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As educators, we aim to address controversial topics to help students develop the skills of empathic listening and productive participation in important conversations. Yet sometimes we need to think on our feet and address unplanned situations that arise in our classrooms.

• For best practices in facilitating respectful dialogue in the classroom, read Fostering Civil Discussions About Controversial Topics.

Deescalating an Immediately Stressful Situation

Occasionally discussions get heated and we as instructors feel flummoxed, anxious, or simply overwhelmed. That’s okay! We are people, too. We need to be ready to facilitate constructive dialogue, and when we’re not, we are allowed to pause and think.

It is important to have a game plan for when you may not be able to decide immediately what would be the most productive way to continue a difficult classroom conversation. Here are some tips:

1. Avoid taking sides.
2. Avoid sarcasm.
3. Redirect to course topics if a discussion moves to unhelpful political argumentation where well-known positions are simply restated.

“This is an important topic, and it has relevance for our discipline. How does this connect to the reading we are discussing today?”

or

“I encourage you to avoid sweeping generalizations. Rather, work to be more specific in your claims and to cite evidence for them; for example, what have the authors we have read said on this topic?”

• If students are unable to move the topic to course materials, pause the discussion.

4. Have your “pause speech” ready.

“I am going to ask that we pause this discussion. I know it’s an important one and some of you have much more to say, but I need time to think a bit so that I can facilitate this discussion successfully. I will get back to you.”

Give folks a minute to take that in.

5. Offer a pause to any students who may be upset:

“If you need to leave the classroom and spend some time on self-care, please do so.”

6. Offer a quiet free-writing activity for everybody. Regardless of your discipline, this will help everybody regroup and refocus before you continue with the class session. The direction is: Take out a piece of paper and write your reaction and thoughts about this discussion. This is private writing and I will not collect it.

7. Remind students of the need for showing respect and consideration of others.

“Your right to free speech is important and allows you to express your thoughts and opinions. And, it’s also important to consider how your words can affect others. It’s about finding a balance—being able to express yourself while also being mindful of the impact your words can have on those around you. How can we encourage open dialogue while being considerate of others’ feelings?”

8. Make a plan for returning to this conversation. You do need to return to the topic, but you now have time to regroup, reflect, and plan.

9. Form a clear written memory of the situation. On the same day, write down what happened using neutral, professional, factual language. If possible, share your account of what happened with your department’s chair or director.

• Be aware that, due to the public nature of the university classroom, classroom conversations may be publicized by students even if you wish they were not.
  • New Jersey law requires just  Be aware of what you say. Recording may be on at any time and for different reasons.
• If you choose not to share the details of this situation for any individual reason, email it to yourself to create a time-stamped record of your perspective shortly after the time of the situation.

10. Consult with your chair, a trusted colleague, , or a member of the Dialogue Across Difference Working Group.

Social Media

• Remember that your social media is likely viewable by students as well as others, and remind students that the same is true of theirs.
• Social media is a useful site for study with your students: how are topics relevant to your course appearing on students’ social media? How do they experience different perspectives on important topics based on their curated social media feed?  See .

Academic Freedom

*Topical classes may include, by design, requirements to observe activism, political activity, or even to participate in some capacity. The key point here is to not require any activities that suggest a mandate to have a particular political or other viewpoint.

Last Modified: Friday, October 18, 2024 12:16 pm

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