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1.
Problem shooter: We don't know each other very well since most of the time we just discuss about the tasks.
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Positive intervention: Having more conversation with group members.
2.
Problem shooter: Sometimes our tension is low during the discussion.
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Positive intervention: It might because that this class is too early, so sleep well can be the solution.
3.
Problems: We sometimes might have misunderstandings due to the language barrier.
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Positive intervention: Re-check if you don't get what the member is trying to express

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1. Communicate with others

2. Clarify their intentions

3. Talk more with your group mates

4. Share their cultural differences

5. Know deeply about others’ culture

6. Express when feeling uncomfortable

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文化レンズチャレンジ/ Cultural lenses challenge (week7)

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文化レンズチャレンジ/ Cultural lenses challenge (week7)

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差別や偏見のない学校づくり

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差別や偏見のない学校づくり

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1.校則に「差別禁止」を盛り込む
2.世界のさまざまな場所から来た人たちを学校に参加させる。
3.差別されていると感じたら、生徒が声をあげられるようにアンケートを実施する。
4.MCWのようなクラスを設けて、自分とは違う人たちと一緒に働くことを奨励する。
5. 性別や国籍などでカテゴライズしないこと

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Opinions about creating a school without discrimination and prejudice

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Opinions about creating a school without discrimination and prejudice

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1. put "no discrimination" in the school rules
2. involve people from different places of the world in the school
3. there can be surveys to fill out so students can speak out if they feel like they're being discriminated against
4. setting classes like MCW to encourage students to work with other people that might be different from them
5. not to categorize them as gender or nationality

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1.SARA: It is a shock seeing how the students were turned into a nasty group of children full of discrimination towards people who are different from them in such a short time. Prejudice and discrimination are harmful and horrible.

SUNG: Everything changed while they are divided in to superior groups and they would regard themselves as prior than others naturely

RYLEIGH: For question one, I was also shocked how quickly the kids tuned against each other and how straightforward the experiment was

2.SARA: They felt good when being assigned in the superior group and they perform better in their schoolwork, and they felt bad and perform worse after being assigned in a bottom group. Which suggested that, people would be affected by those prejudices and that would again strengthen those prejudices.

1. Sung I think self-rationalization reduces ability. Because they can't forgive a single mistake, so they can't challenge fear more.

SARA: Effect people in their thought performance get low. Because they keep them self ca not do work.

1. SARA: Stop Juge. Let's have time to understand each other while talking.

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Make a class learn about discrimination and prejudice to prevent.

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-School without prejudice or discrimination

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Q1:
-Stupid to divide into types based on physical features.
-Shocked: in just 15 mins, the environment changed and the kids discriminated against each other.
Q2:
-felt and performed better while in the superior group
-people believing in prejudice only makes it stronger

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差別や偏見のない学校を作るには / Creating a school without discrimination or prejudice

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差別や偏見のない学校を作るには / Creating a school without discrimination or prejudice

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WEEK 6

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Attach file here

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（日本語基準のファイル添付）

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1. Try to speak in Japanese during our discussion sometimes.
2. Be more involved in discussions, and remember to do random talks after discussion is done.

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Week 5

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1. Express ourselves more directly during discussion
2. Try to have good reaction to Speaker.

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① 間接的コミュニケーション / Ind

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① 間接的コミュニケーション / Indirect Communication（合計点 / Total Points: 21）

② 直接的コミュニケーション/ Direct Communication （合計点 / Total Points: 20）

③ 螺旋的スタイル/ Circular Communication （合計点 / Total Points:  16）

④ 直線的スタイル / Linear Communication （合計点 / Total Points: 17）

⑤ 聞き手志向 / Listener-orientated （合計点 / Total Points:  17）

⑥ 話し手志向 / Speaker-orientated （合計点 / Total Points:   21）

⑦ 関係性重視 / Relationship-focused （合計点 / Total Points:  23 ）

⑧ タスク重視 / Task-focused （合計点 / Total Points: 21）

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コミュニケーションチャレンジ / Communication Challenges 

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コミュニケーションチャレンジ / Communication Challenges 

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2つ作成する / propose two
(week4)

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When I can not understand what they are talking, I try to ask. Don't be shy!

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use Japanese and English

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Take notes while group members are speaking.

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Use a lot of expressions!

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using english and japanese so everyone can understand

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Talk slowly and claerly!

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 to listing group members opinions carefully. 

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 to listing group members opinions carefully. 

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I want to try English as much as possible

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Week 3

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To get more familiar with each other :P

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Speak a lot in English, and give a detailed about my opinion.

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I will try to do a lot of reactions

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To not get distracted from the conversation

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I wish I could improve both my English and Japanese so it would be easier for me to communicate with others and get my works done. :)

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Do good reaction a lot.

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We are going to say a lot talk alot!!

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From next week I will try to talk more and speak in both languages.

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小グループとして、みんなで実行したいこと / Actions that everyone wants to take as a small group

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小グループとして、みんなで実行したいこと / Actions that everyone wants to take as a small group

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個人的に来週から実行したいこと/ Actions you want to take as an individual from next week

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個人的に来週から実行したいこと/ Actions you want to take as an individual from next week

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個人の目標は１つ以上、グループの目標は２つ以上考えよう / Think of at least one goal as an individual, and at least 2 goals as a group

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個人の目標は１つ以上、グループの目標は２つ以上考えよう / Think of at least one goal as an individual, and at least 2 goals as a group