BRAVING - Brené Brown...Accountability - you own your mistakes, apologize, and make amends Vault -...

See pages 221-238 in Dare to Lead. Length: 30-45 minutes

Connection for engagement:

• Ask the students about the word BRAVE. Record their thinking on an anchor chart entitled “BRAVE.” Younger students will likely give examples of superheroes, firefighters, and maybe even lions. We want to introduce them to the idea that trusting yourself and others is another way to be brave.

• Reveal each example photo and ask students, “How might this be considered brave?” Help students make the connection for why ordinary everyday actions like raising our hand for help, standing up for a friend, or apologizing can be an act of bravery.

Collect photographs (or use the ones provided) of images of bravery AND images of bravery/trust (a kid raising their hand, people telling a secret with a talk bubble that says something like “I’m going to be brave and tell you my secret.”)

Starting with the Learning Teacher Notes:

BRAVINGBraving Trust:

Our Why: We will learn how to build trust through the acronym BRAVING so that we can learn to build trust with ourselves and within our classroom community.

Materials:Photographs | Chart paper | Markers

Vocabulary: Boundaries – what’s okay and what’s not okayReliability - you do what you say you’ll doAccountability - you own your mistakes, apologize, and make amendsVault - you don’t share information or experiences that are not yours to shareIntegrity - doing what is right...even if it is not fun, fast, or easyNonjudgment - I can ask for what I need, and you can ask for what you need. We can talk about how we feel without judgment.Generosity - we do our best to be generous with our thoughts toward others

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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.

Mini-lesson:• Tell the students that this is a special word because

each of the letters has a special meaning that they will uncover during their time in class. Explain to students that this new term will help give them strategies for building trust. We have to be brave in order to trust others and ourselves.

• Each time you review one of the letters of the BRAVING acronym, ask students the following question and write down specific behaviors of what this could look like in the classroom.

◦ How can we show <one letter of BRAVING> in our classroom to help build trust in our classroom?

• ‘B’ for BOUNDARIES: ◦ The B stands for boundaries. You might say,

“Today is sort of easy! The ‘b’ in this word stands for boundaries...and we have already talked about our boundaries in our class! We have these boundaries in order to make sure that we are clear on what’s ok and what is not ok in this classroom.“ (Refer to the lesson on “Creating Classroom Boundaries” for examples)

• ‘R’ for RELIABILITY: ◦ The R stands for reliability. That means that you

do what you say you’ll do. It is important to do what you say you are going to do because it builds trust. If someone keeps breaking their promises, their friends might not think that they care about them. If you say you are going to do something, you should try as hard as you can to do it. Listen to this situation that I’ll read. ◦ Ex. “I remember when I was little, I told

my sister that I would take her to the park. I decided to watch my favorite show on television instead. She was really hurt by that because I didn’t do what I said I would do. The next time I asked her to go to the park, she told me she didn’t want to go because I broke my promise. That didn’t make me feel good!”

Examples:

• Raising your hand and asking a question when you’re confused

• Standing up for your friend when they are being mistreated

• Apologizing and telling the truth when you’ve done something wrong

• We let our friends know if our feelings have been hurt Mini-lesson:

• While the letters of the BRAVING acronym are all listed together in this lesson, we encourage teachers to use your judgment on when and how to introduce each of the seven concepts that make up the BRAVING acronym. Some may be more developmentally appropriate than others and easier to introduce, while others may require a bit more time. This lesson can be broken up into several days.

• You may choose to get creative with how you reveal the BRAVING acronym. Here are some ideas:

◦ Write one letter (B-R-A-V-I-N-G) on each sheet of paper. As you move through the lesson, you can ask students to come up with examples of what that strategy might look like in the classroom.

◦ Have each letter posted and covered- uncover each letter as you learn the strategy.

• (Grades 3-5) Discussion

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questions: ◦ How might <one letter

of BRAVING> lead to building trust in the classroom?

• How has BRAVING showed up in your own life? ‘V’ for Vault:

• It might be helpful to have a photo of a vault that teachers could show students.

• We have to be sure we teach students the difference between things that should stay in the vault and things that need to be shared for safety reasons.

• Ask students to think about what they are keeping in the vault. Things that could be unsafe for themselves or others should not stay in the vault.

• Stories or information that don’t cause any harm should stay in the vault.

