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Brave Spaces Not Perfect People

Lesson Plan

Brave Spaces Not Perfect People

Students will co-create 3–5 class norms and select two personal safety signals they agree to use during challenging moments.

This lesson is important because it helps students establish a psychologically safe classroom environment, fostering open communication and respectful discourse, which is crucial for engaging authentically with challenging topics.

Audience

12th Grade

Time

30 minutes

Approach

Co-creation of norms and selection of safety signals.

Materials

Brave Space Norms Slides, Protocol: Fist-to-Five Consensus, Safety Signals Menu Card, Restorative Language Starters, and Exit Ticket: My Two Signals

Prep

Review Materials and Prepare Classroom

15 minutes

Step 1

Review Sample Norms & Discussion

8 minutes

  • Display Brave Space Norms Slides (Slide 1-3).
  • Begin with a brief discussion on the importance of creating a space where everyone feels safe to participate, make mistakes, and learn.
  • Present sample norms and lead a whole-class discussion on why norms matter for learning and safety.
  • Use guiding questions like: 'What does a 'brave space' feel like?', 'Why is it important to have agreements in a group?', 'What could happen if we don't have these agreements?'
  • Transition to the idea of co-creating their own class norms.

Step 2

Facilitate Consensus for Class Norms (Fist-to-Five)

10 minutes

  • Display Brave Space Norms Slides (Slide 4-5).
  • Introduce the Protocol: Fist-to-Five Consensus for decision-making.
  • Guide students to brainstorm potential class norms. Record their suggestions on a whiteboard or digital document.
  • Facilitate the class in selecting 3-5 core norms using the Fist-to-Five method until consensus is reached on each norm.
  • Clearly record the agreed-upon norms for display in the classroom.

Step 3

Introduce Safety Signals & Practice

7 minutes

  • Display Brave Space Norms Slides (Slide 6-7).
  • Distribute the Safety Signals Menu Card to each student.
  • Explain the concept of nonverbal safety signals as a way for individuals to communicate their needs during challenging moments without disrupting the entire class.
  • Review the options on the menu card.
  • Ask students to choose two personal safety signals they agree to use.
  • Facilitate a brief, non-pressure practice session (e.g.,
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Slide Deck

Brave Spaces, Not Perfect People

Creating a safe and inclusive learning environment for everyone to grow and learn together.

Welcome students and introduce the concept of 'brave spaces' versus 'safe spaces.' Explain that a brave space acknowledges that discomfort is often part of growth and learning, especially when discussing challenging topics.

Why Do We Need Norms?

Think about it:

  • What makes a "brave space" for learning and sharing?
  • Why are group agreements important?
  • What happens if we don't have clear norms?

Initiate a discussion about the importance of classroom norms. Prompt students to think about their past experiences in groups or classrooms where norms (or lack thereof) impacted their learning or participation.

Sample Norms for a Brave Space

Here are some ideas:

  • Listen to Understand: Truly hear what others are saying.
  • Respect Diverse Perspectives: Everyone's viewpoint has value.
  • Challenge Ideas, Not People: Focus on the argument, not the individual.
  • "Oops" & "Ouch": Acknowledge when harm is caused and address it.
  • Step Up, Step Back: Ensure everyone has a voice.

Present these as examples to spark ideas, emphasizing that these are not necessarily the final norms for their class. Encourage critical thinking about what makes a good norm.

Co-Creating Our Class Norms

It's our classroom, so let's create our own agreements!

These norms will guide how we interact, discuss, and learn together. We'll use a consensus-building method to make sure everyone's voice is heard.

Introduce the idea of co-creating their own norms. Explain that these norms will be their shared commitment for the class. Transition to explaining the Fist-to-Five consensus protocol.

Consensus Building: Fist-to-Five

A quick way to check where everyone stands on a decision:

  • Fist: "No way! I block this idea."
  • 1 Finger: "I have serious concerns. I need to discuss them."
  • 2 Fingers: "I have concerns, but I can live with it if needed."
  • 3 Fingers: "I'm neutral. I'm okay with this."
  • 4 Fingers: "I like this idea and support it."
  • 5 Fingers: "I love it! This is a great idea and I'll champion it!"

Our goal: Reach a 3 or higher for our class norms.

Clearly explain the Fist-to-Five process. Demonstrate each hand signal and what it means. Emphasize that the goal is to reach a 3, 4, or 5 for agreement, or to understand and address concerns if someone shows a 1 or 2.

Personal Safety Signals

Sometimes discussions can be challenging.

Safety signals are quiet, non-verbal ways to let yourself, or even me, know you need a moment or a different kind of support.

Introduce safety signals as a proactive tool. Explain that these are personal, non-verbal ways for students to communicate their internal state during potentially uncomfortable discussions. Reassure them that these are for their personal well-being.

