You could have the good/bad outcome determined by a coin flip. I then put a question mark at the base of the two arrows, indicating that it is unknown whether the outcome of pressing the button will be a good thing or a bad thing: (download 'resource' at bottom of this page to see how to arrange these whiteboards) Task Question 2: If you don’t know what the outcome will be – good or bad – would/should you press it? Heads or tails? I am not specific about what the ‘things’ are. I sometimes put some whiteboards/paper on the floor and draw two arrows coming from the button: one pointing the phrase ‘good thing’ and the other to the phrase ‘bad thing’. (See 40 lessons to get children thinking, ‘Instant dramatisation’ on page 153) First of all, on the theme of risk Good or bad? You may also want to make use of some of the children to act out the scenarios below as you describe them. Here are a few suggestions, but the key thing is to respond by improvising scenarios around whatever it is the children say (which is how most of these came about). There are lots of things one can do to extend this starter. If you were to be overcome with desire to press the button would you be responsible for pressing the button?.How powerful is the desire to press the button?.Is it always possible to control yourself? When is a risk worth taking? (This is a good TQ)įor a secondary discussion around self-control and desire: Task Question 1b:.If you press it, who’s responsible for your pressing it?.Then you see this button in the middle of the room that says, just above it, ‘DO NOT PRESS’ in big writing. Key controversy: that responsibility always equates with doing somethingĭo: Place the ‘button’ on the floor in the middle of the talk circle. However, a real big red button can be distracting so sometimes a drawing of one works better. I prefer to use a real 'Big Red Button' as the visceral pull (if managed well by the facilitator) adds to the experiental dimensions of the session. Some of them have inappropriate comments when pressed if so, either get the right one or take out the batteries. It is also possible to get hold of ‘Big Red Button’s' commercially. Something to act as a button, it could just be a ‘button’ drawn onto a small A4 whiteboard - just above the ‘button’ write ‘DO NOT PRESS’. This discussion links well with The Diary in 40 lessons to get children thinking (page 84). If so, during the first enquiry (around TQ1) have the class explore how much they want (or would want) to press the button and how difficult it is to resist. The emphasis throughout this lesson plan is on risk and responsibility, however you may want to include a discussion around self control and desire. The Big Red Button Thinking about Risk and Responsibility Session by Peter Worley.
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