Protocol: Fist-to-Five Consensus

Objective: To quickly and visually gauge group consensus on a proposed idea or decision.

When to Use: Ideal for quickly checking understanding, agreement on norms, or readiness to move on from a topic.

Instructions:

1. Introduce the Scale: Explain the Fist-to-Five hand signals to the class:

   • Fist: "No way! I strongly disagree or have major concerns that prevent moving forward."
   • 1 Finger: "I have serious concerns or need significant changes before I can agree."
   • 2 Fingers: "I have some minor concerns or would like a few small adjustments, but I can probably live with it."
   • 3 Fingers: "I can live with this, even if it's not my ideal solution. I support the group moving forward."
   • 4 Fingers: "I agree with this decision and feel good about it."
   • 5 Fingers: "I strongly agree! This is a great idea, and I fully support it."

2. Present the Item: Clearly state the norm, idea, or decision the group needs to reach consensus on. (e.g., "Our first proposed norm is: We will listen actively when others are speaking.")

3. Ask for a Show of Fingers: Say, "On the count of three, show me with your fingers how much you agree with/support this statement. One, two, three!"

4. Observe and Respond:

   • If all 3s, 4s, and 5s: Congratulations! The group has reached consensus. Affirm the agreement and move on.
   • If there are Fists, 1s, or 2s: This indicates significant disagreement or concerns. Do not move forward until these are addressed.
     • Ask those with Fists, 1s, or 2s to share their concerns first. Use Restorative Language Starters to facilitate respectful dialogue.
     • Rephrase or adjust the proposed item based on feedback.
     • Repeat the Fist-to-Five process until consensus (3s, 4s, 5s) is reached, or decide to table the discussion if time runs out.

5. Document (if applicable): Once consensus is reached on a norm, record it clearly on your

My Personal Safety Signals

During discussions, especially when things get challenging, it's important to have ways to communicate your needs without interrupting.

Here are some common safety signals. Choose TWO that you think would be most helpful for you to use in our classroom.

Circle or highlight your two choices.

**The

Restorative Language Starters

When discussions get tough, or someone feels unheard, using restorative language can help us communicate respectfully and understand each other better. These starters can help you express yourself, understand others, and repair misunderstandings.

To Share Your Perspective:

• "I noticed that... and I felt... because..."
• "My perspective on this is..."
• "I^{\prime}m wondering if..."
• "I need to say..."
• "I want to understand..."

To Understand Others:

• "Can you tell me more about what you mean when you say...?"
• "Help me understand your point of view. What are you hoping to achieve?"
• "So, if I^{\prime}m hearing you correctly, you^{\prime}re saying...?"
• "What was your intention when you...?"
• "How did that impact you?"

To Address a Conflict or Misunderstanding:

• "I^{\prime}m concerned about... and I want to find a way to make it right."
• "What can we do to make sure this doesn^{\prime}t happen again?"
• "What do you need from me/us right now?"
• "How can we move forward from this?"
• "I apologize for..."

To Ask for Support or a Break:

• "I need a moment to process this."
• "Can we revisit this topic in a few minutes/tomorrow?"
• "I^{\prime;m feeling overwhelmed and need to step back for a moment."
• "I need help understanding this part."

Discussion Prompts for Practice:

Exit Ticket: My Two Signals

Name: ____________________________

To help our classroom be a brave space where everyone feels heard and respected, we're committing to using personal safety signals.

My Two Safety Signals:

Draw or write the two safety signals you chose to use during challenging discussions or when you need a moment.

Why are these signals important to you?