Santa Clara University

Student Reflection Leaders

Frequently Asked Questions (FAQs)

Q. How do I know when to use a reflection?

A. If your group/team is looking for an opportunity to explore and better understand a shared experience, a reflection may assist in that process. The hope is that through discussion based on the shared experience, participants will leave the discussion with a better understanding of the experience and of issues identified. The expectation is not to leave with a plan of action on how to address the issues, but to recognize how these issues have been internalized.

Q. What is the best way to begin a reflection?

A. Once students have gathered for a reflection, begin with introductions of each member in the group. As a facilitator of reflection, it is important to clarify your background in areas of facilitation and reflection. If you have little experience, let the group know! Depending on how well your group members know each other, an ice breaker may be appropriate. Then work with the group to create guidelines—or Ground Rules—for the reflection.

Q. Why does confidentiality matter?

A. Often, when in a reflection, you will gain knowledge that might not be appropriate to take back to others. It is important that you maintain confidentiality in order to maintain the trust of the people you work with and also to prevent problems in the future.

Q. What is my role as a reflection leader?

A. As a reflection leader, you have more of a facilitation role rather than a participatory role. Your job is to ask questions that allow opportunities for students to share their own experiences with other group members, and gain an expanded understanding of the common issues. It is your role to guide students through a general understanding of the experience to an understanding of the larger issues addressed.

Q. How does the reflection process work?

A. As you present questions to the group and move through the three stages of reflection, students have the chance to reflect on their personal experience, how their experience relates to the group or community experience, and how that experience relates to the world.

Q. What happens if reflectors don’t talk?

A. First of all, be sure to remind your reflectors that the reflection will only be as good as they make it. If your group is not especially vocal, your reflection is not over! Remember that silence is okay. If there is a long lull in the conversation, this is an opportunity to ask probing questions (i.e. What makes it difficult to answer some of these questions? How might the underlying issues of the experience hold us back in our discussion? If all else fails, move on the next question!

Q. What happens once a reflection is over?

A. Offer students the opportunity to stay and talk with you, if they feel the need to do so. Also, if members of the group agree, they may approach others at a later time if they feel a need for further reflection.

Q. What if I don’t feel comfortable leading a reflection for my group/team?

A. Reflection is a challenging experience to facilitate. You are encouraged to seek assistance from the Center for Student Leadership staff as you prepare for possible reflection facilitation.