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Poland
Case Study - Respect my safe space and I will show you my brave space
This case study allowed students to explore the concepts of “safe space” and “courage space” through team exercises. Students reflected on the physical and emotional aspects of these spaces, distinguishing between the need for physical distance and the courage to share personal experiences in a supportive environment.
Context
This lesson was designed for students in 5th to 8th grades. The classes initially involved arranging the furniture in a way that encouraged students to form a close-knit group. They gradually moved further apart and discussed the feelings that accompanied the increasing physical distance, such as a sense of freedom and respect for privacy. Afterward, students explored “courage space” through voluntary sharing exercises, where they could choose to share personal information about themselves and adjust their level of openness based on the reactions of their peers. This exercise emphasized maintaining a comfortable environment, where students could voluntarily decide when they reached the limit of what they were willing to share, marking the boundary of their “courage space.”
Problem/Challenges
Challenges encountered during the lesson included:
- Student Participation: Some students were hesitant to participate, especially due to existing class dynamics or the potential for laughter or teasing after sharing personal information.
- Group Dynamics: The lesson was more effective when conducted in classes where mutual respect and trust had already been developed.
- Classroom Management: The teacher had to closely monitor the class to ensure the safe and respectful sharing of personal information.
- Personal Boundaries: Some students might have shared information that was too personal or made others uncomfortable, challenging the boundaries of the exercise.
Solutions
To address these challenges, the following strategies were implemented:
- Color-Coded Response Cards: Students were given colored cards to express their reactions to each other’s statements, such as “I’m happy to hear this,” “I’m indifferent,” or “I’m surprised.” This method helped maintain respect and avoid disruptive reactions like laughter or insensitive comments.
- Defining Safe and Courageous Spaces: The lesson was divided into two parts: first, students defined their own “safe space” in terms of physical proximity, and then they set boundaries for their “courage space” through the voluntary sharing exercise. The teacher ensured that students were not forced to share more than they were comfortable with.
- Group Discussion: At the end of the lesson, a class discussion focused on the differences between safe and courage spaces. Students reflected on how their own boundaries differed from those of their peers and discussed the reasons for these differences.
This activity was recommended for older classes, where students already had strong bonds of friendship and mutual respect, ensuring the comfort and safety of everyone involved.
