Facilitation

Important Considerations for Facilitating Safe & Inclusive Learning Activities

Building a safe and inclusive classroom that honours student voice, their lived experiences, and empowers them to take ownership of their learning, requires a shift from traditional ways of teaching. This will require letting go of an approach that sees the teacher as the expert in front of the class and focuses on a learning journey anchored in self-reflection, collaboration and community -- all through the lens of faith, mindfulness and Christian meditation. This will challenge your ministry as an educator to engage in courageous conversations - an inevitable part of examining any system of injustice and trying to effect change. We encourage you to be bold in bringing these lessons to life with the understanding that the process might be messy. However, we hope through determination and a commitment to practice mindfulness, prayer and Christian meditation as a class, you will see the rewards.

It is important to be aware that some sensitive topics may evoke strong emotions that can be difficult to process, especially if the discussion connects to a trauma experienced previously. Please review some resources below that highlight approaches to building safe and inclusive space. It would be ideal to post pathways to care somewhere visible in the classroom as a reminder of how students can access support (e.g. Guidance, Chaplaincy, Child & Youth Worker, Kids Help Line, etc.).

Please also note, there are diverse identities of students as part of your community. The language you use or accept in the classroom can support or detract from a feeling of inclusion. Please see the language considerations below.

For grades 9-12, some students may identify with spiritualities and faith traditions other than Catholic. Recognize some students may be agnostic or atheist. It is important to uphold a space of respect and non-judgment, as well as make accommodations accordingly (e.g. prayer space/time for Muslim students, etc.).

Trauma-Informed Teaching Resources

Click on the links below for further learning:

A Crash Course on Trauma-Informed Teaching

Trauma-Informed Teaching Strategies

Comparison Chart for Strengths-based Approach vs. Deficit-based Approach Concepts

Facilitating Discussion Resources

Click on the links below for further learning:

Let's Talk: Facilitating Critical Conversations with Students

Canadian Centre for Diversity and Inclusion - Creating and Maintaining a Safe Space for Dialogue

Eight "Good Practices" for Engaging in Courageous Conversations (self-reflective piece)

Preparing For and Facilitating the Sensitive Discussion

Ways to Facilitate Discussions as a Class & Collaborative Learning in Groups

Please see brief explanations of these activities or

more detailed explanations with sample exercises in Lesson 4 of Listening with the Heart.

Circle Talks &

Step into the Line

All-Pass

for simple prompts

Butterfly Pass

for involved prompts

Think-Pair

Share

Gallery Walk

Four Corners

Jigsaw

Placemat

Language Considerations

Language holds power and often reflects a set of beliefs or worldviews (including biases). Often we inherit and accept the words we use without thinking much about them. It's important to be aware of:

a) our language to help shape inclusion, as well as

b) our role to educate others to be more mindful of words they use.

Here are important considerations, along with a few examples that might apply when teaching religion or social science curriculum.

Learn how to pronounce your students' names. This makes a significant difference in whether they feel you care about who they are! Read Teachers' Strategies for Pronouncing and Remembering Students' Names Correctly

Consider using 2SLGBTQ+ inclusive language, honouring the preferred pronouns of students (she/her, he/his, they/them). Although Catholic Church teaching does not recognize gender theory as currently formulated, as with many issues and controversies in our world and cultures, there are differences in opinion and differences in approach. We honour and value every individual as one who is created in the image and likeness of God; and we honour who they believe they are, as created and loved by God. When a person takes the time and the effort to reflect upon who they are, and comes to the realization that this is the truth of themselves, does any one of us have a right to deny or change that?

If you hear any words or statements that are racist, sexist, homophobic, transphobic, etc. it's important to address it. Although students try to pass it off as a joke or being harmless, discuss the impact and hurt it causes to others.

Use the word "Indigenous" instead of "aboriginal" - the prefix "ab" is often associated with negative connotations (e.g. abnormal, abherrant, abdicate, absolution, ablution, etc.); thus, "aboriginal" suggests an idea that opposes "original" peoples. Consider capitalizing the "I" when using the word "Indigenous" as a sign of respect.

It is widely accepted to use the term "Global South" instead of "less developed" or "developing countries". Students and colleagues have expressed that it undermines their homeland and culture, giving them a sense of "less than". It fails to acknowledge the great civilizations and culture that are part of their heritage and ignores the impact of colonization that brought them to the reality their countries experience today.

Use the term "Enslaved persons" instead of "slaves" - Learn why, with The Language of Freedom

Use "undocumented immigrants" instead of "illegal immigrants". Illegal is used to describe an action, not persons. For example, many people who break the law are not called "illegal" (e.g. someone who doesn't pay their taxes, someone who downloads music or movies against copyright law, etc.).

Avoid using terms that associate the word "black" with the negative (e.g. black sheep, black market), since "black" is an identity that students ascribe to themselves.

Review the Disability-Inclusive Language Guidelines published by the United Nations (2019) or consider a summary of suggestions by the ADA National Network.

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