Turkana East Nonviolent Communication (NVC) Training 

Venue: Lokwi Boarding School 

Dates: 10th – 14th 

Facilitator: Stephen Maina Njenga
 Theme 

Bringing Nonviolent Communication (NVC) to Classrooms through Teachers 

Participants: Total: 25 Teachers 

Schools Represented: 5 

Gender: 8 Females | 17 Males 

This training brought together teachers from different schools, many of whom had never previously shared a professional learning space, creating a strong foundation for collaboration and peer learning. 

Purpose of the Training 

The training aimed to equip teachers with practical Nonviolent Communication skills to strengthen classroom relationships, promote peaceful discipline, and support emotionally safe learning environments for pupils. 

Training Structure & Topics Covered 

Day 1: Climate setting, creating safety, and introduction to NVC 

Day 2: Introduction to the NVC steps – Observation and Feelings 

Day 3: Needs and Requests 

Day 4: Empathy and Self-Empathy 

Day 5: Punishment and Rewards and Closing Reflection Round 

The sessions were experiential and participatory, using real classroom examples, role plays, group discussions, and reflection circles. 

Methodology 

The training employed participatory and learner-cantered methods, including: 

Experiential exercises 

Role plays and simulations 

Small group discussions 

Cantering and reflection practices 

Real-life classroom scenarios 

This approach supported both personal reflection and practical application. 

Key Outcomes and Impact 

Teachers demonstrated increased awareness of their own emotions and needs. 

Participants reported improved confidence in handling classroom conflicts peacefully. 

Teachers gained practical language to replace punishment with connection and clarity. 

Empathy and listening skills were visibly strengthened across the group. 

Strong relationships were built among teachers from different schools. 

A particularly significant outcome was hearing two teachers report that their pupils—who had previously received NVC training—were already familiar with the four NVC steps, confirming the long-term impact and sustainability of earlier interventions.

Teachers in group work

Feedbacks 

1.     I was curious when school re opened and when I requested the pupils to write a composition on how they spent the holidays and this particular student talked about the NVC training and the four steps, when I called to the staffroom she shared about it and I was too curious to learn more about it. Thank you, Robinson, for the invitation. 

2.     I have enjoyed the topic on punishment and reward, I am now aware that when I punish, I am forcing the pupils to see life from my perspective and wanting to control them. 

3.     Thank you very much Steve for the introduction to NVC, I will continue using it my classroom. 

4.     From the five days I have realised that I might have been using words and statements that might affect the children in the future. 

5.     I have enjoyed the four corners game and I have realised the more I stay in my corner, the more I lose so much in my life. Thank you. 

Celebrations and Highlights 

This was the first time teachers from the five schools received NVC training together, marking an important milestone for the region. 

The presence of teachers who had attended NVC beginner training the previous year reinforced continuity and deepened learning. 

The facilitator experienced strong fulfillment and alignment, especially seeing knowledge flow from pupils back to teachers, demonstrating community-wide impact. 

Challenges and Learnings 

The December heat (day and night) affected energy levels and required flexibility in scheduling. 

Some sessions ended earlier than planned on Wednesday and Friday to accommodate participants attending a regional end-of-year soccer league. 

At the beginning, some participants were hesitant to volunteer for role plays or group activities, though confidence increased as safety and trust were built. 

The session on Punishment and Rewards generated deep engagement, and many teachers wished for more time to share their experiences. 

These challenges provided valuable learning for improving future training design. 

Recommendations and Future Improvements 

Conduct follow-up and more training targeting the same teachers to deepen skills and sustain impact. 

Schedule future trainings in late November or early December to avoid overlap with regional end-of-year activities. 

Allocate additional time for topics on punishment, discipline, and classroom management, which are of high interest and relevance. 

Conclusion 

The Turkana East NVC Training at Lokwi Boarding School successfully strengthened teachers’ capacity to bring empathy, clarity, and peaceful communication into their classrooms. The training demonstrated strong engagement, continuity from previous interventions, and clear potential for long-term impact on both teachers and pupils.