Monica Alcazar

Amber Ward
October 6th, 2016
Unit Paper 3
When it comes to vulnerability many people might believe that it is not an essential
characteristic to have within a classroom; however, it is a vital quality that demonstrates
empowerment. When students do not feel timid about their voice, and are able to project their
thoughts and feelings to the class, makes the learning environment that much more impactful.
Ultimately, the effect of the content that a student absorbs from a teacher is achieved through the
culture of the class. According to Pink (2006), stories dont replace analytical thinking, (p.
108). Meaning, this would only help students, and teachers, to better understand each other.
These discussions help to model a sense of courageous vulnerability. Active participation, and a
successful day of teaching is emphasized when students are able to have trust in those in the
classroom with them.
One way in which I would demonstrate vulnerability within my own classroom would be
through the high risk, low risk card activity. Ideally, this would be set up as an icebreaker to have
students familiarize themselves with their classmates and to be comfortable around them. The
task of this procedure is to have the class sit in a giant circle with two stacks of card piled in the
center. Each student takes a turn to grab one card from the high risk pile or from the low risk
pile, and can decide to either go through with what the card is asking them to do or to pass and
have the next student pick a card. An example of a low risk card request might be tell the class
about one nice thing you have done for someone recently. While a high risk card request might
be tell the group two things that you are good at.
Refrences
Pink, D. (2006). A Whole New Mind: Why Right- Brainers Will Rule the Future (pp. 100-115).