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1. Please ensure you write your name in the title before posting.

2. After reading the answers in SLS, listen and observe the facilitation of the questioning done by the facilitator.

3. Write down your observations according to the questions:
- How were human connections made?
- Did the facilitator listen and ask probing questions?
- How were participants encouraged to voice their opinions, thoughts and feelings?
- Did the facilitator avoid short-circuiting the process by NOT zooming in on the "correct answer"? If so, how?

4. After you have done that, write down some ideas you have on how you will adapt this strategy for your own class.

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sharing of personal experience / story.

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Asking inviting questions (Would like to share); asking questions to clarify (What do you mean/ Could you explain / elaborate)

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1) Reiteration of safe space ,this will be mentioned only within these four walls. No comments will be shared outside the classroom. 2) Thank you for sharing the thoughts

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Prompts participants to share further, such as their reactions, what they would have done, how they have changed etc.

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It was more exploratory in the discussion. there was no mention of the word " correct" or "right" during the commenting section.

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Invite

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when there is an ability to relate to one another stories that are shared.

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May need to get students to write their names so as to identify the comments

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May need to get students to write their names so as to identify the comments

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Facilitator implied that the topic of race is sufficiently complex, that no "correct answer" exists, by adding qualifications and affirming the difficulties of reacting to racially-related experiences.

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When you share something that the students have experienced before.

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I think I will avoid the use of the judgement words "right" or "not true". Focus on asking more clarifying prompts to gather more details and inputs from students. I think reiteration of climate is critical as the topic is very sensitve.

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facilitator shows empathy

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what is the correct 'response' you want the teachers to recommend to the students besides not being offended by the comments?

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what is the correct 'response' you want the teachers to recommend to the students besides not being offended by the comments?

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acknowledging participants' responses when the opportunities arise.

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Being able to unstd the pain of being a minority

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exchanging moments together

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prompting for students to share personal examples

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It's important to get students to 1) yes, identify the emotions, but more pertinently, 2) transcend the emotions and analyze their response instead. Is it indignation? Is it rage at misrepresentation? Then we could discuss not just the events but also identify the cause of students' reactions etc. This will help students to understand themselves more as well.

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getting participants to share their thoughts and innermost feelings

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facilitator asked students questions like 'how did it make you feel' to get them to elaborate

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facil reiterated that classroom was a safe space

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Participants were also allowed to post as anonymous.

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Participants feel safe to share as it is a safe space and will not be judged.

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facil emphasised that this was an open and evolving conversation in sg

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Bearing in mind that lower sec students might lack the metalanguage to discuss this topic / express their thoughts, a free writing exercise at the start might be useful.

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Might want to be careful with forcing participants to share -- common activities to do with race, e.g. stepping forward if a statement is true etc., are sometimes too personal. I have had students express that such exercises are intrusive. Students should be allowed to not share their experience, but teachers should explain why it would be good if they do.

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Appreciated the anonymous nature of the writing sharing portion. In my own class I might use the sharing to form a case-based discussion that doesnt require for the writer of the post to be put on the spot.

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clear ground rules must be made so that 

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clear ground rules must be made so that 