Noticing how people choose to describe and present themselves.
Exploring the idea that who you are is more than how you look or act.
Considering what makes someone uniquely themselves.
Thinking about how it can take courage to be yourself in a new place.
Recognising that everyone has different interests they may wish to share with others.
Auggie begins his first English lesson at his new school, Beecher Prep. The teacher, Mr. Browne, welcomes the class and introduces a precept, a short rule to live by. He writes a precept on the board about choosing to be kind. Mr. Browne invites the students to share two things about themselves. The class begins to get to know one another for the first time.
• What did you notice about Mr. Browne's first lesson?
• What did Mr. Browne ask the students to share about themselves?
• Why might Mr. Browne have used this activity?
• Why might it feel hard to talk about yourself to a new class?
• What two things would you want a new class to know about you?
• What is something about yourself that people might not notice at first?
• What are some different ways people show who they really are?
• What could you do if someone got the wrong idea about you?
• How could you help a new person feel safe to be themselves?
The questions within this guide are designed to open dialogue and facilitate discussion around the relevant topics. It is up to the user to adapt as needed to best suit the person they are supporting. A neuroaffirming approach was central to the design of these resources and remains essential to their application. This means recognising and respecting the diverse ways people think, communicate, and experience the world, ensuring all conversations are led with curiosity, respect, and without judgement. These resources are a starting point. Trust your knowledge of the person you are supporting to shape the conversation from there.
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