Key points:
At some point in their career, every teacher will find themselves having a difficult discussion with their students. My first took place not long after I began teaching. It involved one of my students coming up to me and (no joke) declaring that eating your boogers made you healthier. This is, of course, nonsense, and I told the student that he should be using a tissue to clean his nose. However, the student refused to concede his point, and we ended up having a very intense discussion about boogers.
This experience actually taught me a valuable lesson. As teachers, we never know when strange, awkward, or controversial discussions will begin in our classrooms. How we choose to respond to these discussions will have a significant impact on our students’ growth. If we want to engage these conversations effectively, we need to be prepared. Here are a few simple steps to begin navigating difficult discussions in your classroom.
Identifying clear purpose
Start your discussion with a clearly stated objective. This allows you to guide the conversation and connect it to your learning goals. It might even help to post the objectives somewhere in your classroom where everyone can see and acknowledge them. While we want our students to embrace their curiosity, these conversations also require structure. Otherwise, it’s easy for students to become sidetracked by superfluous ideas.
Establishing ground rules
Once the objective is set, it’s time to establish some ground rules. This can really make or break your whole discussion because students need to be in a place where they feel safe to tackle something controversial. Collaborate with students to create or modify discussion guidelines and ensure that everyone agrees before starting. This will prevent tension during discussions, keep students from talking at each other instead of to each other, and help them focus on the ideas in front of them.
Provide a basis for understanding
It’s important that everyone taking part in the discussion has an understanding of the topic at hand. They need to recognize that people have different perspective and maybe why they have those perspectives. Use readings, videos, or student-contributed materials to establish a shared understanding of the topic. Be sure to encourage students to share key points and distinguish between facts and opinions.
Create a framework
Take things slowly and begin by posing open-ended questions that encourage discussion without steering towards specific answers. Ask students to consider why some people may have differing opinions on the issue. Does it affect anyone in the class personally? What do scientists or professionals have to say on this topic? Make sure to stay alert and redirect the discussion if it veers off track. Finally, summarize key points to maintain focus and encourage students to write down any questions they may have for later.
Include everyone
This conversation doesn’t have to be a dialogue between you and a single student. If they feel comfortable, invite other students to share their thoughts and observations. It is possible certain students will be more familiar with a topic than others. Not only does this provide an opportunity for diverse viewpoints, but it also encourages students to practice their social-emotional learning as a class. Are they being clear in their communication? Are they demonstrating self-awareness? These things can be just as important as the questions themselves.
Being an active facilitator
Guide the discussion by rephrasing questions, clarifying points, and ensuring all perspectives are considered. Be mindful of sharing personal views and their influence on student participation. Remember, your students look up to you and respect you (yes, really!). How you respond to these questions will determine how many of them engage with the conversation. It may be difficult, but you need to be a neutral party in this conversation.
Summarizing and gathering feedback
So, you’ve done all this work to have a deep and meaningful conversation with your students. It’s time to conclude the discussion in a way that lets students remember what they’ve learned and lets them prioritize the facts. It’s best to end discussions with a summary of key points and allow time for students to reflect in some way–maybe writing, drawing, etc.–on what they learned and to write down any remaining questions that they might have.
Leading students through highly-charged conversations can be difficult, but it’s a responsibility every educator takes on the moment they enter the classroom. By meeting their questions with respect, we can help students explore the world around them, and create an environment where they feel seen, heard, and valued. These discussions are how we lay the foundation of our students’ future learning. So, let’s make sure that we’re prepared for anything.
