Who doesn't like to get a present once in a while? Children, in particular, are very sensitive to this. Giving or receiving a gift is mostly considered to be giving or receiving something material. The joy at seeing a gift that one already has or does not like is quickly lost. A lot of wrong gifts end up in the closet or in the attic. In short, this means a lot of useless production, waste and CO2 emissions.
Can gifts be given greater value by looking at them differently? Can a compliment also be a gift? Or can something you make yourself that you put your heart into also be a gift for someone you love? In this action sheet we will look at the different ways to make others happy with sincere gifts.
Did you know that…
Gross National Happiness is an expansion of the GNP, in which the environment, social values and the inner happiness of people are taken into account? If that is not a great gift!
Pupils explore the culture of gift giving and receiving (in the broad sense and worldwide). Optional: Pupils bring a couple of presents to school and look into their production processes, where the presents were produced and how they got here.
The questions below may be exciting to explore.
About me
- Do you like giving/receiving presents? Why (not)?
- When do you give/receive presents?
- Who do you give presents to? Who gives you presents?
- What (kind of) presents do you like (or don’t like) giving/receiving?
- Have you ever given/received a secondhand present? If so, where did it come from?
- Did you like that or not? Why (not)?
- Have you ever given/received a homemade present? How did that feel?
- What if you don’t receive a nice present? What would you do with it?
- Are presents always wrapped? Why do people do that?
- What do you do with the wrapping paper? Can you do other things with it?
- Do you sometimes share your present with others? Why (not)?
- Can a compliment be a present too?
- Do you like giving/receiving compliments? Why?
- Who do you give compliments to? Who gives you compliments? Why?
- ...
About presents
- What is the meaning of a present?
- Do you have any idea where the presents you gave/received were made?
- What materials can presents be made out of?
- Are there presents made from natural materials? Which ones?
- How do these presents end up with us?
- Do you ever give/receive presents with batteries? Many? Little?
- What kind of batteries are they usually?
- How and where are batteries made?
- How can you find out?
- Does everyone receive presents? What is this like in other countries?
- Are presents the same all over the world?
- How do others experience giving/receiving presents (and compliments) -> interview?
- Is there a connection between giving/receiving presents and compliments?
- ...
The pupils map out the different gift flows and kinds of presents at home/school, and come up with actions/alternatives to avoid (excessive and/or unnecessary) presents. A plan is developed (together with the pupils (and parents)) to actively promote the giving of compliments (e.g. as part of a bullying policy).
Some ideas (non-limitative)
- (Around Christmas time) go to the thrift store with your class. Every pupil brings a small allowance (e.g. €0.5 or €1). Do you all pick individual gifts or will you go for a class present?
- Upcycle and repair old and broken items you find at school and/or at home, organise a repair cafe@school.
- Organise a giveaway and/or trade market with/by the pupils (and parents). You can (possibly) donate the revenue (from drinks, food, ...) (partly) to a charity of your choice.
- Set up a give-away box at school in which everyone can put good items that have become redundant.
- Regularly organise a compliment day/week/month/... and tie this into making poems for friends/parents/senior citizens/...
- Introduce a round of compliments into the circle conversation, the talking round, the current affairs discussion, ...
- Do not underestimate your exemplary role as a teacher/educator! Pupils not only (in most cases) look up to you literally, but also figuratively. Try to see the positive in everyone, and emphasise this by giving compliments, rather than by punishing negative behaviour.
- Parents and grandparents are an important part of making a success of the proposed actions. Involve them from the beginning, give them a say, let them help determine the goals.
- Involve (grand)parents in the organisation of a repair cafe@school, the give-away box, etc.
- Possible MOS links: thrift stores (secondhand), world shops ((homemade) toys from other countries), give-away shops, the municipal environmental service, local consultation platforms, ...
- Formulate a specific, measurable and achievable (SMART) goal. Communicate this at the start of the project through all channels, evaluate actions regularly and adjust if necessary. Promise a MOS party if the set goal is achieved.
- Have the pupils explain their research, conclusions and proposals for action to the school management and/or school board. Dare to ask for clear commitment.
- Make the plans known within the school group (and/or other schools you are in contact with). Exchange experiences.
- Inform your local environmental and welfare services about the plans and results. Frame this within the climate and wellbeing narrative (waste prevention, health).
- Organise a moment at which you announce the plans and goals to the parents, the school population... in an entertaining way. Prepare yourself (or the pupils) well and substantiate with arguments.
- Go for a compliment competition between classes/schools. Offer a nice (non-material) reward (an excursion, longer breaks, …).
- Create a compliment wall on which pupils, parents and teachers can put on compliments.
- A (class) puppet and/or play is always useful to introduce the theme in a fun way. It is best to have these come back regularly so that the theme continues to live on in the school.
- Connect the showcase moment (an exhibit, a play, ...) and/or repair cafe to e.g. an open house, the annual school party, ...
Consuming less: According to the dictionary, consuming less means ‘to spend less money, particularly in resistance to the consumer society’. One of the most important elements of consuming less is looking for ways to combat waste, by making more conscious decisions when buying groceries and keeping an eye on your water and energy consumption. It also includes buying secondhand items and ‘upcycling’ old items so these do not need to be thrown out.
- A broad definition of gift
- The Piraminder
- Upcycle-me: Fun and original ideas for upcycling items
- Why happiness transcends material things
- Why giving makes you happy
- Everything you need to know about giving and receiving compliments – highly recommended!
- Ikdeel.be: Sharing initiatives for primary education
- The MOS-action day #MissionLess
- https://www.detransformisten.be/artikel/gedeelddoorbe-bundelt-initiatieven-rond-ruilen-en-delen
- https://www.detransformisten.be/artikel/tweedehands-kopen-en-verkopen-een-overzicht