DISCUSSION QUESTIONS FOR THE “EYE OF THE STORM”
OR THE BLUE EYE/ BROWN EYE STUDY
(These questions could also be used for staff meetings.)
UW-WHITEWATER EARLY CHILDHOOD CONFERENCE 2014
1. The theme of Jane Elliot's work is about who and how and why we make some people “inferior” and
others “superior”. What does this mean to you - “making” people superior/inferior?
Give three examples of how children do this to each other.
Discuss an example of a parent/s who do not treat their child as “inferior”, nor act “superior”. What do
you see or hear that parent do?
2. With regard to conflict between two children at your center or between two parents you are talking
with, who do you typically spend more time/energy on - the child/parent who acts “superior” or the
“inferior” one and why?
Why do you believe that society often feels more empathy and caring for the ”inferior” person vs. the
“superior” one?
Tell us about a time when you paid more attention or at least equally clear and honestly caring attention
to the “superior” person and how it was successful.
3. How have you or others promoted self confidence in a child or parent/s?
What are some ways that you or others have demonstrated “humbleness” when working with children
or parents? What was the outcome and why did it work?
What is a “proper” role for you to have when working with children or parents? Tell us a story when
you used this role that was helpful to children or parent/s.
4. Give three examples of materials/celebrations/exercises that you use or know of that have really
made a difference in terms of teaching tolerance.
Explain why you believe they worked. Tell us a story when you saw that these things made a
difference.
5. What has worked to
”manage” a child or a parent who sees him or herself as “superior”?
How have you successfully supported a child or a parent who see him or herself as “inferior”?
What has worked to “equalize” children or parents?
Tell us a story of all three instances.
6. Tell us a story when you clearly noticed/understood that how you view others is picked up by other
children or parents?
What is the most difficult part of being a role model?
Most gratifying?
How do you give meaningful praise to children and/or parent/s?
7.
If there was one thing you could tell a new staff member – what would you say in response to the
following:
When working with children, use your power and influence...
When working with parents, use your power and influence...
What are two things that work in terms of helping children/parent/s understand the influence of their
own power and influence on others?
8.
What is the most difficult thing about having to report a parent to a social service agency? What
are some ways to do this respectfully? Tell us a story.
If a parent/s accuse you or others of racial or other kinds of “intolerance”, what are ways that have
worked to diffuse the situation? Tell us a story.
9.
How do you manage your own frustrations when working with “difficult” children/parent/s?
Give two specific examples of administration's actions designed to help you manage hard times.
Tell us a story about how a bad situation turned into a good one when working with children or parents.
10. Is it a teacher's job to promote “self-confidence” in parent/s?
How have you promoted self-
confidence in children?
If so, how have you or others done it in such a way that shows that you are not “superior”, as a teacher
or as a teacher of their children?
How do you “protect” yourself when others make you feel “inferior”?
11. Is it possible for a preschool/school/organization that works with children to have a child absorb
tolerance while parent/guardian is intolerant?
Should that even occur? How would it occur?
Tell us a story of seeing it or making it occur.
12. Discuss two specific examples of how, when, why, etc. a preschool/center's policies should be
“tolerant”.
What are two things that make it difficult for us to use our power/influence in helpful ways in a
preschool or center's setting?
Give two specific examples of things that make it easy to use your power or influence in helpful ways
in a preschool/center's setting.
13. Understanding that things are complicated and don't always work perfectly, what are two
important things to keep in mind when using our own power/influence respectfully with co-workers?
With administration?
With parents?
And with children?
14. After all is said and done, Jane Elliot's work is about our deep human need to be understood. Do
children need to be understood differently from adults? Why or why not?
Tell us two stories of using your power and influence well with children or parent/s.
How does understanding children or parent/s and using your own power and influence in ways that
enrich other people, enrich your life?