Activity 1: (20 minutes) DEFINING MICROAGGRESSIONS

As a group, brainstorm 15–25 words that come to mind when teachers hear the word “microaggression.” List these on the whiteboard. Then read some formal definitions of the word.

Watch the video, “Eliminating Microaggressions: The Next Level of Inclusion,” (until 4:52) by Tiffany Alvoid from TEDx Talks. In this video, the speaker shares several different kinds of microaggressions, including ability and race. Invite teachers to pay attention to additional words or phrases that could be added to the list on the whiteboard. Have teachers share these words or phrases following the video and add them to the list. Expand the definition of microaggressions to the following categories.

Share the categories associated with commonly marginalized groups:

1. Race (based on physical differences): Aboriginal, African American or Black, Asian, European American or White, Native American, Native Hawaiian or Pacific Islander, Māori, or some other race. 
2. Ethnicity (based on shared cultural characteristics): language, ancestry, practices, and beliefs. For example, people might identify as Latino or another ethnicity. 
3. Gender (male/female)
4. Age (infant, toddler, adolescent, adult, senior citizens)
5. People with Disabilities (visually impaired, deaf/hard of hearing, etc.)

Source: American Psychological Association

Invite teachers to get in small groups and develop their own definition of microaggressions. If time permits, have a few groups share their definitions.

Have a discussion: 

• Why is it important that we understand what microaggressions are and how they affect individuals in our school and community?

Activity 2: (20 minutes) IMPLICIT VS. EXPLICIT BIAS

Ask teachers to raise their hands if they like dogs. Then ask them to raise their hands if they like cats. Have a discussion:

• What experiences have you had that might contribute to your positive/negative association with dogs?
• What experiences have you had that might contribute to your positive/negative association with cats?
• How can our past experiences with people influence our thoughts about total strangers? 
• Think about the students you have taught. How can our past experiences with students influence our thoughts about new students?

Pass out the Bias Quotes handout to each teacher. Give them time to highlight or underline key words and phrases within each quote, then to summarize the main point of each quote in the space provided. After sufficient time, ask teachers to get into groups and compare their summaries for a few minutes.

Review some top tips for checking our own thinking from the U.S. Department of Justice. For each tip, ask teachers to share examples of what that tip might look like in action within their school or community.

Activity 3: (30–45 minutes) THE ABCs OF BEHAVIOR

Behavior is deeply connected to feelings or beliefs. Share the example from the slides of a person that loves pizza.

• You have a friend who loves (feeling) pizza. They believe (belief) it is the best food ever. When selecting where to eat out, it is not surprising that they choose a pizza place (behavior). You know how much they love pizza and have seen them order and eat it countless times. 

Then explain the ABCs of behavior: 

A = for Affective (emotional)

B = for Behavior (action)

C = for Cognitive (belief)

Have a discussion:

• Can you think of other examples of how a person’s emotions or beliefs may affect their actions or behavior?
• How does this idea connect with the topic of microaggressions?

The ABCs of behavior help us understand why we may do what we do or say what we say. It is important to understand that our beliefs can affect our behavior, words, and the way we treat others. When we strive for education, compassion, and understanding, we are more likely to choose kindness.

Read the information about Maya Angelou, as well as her quote.

Explore and discuss the ideas about a compassion-informed workplace on the slide by A. Maya Kaye, PhD, DSW, LMSW, at Psychology Today.

Pass out the Responding to Microaggressions handout to each teacher. Invite them to underline or highlight ideas that resonate most deeply with them when thinking about their school or community. Ask teachers to consider the question and make a list together on the whiteboard to answer the prompt: 

• What are some simple ways to avoid microaggressive behavior toward strangers, coworkers, students, community members, neighbors, and even friends?

Activity 4: (20 minutes) JOURNAL REFLECTION

Using lined paper, have teachers write a response to the following prompt until time runs out:

Identify a person or group of people with whom you feel unfamiliar (e.g., a peer, a neighbor, a group of veterans, etc.). 

• What can you do to improve your understanding and appreciation of that person or group? 
• What positive communication or experiences could you see yourself having with this person or group? 
• How can you overlook or challenge stereotypes associated with this person or group?

Activity 5: (20 minutes) RESPONDING TO MICROAGGRESSIONS

Watch the video “Understanding Microaggressions,” by Wisconsin Technical College System. As teachers watch, have them listen for strategies that they can use to respond to microaggressions. Following the video, ask a few teachers to share the strategies that they heard.

Walk through the slides and discuss each strategy and scenario. Have teachers explain where the microaggression occurred and how the person responded to the microaggression.

Divide teachers into 10 groups and pass each group one of the Microaggression Scenario Cards. Instruct each group to model their scenario for the group and include a little dialogue (similar to what teachers saw on the slides). Encourage teachers to apply the response strategies in their 30-second presentations.

After sufficient preparation time, invite each group to present their scenario to the group. After each presentation, debrief to point out the microaggression and response strategy modeled by the group.

Have a discussion:

• Which strategy seems most important to you? Why?
• Why might it be difficult for someone to stick up for themselves when they have experienced a microaggression?
• How can you balance being both direct and tactful when responding to microaggressions? Why might this be important?
• Why is it important to respond to microaggressions in your school or workplace? What happens if they are ignored?

Activity 6: (30+ minutes) CLASSROOM POSTERS

Explain that each teacher will design a poster to hang in their classroom that covers some of the topics covered in this lesson. They can create a physical poster or design a poster to be printed using a website or app. Teachers can choose any option from the list or create their own. The poster options include:

1. Illustrate examples of how to positively combat biases or stereotypes within yourself. 
2. Research quotes that include themes of kindness, empathy, increased understanding, or perspective taking.
3. List fun and creative ways to increase your personal cultural competence. 
4. Define the terms “stereotype,” “bias,” and “microaggression,” and include some top tips that were covered in the lesson content. 
5. Create a list of helpful phrases that people can use to stand up to and respond to microaggressions in helpful ways.

After an appropriate amount of time, have teachers display their posters and participate in a gallery walk. As teachers wander and observe, have them discuss the following questions:

• What topics from the lesson are captured in the posters?
• How could you use these posters as teaching tools for school community members?