3 How to use the different tools

3.1 “Needs and Strategies” – Toolkit on basic human needs and strategies to fulfill them

3.1.5 Possible obstacles and further options

Pre-conditions for successful implementation

Working on the topics in this resource pack requires a good relationship between the teacher and the respective class: young people only talk to teachers when they feel respected and liked. Otherwise, there might be resistance to the topic.

In addition, this topic work needs already developed ability for self-reflection of the pupils, so that they can empathise with the needs of others. This cannot always be assumed. Therefore, agreements should be made with each other in advance on how to work and for an appreciative class and working atmosphere. This offers additional learning opportunities in the fields of basic needs and strategies as well as democracy and human rights; one way of implementing this is to work in a class council (with defined, specific tasks). The phase of getting to know each other at the beginning of school also seems to lend itself to this: On the one hand, the young people get to know each other through the exchange on basic needs, on the other hand, they simultaneously define the basis for joint work in the class.

Time-allocation

A short-term understanding of the concept can be achieved more quickly, but in the longer term this work only leads to a change in behaviour, if this emotional-empathic approach to learning is repeated and trained through offers for a change of perspective. A further challenge can therefore be seen in the amount of time required: At the same time as numerous school assignments and performance records, this programme cannot be sensibly realised in a few lessons and in small bites along the “normal” way to learn during the week.

Recommendations for the time-management

• Develop a clear time schedule for the implementation of the materials
• If necessary, combine lessons in order to have a double lesson available.
• Give individual exercises as homework
• Coordinate with colleagues to work more interdisciplinary and across subjects.
• Choose a suitable time in the course of the school year when the pressure of grades and performance is not so high, and the timetable can be broken up on individual days in the form of project work.

Establishing a basic attitude

A challenge in working with the concept of Basic Needs and Strategies can be that it is not a knowledge content but a process. It is about establishing a basic attitude that promotes democracy and training the necessary competences.

A few tips to support this process:

• Always refer to the life worlds of your pupils as much as possible.
• Show them where they can concretely use the knowledge and skills they have acquired.
• Support the young learners in thinking about the areas in which these skills can be useful for them.
• Refer to the concepts again and again in everyday school life.
• Help the pupils to integrate the skills into their everyday behaviour.
• Be a role model for your pupils. This doesn't mean knowing and being able to do everything perfectly, but also approaching your pupils empathetically and standing up for your own basic needs.

Age-appropriate use of the materials

A major challenge for us with both outputs is above all the age: Especially in the first and second grade it might still be a bit difficult to engage with the different exercises from the booklet. Therefore, it is suggested for lower secondary level to deal with the topic more intensively only in the third and fourth grade.

Organise a parents' evening on the topic

Introduce the concept to the parents. Bring examples from the lessons and show the parents results and works of the pupils (excerpts from essays, quotes from pupils, stories from everyday school life, observations, possibly improvements in the class community, etc.) Perhaps the parents can also contribute with observations and report if the young people have told something at home.

More examples on how to introduce the concept of the five Basic Needs in class:

Learning through teaching

Depending on the age and the cooperation ability of the pupils, teachers can use different methods to introduce the pupils to the concept. One variation has already been introduced in the last chapter. This method is well suited for younger pupils, as the teacher can control the reflections and discussions very well by the way he or she presents the content and asks questions about it. More mature pupils can already work out and present content independently. For this purpose, the method "learning through teaching" is suitable:

The class is divided into five groups. Each group is assigned one of the five basic needs. The task of the groups is to work out the basic need they have been assigned to on their own by reading the text on the respective need in Booklet 1, chapter 1 and doing the exercise on it. As "experts" on this basic need, they prepare a presentation for the rest of the class to explain the need to their classmates.

Role Play:

Chapter 5 in Booklet 1 (How to express needs) can be developed through role play. Give the pupils time to imagine a concrete situation and think about how they would express their need to someone else. The role plays can then either be done in front of the whole class or you can divide the class into small groups where two pupils do the role play and the others of the team observe and give feedback.

Using parts of the ACT-Game

We organized a game with the character sheets, each student belonging to a group, a team. Everyone chose the character they wanted to play. They presented their physical and psychological portrait first. Then someone would read the starting situation that corresponded to the historical context of the story and the initial narrative situation until a relevant disruptive event was presented. Glasser's five Basic Needs were also explained and their interests in finding the rest of the story. Students played the game, using basic needs such as hero-like strength and survival cards. The revelation of historical truth was a source of pleasure whether it was a logic or a surprising end.