Identify a Clear Purpose

• Always remind participants about the established ground rules.
• Identify and verbalize a clear purpose for the discussion that connects directly to fundamental course material and stated learning goals.
• Try to provide information about the topic not typically addressed in informal conversation.

Provide a Common Basis for Understanding

• Draw upon student’s past experiences and knowledge
• Help students to distinguish evaluative, “loaded” comments from less evaluative statements, and from statements of personal opinion or experience.
  • Avoid evaluative statements which contain judgment and personal bias.
  • Encourage statements which are neutral and based on facts
  • Remind students that this discussion is meant to help them learn course material, not debate public opinion

Spontaneous Discussions

When Things Get Tense

• Acknowledge the original speaker immediately and respectfully while understanding that responses may vary.
  • If you missed what was said or did no understand its meaning initially, you should acknowledge it at the next opportunity if that will be during the following class.
• Verbalize to the class that you know this is uncomfortable and that everyone is probably feeling the same way.

Take a Moment to Breathe

Always pause for a moment to take a breath and assess whether you and the class want to engage in discussion now, later or not at all.

If you choose to engage in immediate class discussion:

• Take a short break for students to write their feelings down
  • If you missed what was said or did no understand its meaning initially, you should acknowledge it at the next opportunity if that will be during the following class.
• Use this time to collect yourself and decide on the best way to proceed
• Remind all participants of the established ground rules
• Ask students to listen for understanding rather than to respond
• Encourage everyone to ask questions and restate what they heard before speaking
• Monitor your own emotions, don’t personalize remarks, never react angrily

If you choose to postpone the discussion:

• Immediately schedule a discussion time for a future class
• Give students strategies to prepare for the discussion in advance such as:
  • Writing down their feelings on the topic
    • Reflecting on their own emotional triggers and biases
    • Planning to control their emotions and consider facts in the face of triggers

If you choose not to engage in a class discussion at all:

• Schedule a time to discuss the situation with the original speaker as soon as possible even if there needs to be a delay
• Plan to meet with any upset students privately as soon as possible
  • Provide empathy, support and understanding
    • Discuss ways the student can better handle the situation in the future
      • Offer strategies for engaging in difficult conversations as outlined above

Tips for Discussion Based Classes

Create a discussion that maintains focus and flow

• Encourage students to elaborate with probing questions while synthesizing and summarizing the information for the class as needed
• Prepare questions for when the conversation stalls such as “What makes this difficult to discuss?” or “What needs to be clarified at this point?”
• Be prepared to redirect the conversation when it loses focus by reminding the class about the discussion objectives
• When students raise points outside of the focus, remind them that although important, they are extraneous
  • Recap these points at the end of class as something for students to reflect upon on their own time. This helps validate all student contributions.
• Summarize all talking points at the end of the discussion, encourage student reflection and ask for feedback.
  • Exit tickets for students to reflect on their feelings
  • Surveys
  • Encourage students to reach out personally to speak with you privately as needed