Participants reflect on their personal definitions of the word “safe” and work together in small groups to create a “vision of safe” for the community.
Participants will be able to:
- Create a personal definition of safe
- Define safe in terms of self, others, and environment
- Create a class definition and vision of safe
Pen/paper, large post-its or poster paper, markers, and space for groups to brainstorm, materials to create a class vision of safe (mural paper, paint, etc)
|Little or no prompting is necessary before this activity so that participants can bring their own ideas to the conversation without feeling like there is a “right” answer. Encourage participants to respond authentically. You may want to play soothing music during this time, or ask participants for a suggestion for a song that signifies safe to them that you can pull up online.|
|7 – 10 mins||
Small Group Brainstorm
These brainstorms can be on large paper and posted on the wall in the room for logistics in the next lesson activity.
|Things to consider in guiding participant brainstorm (to the extent that you feel it’s appropriate):
|5 – 7 mins||Every participant should have a writing utensil for this phase of the lesson.
||You can establish a code for writing on other groups’ posters for ease: a star means “strongly agree”, a question mark means “I don’t understand”, etc.|
Group Consensus and Drafting
|Depending on the developmental and skill level of your participants, you may want to step out of this phase of the lesson and allow the group to come to a consensus on the ideas in the safe vision without you.|
The group should establish a means to create a final draft of the safe vision, whether that is selecting a participant to write it out, having you create the large poster or some other means of writing it.
See the questions under “Criteria for Success/Formative Assessment” below.
Have participants answer these questions in a format that works for your class, whether that is on paper, in smalls groups, as a whole-class discussion, etc.
Post the final vision of safe visibly in the room and remind participants that it will remain up so that they can hold themselves, each other, and you accountable for the ideas that they have created.
Connections to Other Emotions
Creating a safe environment may also foster the emotions of connected and supported because when participants feel safe to express themselves, they will be more likely to open up to each other and make supportive connections.
Criteria for Success/Formative Assessment
- What will our class be like if everyone follows the vision of safe?
- Do you think your original definition of safe is captured in the class vision? Why or why not?
- What is one specific way (please give a concrete example) that you can help our class live up to its vision of safe?