14.5: Class Atmosphere Exercise--In-Class Activity

This exercise can be a great tool for establishing a respectful, participatory classroom or workshop atmosphere. The exercise is best done early in a group’s association – at the beginning of a semester of classes or early in a workshop. (I usually do this exercise after going over the syllabus/completing any required diagnostic.) The activity is suitable for middle school through adult and for any workshop that will include sharing of creative work or discussion of opinions and perspectives.

 

Note: I experienced this exercise in a workshop I attended while teaching middle school in the 1990s. I do not remember the name of the facilitator who shared this exercise, but I thank her for it. I have used it repeatedly in classrooms and workshops.

 

The Script – Adjust as Appropriate

 

1. This is an exercise that can work in theater classes, writing workshops, middle school, college. You might think it’s silly at first, but by the time we finish, I think you will understand how it fits what we are working on.

 

2. First know that you will not be sharing anything personal. We will be thinking and talking about the experience of sharing something personal, but we will not actually be sharing personal information. This is just an exercise.

 

3. OK. Here we go. Think of a secret – something personal that you absolutely would not want to share with this group, with any group that you do not know. I am not going to ask you – I don’t want to know. Pick something real about you (not someone else). When you have the secret in your mind, just make eye contact with me.

 

4. Wait until you have eye contact from everyone. Prompt or repeat directions as needed. I’ve got almost everyone. Can you check in with me again? If someone is really avoiding, you can move on, but encourage them to think of something as you are going – without calling them out. If you are still thinking . . . . But give it time.

 

5. Ok, now imagine that, for some reason – and I won’t make you do this – imagine that you have to get up in front of this group or in an auditorium or at the front of the cafeteria or on a crowded bus and tell your secret. All I want to know is – how do you feel?

 

Make a brainstorm list in the middle column or middle section of three writing spaces, ideally large spaces on a wall, chalkboard, or whiteboard. Acknowledge that this exercise is also good practice for brainstorming and hearing all voices.

 

You will probably get things like embarrassed, angry, nervous, uncomfortable . . .

 

Keep pushing the list. How do you feel physically? How do you feel about me for asking you to share this when I told you I wouldn’t? (This is hypothetical. You will NOT ask participants to share their secrets at any point.)

 

6. Ok, so you are feeling “ “

Read the full list out loud. This may feel awkward but recognizes all contributions and actually adds some humor by the end of the exercise as you will read the list three times.

 

7. What could the rest of the group do that would make you feel EVEN WORSE?

 

Make another brainstorm on one side of the center list.

Add “Share it on FaceBook/social media” if this has not already come up.

 

8. Ok, so you are feeling “ “

Read the full center list again.

 

9. If for some reason you have to share this thing that you don’t want to share, what could the rest of the group do that would make you feel BETTER?

 

Make another brainstorm on the other side of the center list.

Possibly add “Share something too” if this has not already come up.

 

10. So – we are going to be [sharing each other’s writing, doing improv, whatever] and this can make people feel vulnerable. I am not saying that you will never feel uncomfortable or nervous, but, in general, we do not want people to feel [center column words], so these are the things we won’t do [refer to column of what would make it worse] and these are the things we will do [refer to column of what would make it better]. This is our sacred/brave/safe workshop space . . . So don’t go out after class and say, “Guess what so and so said in class . . . “ We want and need to hear each person’s voice. We are going to have a better workshop if everyone contributes. If you are the one person who has a different opinion, we need to hear that opinion in order to have a productive discussion . . . These are possible points to add as you conclude the activity. In the conclusion, aim to tie the activity back to the specific workshop that you are running – writing, theater, whatever – and connect how the principles of the exercise will be important to the atmosphere you are trying to foster for the specific workshop.

 

11. OPTIONAL

I often follow this workshop up with a questionnaire, names optional, that aims to elicit feedback from participants about what they bring to the workshop and what they want to get out of the class or workshop.

 

12. HINTS

• With each of the brainstorms you may well get something that ultimately won’t work with the goals of the exercise. This is fine. Write it all down. You can talk later (or in the moment if appropriate) about how brainstorms should be for all ideas without judgement, and you can look at the end at which items may or may not work if doing so is helpful.

 

• Give students the time they need to contribute. Wait for this.

• Try to have all voices heard at some point. Ask for this. Wait for this.

• ADAPT THE SCRIPT AS NEEDED TO SUIT YOUR STYLE!