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.

Don t press the big red button