Better Than BingoActivity slides
Better Than Bingo · Activity Slides
The Student Seat Check
Keep student impact visibly present during a real team decision—without pretending to speak for students.
25–40 min4–30 peopleWhole group
Better Than BingoActivity slides
Better Than Bingo · Activity Slides
The Student Seat Check
Keep student impact visibly present during a real team decision—without pretending to speak for students.
25–40 min4–30 peopleWhole group
Better Than BingoFacilitator view
Facilitator prep · Do not project yet
Set the room up for success.
Materials
- One empty chair, student-impact card, or visible slide
- Available student evidence
Before you begin
- Choose a real agenda item with meaningful student impact
- Gather available student feedback or experience data
- Name what evidence is missing
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Facilitator language · Do not project yet
What to say
“This seat is a reminder to check student impact. None of us gets to role-play or claim we know exactly what students think. We will use evidence, name uncertainty, and seek direct input when needed.”
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Facilitator notes · Do not project yet
Keep it comfortable and useful.
Make room for everyone
- Provide the decision and available evidence in accessible formats.
- Allow written input before discussion.
- Protect student confidentiality and use aggregated information whenever possible.
Watch out for
- Never assign one adult to perform a student’s voice.
- Do not use the ritual as a substitute for authentic student feedback.
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For the group
Here’s what to do.
- 1
Place the student-impact reminder where everyone can see it.
- 2
State the decision and the student groups likely affected.
- 3
Discuss the agenda item normally for a set period.
- 4
Pause and ask what evidence supports the current direction.
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For the group
Keep going.
- 5
Name likely benefits, burdens, and students whose experiences may differ.
- 6
Decide whether direct student input is required before proceeding.
- 7
Record one student-impact check alongside the decision.
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Prompt 01
What would students experience differently?
Take a moment to think. Passing or writing instead is always okay.
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Prompt 02
What evidence do we have—not just what do we assume?
Take a moment to think. Passing or writing instead is always okay.
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Prompt 03
Who benefits first and who carries the burden?
Take a moment to think. Passing or writing instead is always okay.
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Prompt 04
Which students have not been heard from?
Take a moment to think. Passing or writing instead is always okay.
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Prompt 05
What would we need to ask students directly?
Take a moment to think. Passing or writing instead is always okay.
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Wrap it up
One last thought.
- Did the check change the decision or reveal missing evidence?
- How will we obtain direct student input responsibly?