When the Noteworthy Happens: Integrating Current Events in Classes
In the aftermath of the September 11 tragedy, faculty in a variety of disciplines shared their concern for addressing this matter in their classes. Throughout recent decades, major current events - such as the explosion of the Challenger space shuttle, the Gulf War, the presidential impeachment, and a heavily-disputed national election - have drawn attention, raised emotions, and given faculty a "teachable moment" that encourages genuine learning. Here are some suggestions on how to approach sensitive and topical issues in your classes as a means of helping students sort out their feelings, clarify situations, and realize how your subject matter ties into real world events.
- Have clear expectations and goals for the discussion. Take the barometer of the class by asking the students what aspects they would like to discuss. Be sure that it all can be accomplished in the allotted time period.
- Work together to establish guidelines for the discussion.
- Respect - for the individual and the ideas expressed. Support using "I" statements (rather than "you" or "everybody")
- Generative Listening - pay attention to your own listening, how are you feeling about what you hear
- Suspension of assumptions - collectively identify assumptions but view them from all sides and try to understand why someone holds an assumption
- Observe the observer - monitor your own thoughts feelings and reactions, try to step outside yourself and think about how and why you react the way you do
- Spirit of inquiry - being open to new ideas and thoughts, willing to hear someone's point of view and try to ascertain why they believe what they believe
- Respect silences, develop ways for students to participate and express their feelings, but not necessarily share them if they are not comfortable in doing so. For example start the discussion with a few focussed questions that students respond to in writing first.
- Encourage the language of feedback and active listening techniques, such as "I" statements, Questions for Clarification (e.g. "I'm not sure I understand what you said, could you repeat it?"), and Paraphrasing
- Monitor your own behavior in responding to students
- Be authentic
- Listen attentively and respond directly
- Prompt for fuller answers, or explanations of statements
- Give students time to answer before moving on
- Make eye contact
- Validate the existence of different perspectives
- Give feedback about the discussion, balancing praise and criticism
- Speak up promptly if a student makes a distasteful remark, even jokingly
- Model fruitful discussion behavior by focussing on ideas, differentiating between fact and opinion, and showing tolerance for divergent points of view
- Use non-verbal cues to keep the flow of the discussion, especially when you don't want teacher intervention. A nod or gesture outward let’s students know you want them to respond or continue.
- Clarify confusions and misunderstandings that could make the discussion unproductive or volatile.
- Be alert for signs of excessive emotion in students' voices and faces. If such signs are noted intervene by shifting the focus or getting students to use the outburst as an object of study to lead them to understand the power of attitudes and values. At the same time, honor their feelings.
- Recognize that some students may feel more deeply affected by the topic at hand than others. Allow room for the students who feel numb or minimally affected to be present.
- Understand that, in a diverse classroom, your students may have had different personal experiences dealing with the topic at hand. Encourage those who feel comfortable to share the experiences and lessons they have learned.
- Bring closure to the discussion - you can ask students to summarize their understanding of the discussion, or write down questions that are uppermost in their minds.