Team Check-in

Begin by introducing the core principles of Nonviolent Communication (NVC) as a shared foundation for this activity. Explain that NVC fosters open, respectful dialogue, even in moments of tension or frustration. It helps team members express what’s important to them without blame and listen to others with empathy. 

Present the four steps of NVC using the handout and the Feelings and Needs Inventory:

• Observation – What do you see or hear, without judgment?
• Feeling – What do you feel in response?
• Need – Which need is or isn’t being met?
• Request – What concrete action could help that need?

Model NVC yourself throughout the activity. For example: “I notice that we’re drifting into side conversations. I feel a bit distracted. I need more focus in the group. Would it be okay if we returned to the main topic?” 

Make sure there is a foundation of psychological safety. Remind the group of the Seven Golden Guidelines for Safe Learning and explain that this activity requires openness and vulnerability.

Introduce the following ground rules and ask the group to explicitly agree to them before continuing: 

• Our intention is to strengthen team relationships and collaboration. 
• We speak only from our own experience. 
• We separate behaviour from the person. 
• We aim for honesty with tact. 
• No shaming, blaming or naming. 
• The facilitator leads the process.

Clarify that upholding these agreements helps create a safe and meaningful atmosphere for dialogue.  

Students will practise the first two steps of Nonviolent Communication: making observations and expressing feelings when needs are met. Refer to the Feelings and Needs Inventory.

Introduce one of the following prompts: 

•  “What helps me function or thrive in this team is…”
• “What I enjoy about working in this team is…” 

Explain that each team member will write three short, sincere and specific sentences using the prompt. Encourage them to focus on concrete behaviour or situations (observations), the feeling it evoked and the need that was met. 

Example: “What helps me thrive in this team is that when I make a mistake, nobody judges me, and I get offered help. This makes me feel safe in my learning process and supported.” 

Give the group a few quiet minutes to reflect and write. 

Once everyone is ready, guide a sharing round. Each team member reads their sentences aloud, one by one. There are no reactions, no comments or discussion, just listening to each other. Reassure the group that there will be space for response and dialogue later.

Students will practice the second half of the NVC model: expressing feelings when needs are not met, and translating these into clear, behavioural requests. Refer to the Feelings and Needs Inventory.

Introduce the first prompt: “What I sometimes find frustrating in this team is…” 

Ask students to write three short, sincere and concrete sentences. Emphasise that they should focus on specific behaviours or situations—not on diagnosing or labelling others—and clearly describe how these experiences make them feel. 

Example: “What I sometimes find frustrating in this team is when people check their phones while I am talking. It makes me feel invisible and disconnected.” 

Give the group a few quiet minutes to write. 

Then, introduce the second prompt: “What would help me function better (or thrive more) in this team is…” 

Ask students to write three short, sincere and concrete sentences.  Students now turn their unmet needs into constructive, actionable requests. Remind them that these should relate to behaviour, not personality or attitude.

Example: “What would help me is if we agree to keep phones away during meetings, so I feel more present and heard.”

Reassure them that these are invitations, not demands. Requests open the door to dialogue and mutual understanding. 

Now that all appreciations, frustrations and requests have been shared, open the floor for a guided group dialogue and reflection.

You might say: “You’ve now heard each other’s appreciations, frustrations and needs. Before we make any agreements, let’s take a moment to reflect. What stood out to you? What do you recognise? What do you want to understand better?” 

Encourage students to ask each other open, respectful questions and to respond with curiosity, not defensiveness. This is the first moment where interaction is invited – ensure the tone stays constructive and grounded in the principles of Nonviolent Communication. 

Use prompts such as: 

• What patterns or shared needs do we notice? 
• Where do we see opportunities to support each other better? 
• What do we want to take with us as a team?

Keep this part focused. The goal isn’t to solve everything now, but to surface what matters most and lay the groundwork for stronger collaboration.  

After the group reflection, help the group translate insights into concrete, shared agreements. These may include small behavioural shifts, new team norms or ground rules, or practices to support one another.

Facilitate a short round of suggestions. For each proposal, ask: “Does everyone support this?”

Aim for consensus, ensuring that everyone feels comfortable supporting the decision. If someone hesitates, invite further dialogue using a Deep Democracy prompt such as: “What would it take for you to come along with this decision?” 

This allows space for minority voices and strengthens collective ownership.

Close by summarising the agreements and checking that everyone feels clear and aligned. If helpful, appoint someone to follow up or remind the team of what was decided.

Assessment as learning aims to strengthen the learning process and the development of metacognitive skills. It empowers students to direct their own learning and to become independent, critical self-assessors.

Self-assessment & Peer assessment

Self-regulated learning 

Peer Feedback & Individual Reflection