Stop Everything & Dialogue undefined SEAD

Purpose: A way to engage the staff, a classroom or an entire school in a dialogue and action planning about a topic or challenging issue.

Background: In working with schools around issues such as bullying, sexual behavior problems and discrimination or prejudice around students within the school, it became clear that a way to engage the whole school community in dialogue was critical in order to:

Increase knowledge about a topic

Understand the students perception of the issue

Glean ideas for action to move things forward in a positive way

Strengthen relationships between staff and students and within the student population

Create a way for students to be heard.

Examples of Use:

The Minneapolis Public School that helped design SEAD and was the first pilot site was Ramsey International Arts Magnet, a K-8 site.  SEAD was started as a way to help all the staff use circles (a way to engage in respectful dialogue that creates a way for all to have a voice) and to improve education and involvement in solutions around some behavior problems at the school. The model evolved into once a month SEAD’s throughout the school year.

A large suburban high school used the SEAD model to engage the entire 11^th grade in discussions about racism and bystanders. The school had a strong peer leadership group that was trained in one session to conduct circle dialogues. An educational session was presented over the schools television systems into all classrooms. The entire grade then went into the very large auditorium with 8-12 students in each circle facilitated by a student leader. All the teachers were standing by to step in when the plan didn’t work. The students were so engaged that the staff had an impromptu circle that identified many staff issues that were identified for follow-up action.

Ideal:  Topics selected throughout the year. SEAD held once a month or every other month. Topics selected by some combination of staff and students based on the schools needs.

Basic Model:

·  10 minutes  mini-education   (this may be a follow-up to a school assembly or a prior class lesson)

·  30 minutes circle

10 minutes arts infused activity (this may be done the next day or in a second class period)

Method:

All staff at least has basic training on SEAD and circles.

A SEAD committee is established or the work is done by some other staff committee.

Each month a dialogue topic is selected by staff SEAD committee and/or alternative months are selected by students).  It is useful to have one or two months open to deal with issues that come up or have the flexibility to switch the topics around based on need. It may also be necessary to do a follow-up SEAD a few months later to see if the concepts were understood and identified action/needs were addressed.

On a given day all grades & classes participate in SEAD: mini education/lecture, a circle on the same topic.

The circle is followed by an arts activity that allows the students to further reflect upon and communicate what they learned.

The outcome of the arts activities, when appropriate, can be posted in hallways or on class doors, to reinforce the messages and discussions.

Parents are informed of the topics and when the circles will be happening so they can reinforce the discussion at home.

Ideally, staff debrief at a staff meetings once a month, after SEAD, to discuss what worked and didn’t about the circle and related activity.

Samples of student’s arts activities can be collected as a year end portfolio.

A staff committee works to select topics (and/or help students identify topics)

This same committee also selects possible arts infused activities staff can use along with each topic

It is useful to outline for all staff how to introduce the topic, define the issue, and possible dialogue questions.

Consider varying expectations or activities based on age/ability.

Link to existing curriculum/topics when possible.

It is also useful to have a simple form staff completes after each SEAD:

Teacher, Grade, Topic

Gems of Ideas

Issues/Needs

Comments

Sample/Potential topics include:

Bullying/Cyberbullying

Bystanders: What it means and how to use positive influence

You Made It My Business When (How to Make it Work)

Normalization of Sexual Harm (Hypersexualized culture) & Sexual Behavior Problems in schools

Sexual Behavior Continuum (differentiating what is healthy, appropriate and expected from that which is disruptive, harmful or illegal)

Language

Dress code

Positive and Negative Peer Pressure

Cliques

Male/Female “gender” roles/expectations (positives/negatives)

Racism

Diversity

Targeted behaviors/School Themes:  Is it clear?  Is it on target? Are we behaving in accordance with our beliefs/values?  RAPP (respectful, appropriate, positive, patient)   3 R’s (respect, responsibility, rights)

Core Values

Healthy relationships/friendships

Gangs

War (anxieties;_ perspectives of best way to peace)

GLBTQ