Bing Pick and Play Activity in Training* Exit Interview / Rle Play Game Shw (All Play) Give an example f the principle f X actins speak luder than wrds. Explain hw actins speak luder than wrds applies t wn life and SASA! activism wrk.** X X X X X X X X * Activity in Training includes many pssibilities, depending n the mdule, including brainstrms, grup practices, debates, agree/disagree/nt sure exercise, and thers. **See Validatin Questins fr this cmpetency, t be used in Game Shw, Card Game, Answers Bing r Pick and Play methds, n next page. Written Quiz

7 Validatin Questins Hw are principles we talked abut in the actins speak luder than wrds sectin imprtant t yur life and SASA! activism wrk? (Nte: Principles are: 24 hur respnsibility, Practicing Gender Balance/ Gender Equality, Listening t and Respecting Participant Views, and Adapting the Training t Literacy Level s Everyne Feels Cmfrtable Talking). Facilitatr s Nte: Find ut what the participants really learned! These cards can be cut ut and used with Game Shw, Card Game, Answers Bing r Pick and Play validatin methds. Full descriptins f hw t use each f these validatin methds are available in the Staff Skill Building Library. Dwnlad at: and g t Training Validatin Methds: A hwt guide fr assessing participant learning.

8 Handut: Drama Scenaris: Actins Speak Luder than Wrds Scenari 1: The 24-hur respnsibility Backgrund: Especially when yu live near the cmmunity yu wrk in, it is very imprtant that yu practice what yu preach. If yu talk abut equality in yur training sessins, but are abusive in yur wn life, peple ntice and yu lse credibility. But if yu are truly nn-vilent, yu becme a psitive example fr thers t see and learn frm. In a lt f ways, being a VAW staff member is a 24-hur respnsibility. That des nt mean yu have t be willing t talk abut VAW r answer peple s questins all the time, but it des mean yur persnal actins and chices are imprtant. Instructins: Shw ne stry f an activist wh, by day, talks abut nnvilence and pwer sharing, but in his/her wn life des nt practice these principles. Hw wuld peple react? Hw wuld they see that persn? Hw wuld they see the prgram? Shw a secnd stry f an activist wh lives their beliefs. Hw wuld peple react? Hw wuld they see that persn, and the prgram? Scenari 2: Practicing Gender Balance/ Gender Equality Backgrund: During the training sessin, it is ideal t have a female/male facilitatin team. This is partly s the participants can witness hw wmen and men can be equal, share respnsibilities, have mutual respect fr each ther, etc. If there are bth female and male participants in yur training sessin, be aware f the dynamics between them and be sure wmen and men have the chance t participate equally. If there are bth male and female facilitatrs present at the training, be sure they have similar, equal rles. Fr example, at break r at lunch, if female staff are serving fd, be sure male staff als wrk t serve fd. Instructins: Shw ne stry f 2 facilitatr/ activists wh present a training but the rles f men and wmen is clearly nt an equal partnership. Shw ne stry f 2 trainer/ activists wh d have an equal partnership, and wh practice the type f pwer sharing that is discussed in SASA!

9 Drama Scenaris: Actins Speak Luder than Wrds, cntinued Scenari 3: Listening t and Respecting Participant Views Backgrund: Even if the facilitatr des nt agree with all participants, they each have sme wisdm t share. Be careful t listen t and respect participant views. Participants have smething t teach the facilitatr as well. Even when sme participant views need t be challenged, it shuld be dne with respect s that participants feel free t share and be hnest abut their ideas. Instructins: Shw ne facilitatr wh lacks respect fr participants beliefs r life experience. Shw ne facilitatr in a training grup wh respects participants beliefs, knwledge and skills, and believes they have smething t cntribute t the grup. The facilitatr shuld challenge blaming r inaccurate cmments with respect questining and allwing peple the time t think thrugh and respnd t each ther Scenari 4: Adapting the Training t Literacy Level s everyne feels cmfrtable talking Backgrund: If the grup yu are training has a lw literacy level, r if sme participants cannt read r write change yur training methds. They have much life experience t share as well, and it is respectful t change the way yu train t be sure they can fully participate. This may mean eliminating the flip chart and markers cmpletely and using different terms when yu are talking. Training is nly successful if the participants understand and can engage with what yu are saying. This type f respect demnstrates the type f equality we strive fr. Instructins: Shw ne facilitatr in a training grup f peple wh either cannt read r are nt very cmfrtable reading, but the facilitatr takes n ntice f this. They in fact seem t think they have higher status because they can read and use big wrds and the participants cannt. The facilitatr sees the participants as ignrant. Shw ne facilitatr in the same training grup f peple, but the facilitatr has great respect fr participant knwledge f their cmmunity, their lives, and their wrld. The facilitatr tries t be sure that thse experiences are valued and respected, thrugh the methds s/he chses t use.

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