INTRODUCTION TO BRAVING - Brené Brown · 2019-07-30 · BRAVING acronym. • Next have each group...

Connection for engagement:

Show your students the clip on BRAVING from The Anatomy of Trust

• You can show students the entire 22 minutes of the video or you can show the clip where Brene defines trust and BRAVING starting at 10 minutes into the video.

• Give students the TQE handout for note-taking. While watching the video, students will fill in the chart.

◦ In the first column, students write their Thoughts. ◦ In the second column, students write their

Questions

None

Starting with the Learning Teacher Notes:

INTRODUCTION TO BRAVINGBraving Trust:

Our Why: Use the BRAVING acronym to introduce students to the elements of trust so that everyone is clear about what is needed to establish and sustain trusting relationships.

Materials:TQE Handout | BRAVING handout | Weekly Report on BRAVING

Vocabulary: Boundaries – What’s okay and what’s not okay.Reliability - You do what you say you’ll do. Accountability - You own your mistakes, apologize, and make amends.Vault - You don’t share information or experiences that are not yours to share. Integrity - You choose courage over comfort. You choose what is right over what is fun, fast, or easy. And you choose to practice your values rather than simply professing them.Nonjudgment - I can ask for what I need, and you can ask for what you need.Generosity - You extend the most generous interpretation possible to the intentions, words, and actions of others.

See pages 224-238 in Dare to Lead. Length: 45-60 minutes

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Copyright © 2019 by Brené Brown, LLC | All rights reserved | www.brenebrown.com/daringclassroomsSubmitted by: Esther Kwak, Erin Parker, Shelia Sutton, and LaNesha Tabb.

◦ In the third column, students write their Epiphanies (their AHA moments)

• After watching the video and completing their notes, students should discuss their TQEs. This discussion can be with the whole class or in small groups.

Mini Lesson:

• Divide your class into 7 groups. The number of participants in each group will vary depending on your class size.

• Assign each group one letter of the BRAVING acronym and give them the corresponding page of the handout.

• In their small groups, have students read aloud the definition on the top of their respective handouts.

• Once students have an understanding of the term, they will dig deeper into the concept by responding to the prompts:

◦ What does (insert term) look like? ◦ What does (insert term) sound like?

• This process pushes students to unpack the behaviors and words that line up with each element of the BRAVING acronym.

• Next have each group pass their handout to the group on their right. Once they receive the new handout, they read what’s written on the chart and then add their own ideas to the list.

• Repeat this process until each group has read, discussed, and added to each of the 7 elements of the BRAVING acronym.

Lesson Closing

• When all students have a solid understanding of BRAVING, close the lesson with a metacognitive reflection. This can be as simple as having them journal their response to the question: “What do you now know that you did not know before this lesson?”

Moving from Knowledge to Daily Practice

The hope is that using the BRAVING acronym in class will replace the traditional rules, because BRAVING is inherently relational and cooperative, whereas rules are tied to compliance. The teacher and students will use the BRAVING acronym as a way to hold one another accountable to ensure the class is living out their values.

If any element of BRAVING is violated, it’s important that teachers not be quick to jump to consequences but rather model what it means to Live BIG and stay curious about the actions of the student.

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“To Live BIG is to ask ourselves this question: What boundaries need to be in place for me to be in my integrity and generous with my assumptions about the intentions, words, and actions of others? In addition to boundaries, an assumption of positive intent relies on the core belief that students are doing the best they can with what they’ve got, versus that students are lazy, disengaged, and maybe even trying to piss us off on purpose. Sure, we’re all capable of change and growth, but assuming positive intent requires the belief that students are really trying in that moment.” Dare to Lead, p. 214

Here is an example of what this could look like in your classroom once the full BRAVING acronym has been introduced:

Also attached to this lesson is an example of a “Weekly Self Report on BRAVING.”

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TQE Handout for BRAVING Trust

Thoughts Questions Epiphanies

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BRAVING Handout - Boundaries

What do boundaries look like? What do boundaries sound like?

Boundaries – What’s okay and what’s not okay.

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BRAVING Handout - Reliability

What does reliability look like? What does reliability sound like?

Reliability - You do what you say you’ll do.

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BRAVING Handout - Accountability

What does accountability look like? What does accountability sound like?

Accountability - You own your mistakes, apologize, and make amends.

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BRAVING Handout - Vault

What does honoring the vault look like?

What does the vault sound like?

Vault - You don’t share information or experiences that are not yours to share.

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BRAVING Handout - Integrity

What does integrity look like? What does integrity sound like?

Integrity - You choose courage over comfort. You choose what is right over what is fun, fast, or easy. And you choose to practice your values rather than simply professing them.

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BRAVING Handout - Nonjudgment

What does nonjudgment look like? What does nonjudgment sound like?

Nonjudgment - I can ask for what I need, and you can ask for what you need.

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BRAVING Handout - Generosity

What does generosity look like? What does generosity sound like?

Generosity - You extend the most generous interpretation possible to the intentions, words, and actions of others.

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We’re going to do a self-reflection on BRAVING so that we can assess the ways we’ve personally been showing up and contributing toward building trust in our classroom community. As we go through this, feel free to also write any other information that you would like me to know.

01. Did you honor our classroom BOUNDARIES? If not, which ones did you violate? What caused you to violate the boundary or boundaries? What do you need to do to self-correct? Do you need anything from your teacher or your peers in class?

02. Were you RELIABLE in terms of our braving connection? Were you fully present physically, mentally, and emotionally during class? If not, what happened? Did you do what you were supposed to do? Were you on time to class? If not, what caused you to be late?

03. Do you need to be held ACCOUNTABLE for any specific actions in terms of our braving connection? What behavior do you need to own? To whom do you need to apologize? How can you make this right?

Name Class Period

Weekly Report on BRAVING

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04. Have you kept the stories of others in the VAULT? If not, what happened? How can you make it right?

05. Did you practice INTEGRITY in terms of our braving connection? Did you choose to do the hard work of being in class, participating, and completing classwork? Did you participate fully or try to get away with whatever you could? Did you choose comfort, or did you act courageously? Did you choose to do what was right over what was fun, fast and easy? Please explain.

06. How did you do with asking for the help you needed this week? Did you judge yourself (or anyone else) for needing help? How did you do in terms of NONJUDGMENT?

07. Were you GENEROUS in your assumptions about yourself and others this week? If not, what happened?

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INTRODUCTION TO BRAVING - Brené Brown · 2019-07-30 · BRAVING acronym. • Next have each group...

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