Day 2 seemed to go much more smooth for me personally than day 1. I think part of this had to do with the fact that I had no idea what to expect. If I didn't mention this in my last Social Justice post, Jay and Naomi create an experience in which all members need to be immersed in. You don't have the option to not be. And honestly, that's really refreshing. I find myself thinking about the sessions hours and even days after. You also need to be ready to be vulnerable. That's part of this process. There is a level of uncomfortable that is embedded throughout the learning experience. This is the piece that I had the most difficulty with. Being open is one thing, but trusting a group of strangers and your colleagues (acquaintance status) is another. The first session really did a great job at priming us for the work ahead.
I want to use these Social Justice posts as a form strategy harvest and reflection. I think these are great resources to use in the classroom in some way. It doesn't just have to be used in just this way. Hence the beautiful part about teaching - you get to decide. :)
We did a quick reflection of what we could remember from last session. Jay and Naomi had us use the 5-3-1 approach. Independently, we had to think of 5 words. After that we had to come up with our 3 top picks from our list of words. Then we had to group up in what Jay called our 'critical circle' and share them with the group. We listened. We collectively picked one and then had to share out to the entire cohort about why.
I am not going to lie... this was uncomfortable. We all lined up soul train style. A line of people on one side of the hallway and a line of people on the other side. Jay detailed out the rules. He would read a question and if it applied to you, you would cross over to the other side. There was no talking. Me being who I am, I focused on looking straight forward and listening to the question to make sure I interpreted it right. For some reason, it didn't feel right to look to see if other people crossed. The questions were pretty personal and a bit uncomfortable at times. At times I didn't want to cross, but I did because I wanted to honor the process. There were others that I felt I should cross, but I didn't because again I wanted to honor the process. Some of the questions were "Have you ever bullied someone?", "Is cultural identity an important piece of your life?" At one point, I was the only person to walk across...
Passion. Personal Awareness. Skills. Knowledge. We filled out our personal assessment chart and then interviewed a person in the cohort. Jay provided us with a matrix to take notes on to 'get the story'. It was a way to document and still be an active listener. They got to talk for 4 minutes. We got to respond for 4. It was very structured, but gave everyone voice. A nice focused conversation.
PASK Handout 2
Listen. Affirm. Respond. Add information.
Jay and Naomi introduced us to this strategy to help us navigate difficult conversations about Social Justice issues. We shared our racial history. The group took 10 minutes to write their history in anyway they wanted to (narrative, timeline, list, etc.) Then we found someone in the room that we didn't know to practice the strategy. My partner was Tim from Oxford. I thoroughly enjoyed talking to Tim and getting his perspective. I like this strategy because everyone gets heard, they get affirmed and you have space to add information or expand.
LARA Handout 2
I'm not sure what this strategy is called. We grouped up again with the goal of discussing the homework articles. The directions were that someone had to read a quote they found interesting in the text. Then round robin about our thoughts toward that quote. The round robin was allotted 3 minutes and then the person who read the quote gets the final reflections. We did this until everyone went. Not everyone read the text in its entirety, but that didn't matter. Everyone was still able to contribute their thoughts and reflections.
We read the article White Privilege: Unpacking the Invisible Knapsack. My only gripe about this activity is that I didn't get enough time to read. I take longer to read because I'm reading for comprehension. I want to fully understand the content before speaking to it. As we read, we filled out the four A's text protocol sheet (assumptions, argue, agree, aspire). Then after, we grouped again and discussed round robin what we wrote down. It was a good way to create discussion from individual insight.
4 A-Protocol Handout
The Color-Line Exercise
I really liked this activity except for the fact that we did it outside and it was freezing! :) We all stood in a line locked arm and arm. This was another silent activity. The goal was to stay locked to your partners for as long as you could. Every time Jay said something that applied to you, you took one step forward. You were NOT allowed to look back. As suspected, I was left behind, however, I did hypothesize that I would be in the middle zone (which I was). At the end the front row turned around to look at everyone who got left behind. It prompted discussion on privilege and gave a visual representation of where people were at. Sometimes a visual representation is more powerful and sometimes it validates thoughts/feelings.
1 minute Journal
One quick strategy to note is the one minute journal. Jay gave us a question, "What resonated with you from this morning activities?" and we had to write non-stop for one minute and share out. Sometimes I think that 1 minute isn't enough, but writing non-stop gives you little room to overthink and for me, sometimes that's a good thing. : ]
My question to you is... how can you use these in your classroom?
I love Googling information. If I don't know something, I find out! The Internet is super cool that way. I don't claim to know all things tech, but I love problem solving and trying to find answers.