Teacher Dialogue: Walking in Someone Else’s Shoes…Without Leaving Yours

Warm-Up: What do YOU See? (5 min)

"Good morning, everyone! Let's start our day with a quick look at something interesting on the screen. Take a moment to observe this image.

"What do you see first? Just call it out!"

(Allow a few students to share, acknowledging different responses.)

"Now, think for a moment: Why might someone else see something different than you do? What makes us see things in unique ways?"

(Listen for responses related to perception, focus, prior experience. Guide them towards the idea of different 'viewpoints' without explicitly naming 'perspective' yet.)

"Excellent observations! Today, we're going to explore this idea of different viewpoints in more detail and understand how important it is in our daily lives."

Vocabulary Boost: Sharpen Your Sight (5 min)

"To help us talk about this, let's quickly go over a few key words. You'll see them on the Many Lenses Slides as well.

"First, we have Perspective. This is simply a particular way of looking at something, your point of view. Like how different people saw different things in our warm-up image.

"Next, Bias. This is when we have a strong leaning for or against something, often without really thinking about it, and it can make us see things unfairly. It's like wearing glasses that tint everything a certain color.

"Then, Empathy. This is the ability to understand and share the feelings of another person. It's about putting yourself in someone else's emotional shoes.

"We'll also talk about a Lens, which, in this context, is a metaphorical way of looking at something. It's like the unique filter through which each of us sees the world.

"And finally, Assumption. This is something we take for granted as true without actual proof. We often make assumptions about others without even realizing it.

"Keep these words in mind as we move into our discussion."

Guided Discussion: Your View, My View, Our View (12 min)

"Now, let's dive deeper into how these ideas affect us. I want to hear your thoughts on these questions. Raise your hand if you'd like to share.

1. "How do you think our backgrounds and personal experiences shape what we notice in a situation, and how we interpret it? Think about growing up where you did, your family, your friends, what you read, what you watch..."

   
   
   
   

   (Encourage students to provide examples. Connect their answers to the idea of a 'lens' through which they see the world.)

2. "Can you think of a time, maybe from a movie, a news story, or even your own life, where misunderstandings happened because people had different viewpoints? What was the result of those different perspectives?"

   
   
   
   

   (Prompt students to describe the situation and the impact of the differing views.)

3. "What makes it difficult or challenging to consider other angles or perspectives, especially when you feel very strongly about your own opinion? Why is it sometimes hard to 'walk in someone else's shoes'?"

   
   
   
   

   (Acknowledge that this can be hard. Listen for answers like 'pride,' 'not knowing enough about the other person,' 'fear of changing my mind.')

4. "How can actively exploring multiple viewpoints lead to better solutions, stronger relationships, or a deeper understanding of a problem? What are the benefits?"

   
   
   
   

   (Guide students to see the positive outcomes, like less conflict, more innovative solutions, increased empathy.)

Interactive Activity: Point-of-View Switchboard! (18 min)

"Fantastic discussion, everyone. Now, let's put this into practice with an activity called the Point-of-View Switchboard!"

"I'm going to describe a common school scenario. As I do, silently choose one of the roles you see projected on the Many Lenses Slides. Don't tell anyone which role you've chosen. Your job is to think from that person's perspective. What might they be thinking or feeling in this situation?"

"(Scenario: Imagine a big group project is due tomorrow, and one member of the group hasn't contributed anything, even though they promised to do their part."

"Now, silently think about what the person whose role you chose might be thinking, feeling, or worrying about in this situation. Take a minute to jot down a few notes in your head, or on a piece of scratch paper if you have one."

(Pause for 1 minute.)

"Okay, let's explore these perspectives. I'll describe what some of these roles might be experiencing. If you chose that role, see if your thoughts align, but remember there are many possibilities!"

• "If you were the procrastinating group member: You might be feeling overwhelmed, maybe a little guilty, or perhaps you genuinely forgot or had something major come up outside of school. You might be dreading the conversation with your group."

  
  
  
  

• "If you were the frustrated group leader: You're probably stressed about the deadline, angry that someone isn't pulling their weight, and worried about your grade. You might be thinking about how to confront them or just doing their work yourself."

  
  
  
  

• "If you were the quiet, hardworking group member: You might feel uncomfortable with the conflict, quietly resentful, or maybe you're just focused on getting your own part done, hoping it won't affect you too much."

  
  
  
  

• "If you were the teacher overseeing the project: You might be wondering if students are collaborating effectively, if there are underlying issues, or if someone needs extra support. You're thinking about fairness and learning outcomes."

  
  
  
  

"See how different those internal experiences can be, even for the same situation? How might understanding these different perspectives change how you, as a group member, would approach the situation?"

(Discuss briefly. Emphasize that understanding doesn't mean agreeing, but it helps in problem-solving.)

Closing Thought: Sharpen Your Sight (5 min)

"To wrap up, I want to share a powerful quote from Stephen Covey: 'Seeing through another’s eyes doesn’t blur your vision—it sharpens it.' Think about that as you complete today's Mirror Check Exit Slip. Please take a few minutes to write down your responses and then hand them in as you leave."

*(Distribute or project the Mirror Check Exit Slip.)

Point-of-View Switchboard: What's Their Story?

Instructions:

Your teacher will present a school scenario. Silently choose one of the roles related to that scenario. Your task is to imagine you are that person and consider what they might be thinking, feeling, or worrying about in that specific situation. Jot down your thoughts below.

Scenario:

A group project is due tomorrow, and one member hasn't contributed anything, even though they promised to do their part.

Roles to Consider:

• The procrastinating group member
• The frustrated group leader
• The quiet, hardworking group member
• The teacher overseeing the project

My Chosen Role (don't write it down, just think about it!):

What might this person be thinking/feeling/worrying about?

How might understanding this perspective change how I would respond to the situation?

Optical Illusion Prompt: What Do You See?

Instructions:

Look at the image projected on the screen by your teacher.

Reflection Questions:

1. What is the very first thing you notice or see in the image?

   
   
   
   

2. Can you imagine what someone else might see differently in the same image? Why do you think that is?

   
   
   
   
   
   
   

3. How does your personal experience or what you focus on first influence what you perceive?

   
   
   
   
   
   
   

Mirror Check Exit Slip: My Perspective Shift

Instructions:

Before you leave, please answer the following questions to reflect on today's lesson about perspective-taking.

1. In your own words, briefly explain what "perspective taking" means to you now.

   
   
   
   
   
   
   

2. List two specific ways considering multiple viewpoints can improve decision-making or understanding in a situation.

   • 
     
     
     
   • 
     
     
     

3. What is one challenge you foresee in trying to take someone else's perspective, and how might you try to overcome it?