Classes Covered: VIII A, VIII B, IX A and IX B Sessions: Two one-hour sessions for each standard, covering A & B Sections Focus: Peer Pressure, Self-Empowerment, Inclusion and Peaceful Response
1. OBJECTIVE OF THE DAY
The second day of the Peace Club Marathon concentrated on an important challenge faced by adolescents — peer pressure.
Rather than merely telling the students what is right or wrong, the sessions encouraged them to observe, think, discuss, choose and discover their own inner strength.
The central exploration was:
“How can I remain myself while living, learning and growing with others?”
CLASS VIII – A & B
Content and Methodology
1. Peer Pressure – Situation Exploration
A simple situation was presented:
When a group of students tease another student, what is my role?
Students were invited to consider different possible responses:
Join the group and enjoy.
Keep quiet.
Walk away.
Speak up and support the affected student.
Advise both sides.
This was followed by interaction and discussion.
The purpose was not merely to identify a “correct answer,” but to help students examine:
What happens when I remain silent?
What happens when I join the group?
Do I have the courage to stand with someone who is being hurt?
The discussion helped students explore the relationship between individual choice, group influence, courage and responsibility.
2. Chalk Game – Values Needed in a Group
A participatory Chalk Game was conducted to explore the values required for functioning peacefully in a group.
Through the activity, students experienced the importance of cooperation, listening, patience, respect, responsibility and concern for others.
Central Exploration
Observe within and empower the Self to support the group.
CLASS IX – A & B
Content and Methodology
The Class IX sessions took the exploration of peer pressure to a deeper level.
Students discussed:
What is peer pressure?
How are we pressurised by society?
Which social influences help us, and which disturb us?
Is competition itself a form of pressure?
If so, who is actually limiting my power?
Self-Exploration
The students were invited to reflect:
“My own Self — because I see myself as weak and fail to realise my inner potential, I become vulnerable to peer pressure.”
The discussion therefore moved from blaming the peer group towards discovering one’s own capacity to observe, decide and act independently and responsibly.
Activity – Inclusive Game
An inclusive game was conducted with one important principle:
No one should be sent out of the game.
The activity provided an experiential understanding of inclusion. Students explored how groups can function without rejection and how every member can be given space to participate.
Learning Emerging from the Session
Observe. Resolve directly. Restrain.
The emphasis was on becoming aware of external pressures without immediately reacting to them, developing inner strength, and responding peacefully and responsibly.
CLASS-WISE PARTICIPATION
VIII A
Class Teacher: Parimala Total Students: 33
Students selected for further Peace Leadership involvement:
P. Deepika
P. Ashwin
S. Reegan
G. Sathirigan
VIII B
Class Teacher: E. Kanchana Total Students: 34 — Boys: 20; Girls: 14
Students selected:
M. Sarvesh
M. Kiruthiga
A. Pugazharasi
IX A
Class Teacher: S. Indira Total Students: 28
Students selected:
C. Bharathraj
S. Jeremiah
IX B
Class Teacher: S. Indira Total Students: 28
Students selected:
S. Sabari
K. Ruthish
S. Hariharan
DAY 2 SUMMARY
Classes reached: 4 Students reached:123 Students selected:12
The Day 2 programme deliberately moved away from a lecture-based approach. Situations, choices, games, observation, self-exploration and interaction formed the methodology.
An important thread connected both standards:
Peace does not mean simply following the group or withdrawing from it. It means developing the inner strength to observe, make one’s own responsible decision, support others and remain inclusive.
Thus, the exploration of peer pressure became an exploration of the Self.
The sessions also reinforced an important direction for the Peace Club Marathon: children should not merely be taught peaceful behaviour. They should be given opportunities to EXPLORE, INNOVATE and CREATE peaceful ways of living together.
Gandhi Peace Foundation, Madras Peace Education based on Gandhian Life-Style Micro Actions for Macro Peace
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