Speak Out - Professional Staff Training Version Facilitator

Notes

This is a higher-risk activity and is more comfortably done with a group that
has a more comfortable relationship, but it has the potential to be done well
with a new group when trust can be established. The Speak Out is where
one person gets a moment to share their experience while everyone is silent
and only focuses on what that person is saying no questions, no reactions,
just being present and absorbing what is being shared.
The facilitator will spend a few minutes introducing the concept of identity by
giving examples of identities (gender, race, religious affiliation, age, etc.) and
discussing how those identities may affect them in their everyday lives
(where they live, which careers they choose, how they spend their time, how
society treats them, etc.). Facilitators are encouraged to use personal
examples during the discussion in order to foster an atmosphere of sharing
and trust. Have participants use their handouts to guide them through the
following parts, one through three.

Part 1: Reflect
This first section of part one asks participants to reflect on three personal
identities, like social identities, cultural identities, etc. The second part
encourages participants to reflect on how their identities influence their work
with students, and the third asks participants to consider how others should
interact with their identities. Encourage participants to take time in order to
deeply reflect on these questions, as the deeper their reflection and
responses, the more the participating group can learn about each other and
connect. Allow participants 10 minutes to consider the following questions in
silence.
Part 1.1 Personal Reflection
1. What 3 identities they identify as,
2. Which are the most dominant, or influence them the most on a
personal level,
3. How these identities play a role in their daily lives,
4. What they take pride in about their identities and why,
5. What can be misrepresented or misinterpreted about these identities.
Part 1.2 Reflection on Working with Students
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6. How they see these identities affect their approach with students,
7. How their identities can benefit their students, or how they can use
their identities to advocate for their students,
8. How they can better assist/supervise/mentor their students using their
identities as a lens or for perspective.
Part 1.3 A Reflection for Allies
9. What they would like the group to know about their identities,
10.
What they never want to see/hear/experience in regards to their
identities,
11.
What they would like their students to know about their
identities,
12.
What they want allies to say/do.

Part 2: Speak Out

Part two transitions the group to from silent reflection to presenting their
reflections from part one. Now that everyones thoughts have been gathered
and honed towards the subject at hand, allow for everyone, one at a time, to
share their thoughts from part one. This process can take anywhere from 10
to 15 minutes per person. Give time for silent reflection before the next
person shares. Conclude this part once everyone in the participating group
has shared (participation is strongly encouraged, but can be challenge-bychoice).

Part 3: Debrief
After everyone has shared, thank people for sharing and take a deep breath
together (these pauses are important when facilitating), then gather as a
whole to debrief using the following guiding questions:
1. What was it like to share something so personal with a group of
people?
2. What was it like to hear others experiences?
3. How did it feel not to have a voice to react or ask questions when
others were sharing?
4. Have you had similar experiences (even though you may not identify
with the same identities)?
5. Were you surprised by what was shared and if so, why do you think
that is?
6. What were your feelings and expectations prior to sharing? How did
you feel after?
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7. Looking back, have you been a part of or witnessed a situation that

may have impacted another person in the same way as some of the
stories here were shared?
8. Moving forward, how will you take this experience and utilize it in
casual conversations with friends, peers, RAs, etc.?

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Speak Out - Professional Staff Training Version Handout

for Participants

This is a higher-risk activity and is more comfortably done with a group that
has a more comfortable relationship, but it has the potential to be done well
with a new group when trust can be established. The Speak Out is where
one person gets a moment to share their experience while everyone is silent
and only focuses on what that person is saying no questions, no reactions,
just being present and absorbing what is being shared.

