Northeastern University

Early in my career I had the opportunity to work with a group of international teachers. The teachers were in the United States doing graduate work at a university that required an outdoor education component.

I greeted them and started things off with some typical outdoor education icebreaker activities, including a game called Help Tag. It’s a typical game of tag where players can “unfreeze” or rescue tagged teammates. However, I noticed the entire group froze. There was definitely something about the game that was unsettling to the participants. They were just standing there.

I gathered the group into a circle and asked what was wrong and was told the game wasn’t the way they play tag in their country. In fact, they said the version of the game I was proposing was a little scary.

I felt terrible — it was as if I had done more harm than good.

At the end of the day, using a reflective circle, I created time to debrief the activity. When I asked the group how they might teach a lesson that would reach my intended outcome, instead of just talking, they actually taught me a few games that they would have chosen for the lesson.

This was an incredible learning experience. It opened my eyes to the fact that, despite all the training sessions I had attended, all the mentors and organizations I had worked for, no one ever mentioned the importance of selecting games or using language in relationships tailored to the culture(s) with which I would be working. Instead, we depended on the books and activities we had on hand and simply pick one when facilitating programs.

Those teachers gave me real-time training on being culturally aware and responsive — training I should have received from (more…)