• ‘A’ for ACCOUNTABILITY: ◦ The “A” stands for accountability. Accountability

means that you own your mistakes, apologize, and make amends. It means that if you do something wrong that hurts someone else, you tell them you are sorry and you mean it. Here is an example: ◦ Brandon and Ryland were playing with the

blocks at recess. Brandon built a really high tower! When Ryland saw that tower, he thought it would look like so much fun to crash his toy car into - so he did! He was surprised when Brandon became really upset. He thought Brandon would like it just like he did. When Brandon told him how he felt, Ryland said, “I’m sorry that I knocked your tower over. I didn’t think about how you would feel about it. Can I help you build another tower?” Ryland made a mistake, apologized, and made amends by offering to help him build a new one.

• ‘V’ for VAULT: ◦ The “V” stands for vault. A vault is used to keep

things that are important to the owner safe. These locked away things can be very special or valuable. Your stories and experiences are valuable to you, so you probably want to keep those safe. That’s where the vault comes in. Keeping things in the vault means that you don’t share information or experiences that are not yours to share. Here is an example of keeping information in a vault: ◦ Natalie told Brynn that she got in big trouble

for breaking her mom’s tablet at home. Natalie was feeling sad because she was grounded, and the only person she told was Brynn. Later, a group of students teased Natalie because she was grounded. Natalie was really confused because she couldn’t figure out how they knew! Then, she realized that Brynn didn’t keep her story in the vault. Brynn shared a story that was not hers to share.

◦ Here is another story that might help young students figure out what should go in the vault and what needs to be shared with an adult. As Lillian was walking down the hall, she noticed two students hiding behind a bookcase. They were giggling and laughing, but no adults were around. She knows that when they are at school, they should be with an adult, so she decided to let her teacher know what she saw- because that could potentially be unsafe. That story did not need to stay in the vault because someone could be put in danger.

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• ‘I’ for INTEGRITY: ◦ The “I” stands for integrity. Integrity means doing

what is right...even if it is not fun, fast, or easy. Integrity means we actually practice our values instead of just saying that we care about them. Here is an example: ◦ Julio’s mom told him to clean his room. He

knew that his mom would want him to put things where they belonged, but he decided to stuff everything in his room into his closet. He decided that that was not showing integrity because he cleaned his room in a way that was fast and easy. He pulled his items back out and decided to put everything where it belonged.

• ‘N’ for NONJUDGMENT: ◦ N stands for nonjudgment. What this means is that

I can ask for what I need, and you can ask for what you need. We can talk about how we feel without judgment. Nonjudgment means that we don’t judge our friends when they ask for help, and we don’t judge ourselves when we ask others for help. Classroom examples of showing nonjudgment: ◦ I ask for help when I need it even when I’m

scared about what my friends or teacher will think.

◦ I don’t say things like, “Look at him. I may not be good at this, but he is way worse than me.”

◦ I say, “I’m not understanding how to do this. Could you help me better understand?”

• ‘G’ for GENEROSITY: ◦ G stands for generosity. What this means is that

we do our best to be generous with our thoughts toward others. This means that we don’t assume people are being mean, rude, lazy, or hurtful on purpose, but we wonder if there is something that is going on that we may not know about. Classroom examples of showing generosity: ◦ A friend didn’t sit with me during lunch

today. Instead of thinking they are trying to be mean to me, I wonder if there was another reason I didn’t know about.

◦ A friend has been talking to me less than normal lately. Instead of jumping to the conclusion that they are ignoring me and I choose to ignore them too, I ask them if everything is okay.

◦ During a group assignment, a teammate isn’t doing anything during work time. Instead of assuming they are being lazy I wonder if they might be confused or need help understanding the assignment.

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Lesson Closing:

• As the students are sharing ideas, circulate and listen in. Pull out examples and write them on a chart for students to see their thinking.

• Ask the students to write their thinking on a sticky note or journal entry and share with their group.

• The purpose of this lesson is to reveal to students a different perspective of what it means to be brave and to learn how we can build trust in the classroom through the acronym BRAVING.

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

• This lesson (each letter of the acronym) is going to be important for your classroom implementation as it is a lesson that you can refer back to throughout the year as situations arise in your classroom.

• Examples that were listed on a chart paper can be posted in the room somewhere (like the photo above). These are additional examples of ways trust can be built in the classroom and marbles can be added to the class marble jar.

Moving from Knowledge to Daily Practice

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Student apologizing for something they did

Student raising their hand to ask a question

Letting our friends know if our feelings have gotten hurt

Confronting someone who isn’t being nice to a friend

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BRAVING - Brené Brown...Accountability - you own your mistakes, apologize, and make amends Vault -...

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