Part 1: Reflect
Consider the following questions and answer them in the corresponding
tables.
Part 1.1 Personal Reflection
1. What 3 identities do you claim?
2. Which are the most dominant, or influence you the most on a personal
level?
3. How do these identities impact you in your daily life?
4. What do you take pride in about your identities?
5. What do you feel is misinterpreted or misrepresented in regards to
your identities?
Identity

Description / How It Affects

Your Life / Points of Pride

Misinterpretations &
Misrepresentations

Part 1.2 Reflection on Working with Students

1. How do these same identities affect your approach with students?
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2. How do these identities benefit your students, or how you use these
identities to advocate for your students?
3. How can you better assist/supervise/mentor your students using these
identities as a lens or for perspective?
Identity

How It Affects Your Work With Students / How Use Them

To Benefit Your Students

Part 1.3 A Reflection for Allies

1.
2.
3.
4.

What you would like the group to know about your identities,
What you would like your students to know about their identities,
What you want allies to say/do,
What you never want to see, hear, or experience in regards to your
identities.

Identity

What You Want People To

Know / What You Want
Allies To Say & Do

What You Never Want To

See, Hear, Or Experience

Part 2: Speak Out

Everyone participating will now have the opportunity to take time and share
what thoughts and reactions youve collected from Part Ones questions.
Take as much or as little time as you like no one else will speak over you.
This is your time to share, while everyone else listens silently.
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Part 3: Debrief
The group will take a short pause, and come together to answer questions
posed by the facilitator. Take this time to collect your reactions to this
activity. Thank you for participating.

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Speak Out - Resident Assistant Training Version

This is a higher-risk activity and is more comfortably done with a group that
has a more comfortable relationship, but it has the potential to be done well
with a new group when trust can be established. The Speak Out is where
one person gets a moment to share their experience while everyone is silent
and only focuses on what that person is saying no questions, no reactions,
just being present and absorbing what is being shared.
The facilitator will spend a few minutes introducing the concept of identity by
giving examples of identities (gender, race, religious affiliation, age, etc.) and
discussing how those identities may affect them in their everyday lives
(where they live, which careers they choose, how they spend their time, how
society treats them, etc.). Facilitators are encouraged to use personal
examples during the discussion in order to foster an atmosphere of sharing
and trust. During the introduction, each participant should jot down the
following:

3 identities they claim

Which of those 3 identities is the most dominant or influential on a
personal level
Which of those 3 identities is the least understood by society or here at
Northeastern
Which of those 3 identities are they most pride of and why
How these 3 identities play a role in their daily lives

Participants will then be asked to further ponder their misunderstood identity

by answering the following three questions, the answers to which they will
take turns sharing with the group:

What do I want the group to know?

What do I never want to see/hear/experience?
What do I want allies to say/do?

This process can take several minutes per person. Give time for silent
reflection before the next person shares.
After everyone has shared
(participation is strongly encouraged, but can be challenge-by-choice), thank
people for sharing and take a deep breath together (these pauses are
important when facilitating), then begin a debrief using the following guiding
questions:

What was it like to share something so personal with a group of

people?
What was it like to hear others experiences?
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How did it feel not to have a voice to react or ask questions when
others were sharing?
Did you have similar experiences as other within or outside your own
identities?
Were you surprised by what was shared and if so, why do you think
that is?
Looking back, have you been a part of or witnessed a situation that
may have impacted another person in the same way as some of the
stories here were shared?
Moving forward, how will you take this experience and utilize it in
casual conversations with friends, residents, etc.?

Speak Out - Resident Assistant Training Version

This is a higher-risk activity and is more comfortably done with a group that
has a more comfortable relationship, but it has the potential to be done well
with a new group when trust can be established. The Speak Out is where
one person gets a moment to share their experience while everyone is silent
and only focuses on what that person is saying no questions, no reactions,
just being present and absorbing what is being shared.
Part 1: Reflect
Identity

Description / How It Affects Your

Life

Significance

Significance: In the last column, please mark which identity is (1) the most
dominant or influential (2) the least understood, and (3) the one in which you
have the most pride.
Part 2: Speak Out
Least
Understood
Identity:
What do I want the group to know?

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What do I never want to see/hear/experience?

What do I want allies to say/do?

Part 3: Debrief
Debrief by responding to the questions posed by your facilitator.

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