9: Appendix B-6
- Page ID
- 64374
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Universal Check-In: “What Does Feeling Safe Mean?”
This universal check-in promotes emotional safety and trust within inclusive classrooms. It helps learners name feelings, set boundaries, and build community before engaging in workforce or communication skill practice.
Context of Use
May be used:
- At the start of a new module (to establish community norms).
- After challenging discussions or teamwork activities (to restore balance).
- During term transitions or reflection weeks.
Duration: 10–20 minutes (in-person or online)
(UDL Checkpoint: Clarify Learning Goals CAST, 2024)
Learners will:
- Define in their own words what “feeling safe” means.
- Identify at least one behavior that shows respect for personal boundaries.
- Choose a communication mode that supports comfort and autonomy.
Universal Design Integration
|
Design Element |
Example |
Purpose |
|---|---|---|
|
Multiple Means of Engagement |
Learners connect the concept of safety to their lived experiences. |
Builds relevance and belonging. |
| Multiple Means of Representation | Visual quote, icons, written prompts. | Supports comprehension and access. |
| Multiple Means of Expression | Writing, drawing, audio, icons selection. | Honors communication diversity. |
| SJDR Principle | Safety is co-created, not granted; learners define it for themselves. | Shifts power toward learner agency. |
Facilitation Steps
- Read or display the quote: “Feeling safe means being able to say what I need—even if I need help using the words.”
- Ask guiding questions:
- “What does feeling safe mean to you?”
- “How do you know when someone respects your boundaries?”
- Offer response choices:
- Type or write a few sentences.
- Draw or use emoji to show how you feel.
- Record a short audio or video message.
- Optional share-out: Invite volunteers to share; emphasize that privacy is respected.
- Debrief: Highlight collective themes - listening, respect, voice.
Scaffolding and Fading
|
Stage |
Instructor Role |
Learner Role |
|---|---|---|
|
Model |
Demonstrate how to answer using “I feel safe when …” |
Observe example. |
|
Guide |
Provide sentence starters and emojis. |
Respond using supports. |
| Release | Remove prompts gradually; invite open reflection. |
Express ideas independently. |
Trauma-Informed and Culturally Responsive Practice
- Emphasize consent and opt-out choices.
- Allow general, non-personal examples.
- Discuss cultural differences in expressing comfort or trust.
- Validate all responses equally, there is no “wrong” way to feel safe.
Reflection and Assessment
- Full credit for participation/effort.
- Faculty reflection prompts (link to Appendix D):
- Did learners appear comfortable engaging?
- How might this check-in reveal needs for classroom adjustment? o How did this activity model safety for future workplace discussions?
Adaptation Across Modules
|
Module |
Possible Integration |
|---|---|
|
Professional Communication |
Use before role-plays to establish respectful listening norms. |
|
Teamwork and Conflict Resolution |
Use after group activities to process collaboration feelings. |
|
Self-Advocacy and Goal Setting |
Frame it as “Advocating for what helps me feel safe.” |
|
Adaptability and Problem Solving |
Connect safety to staying calm in uncertain situations. |
Summary
“What Does Feeling Safe Mean?” functions as a universal, trauma-informed reflection adaptable across lessons. This activity reinforces psychological safety as a foundational workforce competency linked to communication, teamwork, and self management-core to Vision 2030’s priorities and beyond of access, equity, and mobility. It models UDL + SJDR design, strengthens classroom trust, and prepares learners for equitable participation in workforce and academic environments (CCCCO, 2025).