Facilitating “Difficult” Conversations
Sharon Raz
As instructors, we sometimes expected to have class discussions about “hot topics” or to facilitate challenging conversations. Part of the challenge lies in the fact that we never fully know which issues will be “hot buttons” for our students. Conversations can become heated very quickly, and before long, it can feel like the class is careening out of control. Below are some ideas and guidelines that can help you facilitate classroom discussion that might be “difficult” or “uncomfortable.”
Laying the foundation for productive discussions
Early in the quarter, focus on establishing an inclusive class atmosphere that promotes respect, trust, and listening. Here are some suggestions for promoting an inclusive class culture:
- Invite students to get to know each other (and try to get to know your students) by name and interest. This helps build a sense of community, and may help you, as an instructor, anticipate and prepare for issues that may be hot buttons for your students. It may also turn otherwise conflicted situations into more collaborative discussions across difference.
- Have the class establish and agree on ground rules for discussion. Clarifying expectations about class discussions early on can prevent contentious situations later. You can use the guidelines/agreements that we use in this training. Some additional guidelines can be:
- Listen respectfully, without interrupting.
- Listen actively and with an ear to understanding others’ views. (Don’t just think about what you are going to say while someone else is talking.)
- Criticize ideas, not individuals.
- Commit to learning, not debating. Comment to share information, not to persuade.
- Avoid blame, speculation, and inflammatory language.
- Allow everyone the chance to speak.
- Avoid assumptions about any member of the class or generalizations about social groups. Do not ask individuals to speak for their (perceived) social group.
It is important that students agree on the ground rules before discussion begins. See below on this page for some further examples and considerations around the use of guidelines.
- Remind the students of the class guidelines and enforce them in class.
- You might need to prepare yourself as well. What are your hot buttons? What is likely to make you uneasy or upset? What will you do when your buttons get pushed?
Spontaneous Discussions: Dealing with the Unexpected
Sometimes students raise controversial issues in class unexpectedly. It is best if you can respond immediately, if only to decide what to do next:
- Acknowledge the student who raised the issue while noting that students may vary in their responses.
- Decide whether you are ready and willing to engage with the topic right away.
- Quickly assess whether the class would like to spend time sharing views about the topic.
- If students want to have a dialogue, and you don’t feel ready for it, schedule a discussion for a later class and suggest ways that