I still remember vividly the morning when yet-another unarmed person was shot and killed, leaving me overwhelmed with emotions as the start-time for my class all-too-quickly arrived. I felt ill-equipped to get started with our official content for the day, entirely gutted by another act of violence. It was one of those moments where I feared the conversations would spiral out of control quickly. Whether we’re addressing a tragic event or facilitating discussions about racism, sexism, ableism, or other -isms, there are parallels in how we might approach these situations. It’s crucial to recognize the pedagogical implications of difficult conversations and to learn strategies for facilitating them before, during, and after such incidents.
Recognizing the Pedagogical Implications
Difficult conversations are inevitable in the classroom, especially in a college setting where students are developing and learning to engage with people who hold different beliefs. These discussions are not just about the content; they are about teaching students how to think critically, empathize with others, and engage in respectful dialogue. As educators, we have a responsibility to create a safe and inclusive environment where these conversations can happen constructively.
Preparing for Difficult Conversations
Preparation is key to navigating difficult conversations effectively. Setting clear class norms at the beginning of the course can make it easier to address unexpected issues when they arise. These norms should emphasize respect, active listening, and the importance of considering diverse perspectives. Additionally, having a plan for how to address sensitive topics can help you feel more confident and prepared when the time comes.
Strategies During the Conversation
In the moment, it’s essential to remember to slow down. Speeding up the conversation can lead to escalation, whereas taking a breath and allowing for thoughtful pauses can help maintain a calm and respectful atmosphere. Encourage students to express their thoughts and feelings, but also to listen actively to their peers. Model the behavior you expect from your students by remaining composed and empathetic. I find that I’m at my best when I can think of a question to open up the possibilities for those who haven’t shared yet to give their perspectives.
Debriefing After the Incident
After the incident, debriefing what happened is crucial. This allows students to process their emotions and reflect on the conversation. It also provides an opportunity to reinforce the class norms and discuss what went well and what could be improved in future discussions. This debrief can be done as a whole class, in small groups, or even individually, depending on the situation. One important thing I try to always remind myself of is that it is never too late for a debrief, even if I feel like I failed in earlier attempts to navigate a challenging situation.
Resources for Facilitating Difficult Conversations
Equipping ourselves with the right tools and resources can make a significant difference. Here are some valuable resources from other universities that offer guidance on navigating difficult conversations:
- Racial microaggressions in everyday life: Implications for clinical practice
- Expanded ACTION framework
- Difficult Dialogues, Vanderbilt Center for Teaching
- Navigating Difficult Moments, Harvard’s Derek Bok Center for Teaching & Learning
- Handbook for Facilitating Difficult Conversations in the Classroom
- On ‘Difficult’ Conversations
Navigating difficult conversations in the classroom is not easy, but it is an essential part of our role as educators. By preparing ourselves and our students, slowing down in the moment, and debriefing after the incident, we can create a supportive environment where meaningful and respectful dialogue can occur.
Let’s continue to learn and grow together in this important aspect of teaching. I would love to hear from you about what strategies you have used that worked well in these types of situations. When I speak with colleagues who have faced similar difficulties as me, it helps me to feel far less alone, and reminds me that the work God has before us is not a solo endeavor.
