What:

These strategies are very similar one to one conversations intended to deepen relationships and understanding.

• Relational Meetings: A two way conversation centered on listening to one another. The primary purpose is to deepen a relationship and build common understanding.

• Deeper Listening: A two way conversation where each participant has designated time to talk and designated time to listen.

• Empathic Meetings: A one to one conversation to better understand one’s story and experience and/or dive into the root cause of an issue.

How to do it:

1. Identify the individual(s) who will be involved in the meeting/conversation.

2. Identify the prompt(s) and/or focus of the conversation and questions.

3. After the conversation is complete, take notes and analyze the findings.

*Specific to Deeper Listening Conversations

• Identify who will be the initial talker and who will be the initial listener.

• Provide a prompt and time frame (e.g. 2 min) for the first person to talk and the other to listen.

• Participants then switch roles for the same designated amount of time.

• A third participant can be identified as note taker, or after the designated amount of time, the partners can take notes on their conversation.

• Repeat this process with various prompts.

• After final prompts completed and notes taken, analyze the notes to identify themes and findings.

Things to Consider:

• Be clear with participants about the role of confidentiality and how the information gathered in the conversation/listening session will be used. This clarity can both increase a sense of safety and bravery to share.

• If students are both conducting the session and participating, be sure they are clear about their role and process based on the role they are playing so that they can feel confidence in the experience.

• Intentionality in the partnering/pairing of students in this listening/sharing experience will be important to creating the best environment for authentic sharing.

• If students indicate discomfort with sharing in this manner, identify alternative means that can be used to support their ability to share.

• Participants may need a primer on active listening skills to help foster success.

• Help build confidence to “sit in silence” to allow those who are talking to think and process.

Take It to the Next Level:

Leveling Up Towards the Leadership End of the Spectrum of Student Voice-Oriented Activity

• Engage students in identifying the topic, question, and/or prompt.

• Consider how students can use this tool with adults are participants.

• Consider how students can provide leadership from facilitating the activity, making meaning of the data collected, and advising how the data is used.