Choose Your Signals!

Take a look at your Safety Signals Menu Card.

Choose two signals that feel right for you. We'll practice them briefly, and you'll confirm your choices on an exit ticket.

Encourage students to choose signals that feel authentic and comfortable for them. Briefly explain the 'Safety Signals Menu Card' and how they will use it.

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Activity

Protocol: Fist-to-Five Consensus

Objective: To reach group consensus on class norms quickly and effectively, ensuring all voices are heard and concerns are addressed.

How It Works:

  1. Present the Idea: The teacher will present a proposed class norm to the group.

  2. Individual Reflection: Everyone silently considers their level of agreement with the proposed norm.

  3. Show Your Fingers! On the count of three, everyone holds up a number of fingers (or a fist) indicating their level of agreement:

    • Fist: "No way! I cannot support this idea. I have a major objection that needs to be addressed before we move forward."
    • 1 Finger: "I have serious concerns. I need to voice them and discuss them before I can agree."
    • 2 Fingers: "I have some minor concerns, but I can live with this idea even if my concerns aren't fully resolved. I'd like to share my thoughts but won't block it."
    • 3 Fingers: "I'm neutral. I'm okay with this idea; it doesn't excite me, but it doesn't cause problems either."
    • 4 Fingers: "I like this idea and I support it. I think it's a good plan."
    • 5 Fingers: "I love it! This is a great idea and I'll champion it!"

  4. Discussion and Revision (if needed):

    • If anyone shows a Fist (0 fingers) or 1 Finger, the teacher will invite them to share their concerns. The group will discuss these concerns and work to revise the proposed norm to address them.
    • If students show 2 Fingers, they can briefly share their minor concerns, but the group typically moves forward unless many students show 2 fingers, indicating a broader discomfort.
    • If everyone shows 3, 4, or 5 Fingers, consensus is reached! The norm is adopted.

Key Reminders:

  • Consensus is not unanimity: It means everyone can live with and support the decision, even if it's not their perfect first choice.
  • Respect all signals: Every signal provides valuable information to the group.
  • Be open to revision: The goal is to create norms that work for everyone.
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Worksheet

My Personal Safety Signals Menu

Sometimes, in a brave space, discussions can be challenging or bring up strong emotions. It's important to have ways to communicate how you're feeling or that you need a moment without having to speak.

Look at the menu below. Choose TWO non-verbal safety signals that you feel comfortable using in our classroom. These are for your personal use to help manage challenging moments.

Choose Your Two Signals:

Visual Signals (No Sound)

  • Thumb Up/Down (subtle): A quick, subtle thumbs up or down near your lap to indicate
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Discussion

Restorative Language Starters for Brave Discussions

In a brave space, we commit to respectful discourse, even when discussing challenging topics or when misunderstandings arise. Restorative language helps us communicate effectively, understand each other, and repair harm if it occurs.

Use these starters to help guide your conversations and responses:

For Sharing Your Perspective:

  • "I noticed that... and I wondered..."
  • "When you said/did [specific action], I felt [emotion] because [impact]."
  • "My perspective on this is..."
  • "I see things a bit differently. I think..."
  • "Could you explain more about what you mean by...?"

For Understanding Others:

  • "So, if I understand correctly, you are saying... Is that right?"
  • "What I hear you saying is..."
  • "Can you tell me more about why that's important to you?"
  • "Help me understand..."
  • "What was your intention when...?"

For Addressing Conflict or Harm:

  • "I want to acknowledge that what I said/did might have [impacted you/others]."
  • "My intention was [positive intention], but I realize the impact was [negative impact]. I'm sorry for that."
  • "What do you need to feel heard/respected/safe right now?"
  • "How can we make this right?"
  • "What can we do to move forward?"

For Building Empathy:

  • "It sounds like you're feeling..."
  • "I can imagine that would be difficult because..."
  • "If I were in that situation, I might feel..."
  • "What do you think is important for us to remember about this situation?"

Group Discussion Questions:

  1. Which of these starters do you think would be most helpful for you to use in class discussions? Why?






  2. Can you think of a time when using language like this might have changed the outcome of a conversation?






  3. How can practicing these sentence starters help us maintain our class norms?






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Cool Down

Exit Ticket: My Two Signals

Name: _________________________

Date: _________________________

Before you leave, please reflect on our discussion about brave spaces and safety signals.

  1. What are the two personal safety signals you have chosen to use in our classroom during challenging moments? (Refer to your Safety Signals Menu Card if needed.)

    Signal 1: __________________________________________________




    Signal 2: __________________________________________________



  2. Briefly explain why you chose these two signals. How do you think they will help you or our class maintain a brave space?












  3. What is one of our co-created class norms that you feel is most important for your learning? Why?






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