Recap: Knowledge sharing session on ‘HOT moments’

In times of conflicts around the world and an increasing degree of polarization in society, UvA teachers are more frequently encountering ‘HOT’ (Heated, Offensive and Tense) moments in the classroom. These are uncomfortable or unsafe situations where one person’s opinion clashes with another’s integrity. This can occur during discussions on sensitive topics, but also as a result of classroom dynamics. HOT moments have the potential to derail a lesson and cause harm to those involved. At the same time, a HOT moment can also be a valuable learning experience. Therefore, the Teaching & Learning Centre (TLC-Central) and the Central Diversity Office (CDO) jointly organized a knowledge-sharing session for teachers. In this session, various tips and tools were offered to turn HOT moments into enriching learning experiences. On this article page, you can read a report of the session, find the key tips and tools, and watch the recording of the session.

A written report of the knowledge-sharing session follows directly below. Do you want to watch the recording of the session? Or do you want to read the key tips directly? Then look at ‘Tips & tools’.

It is therefore not a new concept, but teachers and other staff members are increasingly confronted with HOT moments. Yet the tools to adequately deal with these moments are often lacking. During this knowledge-sharing session, speakers Erjo Beitler (TLC-Central) and Machiel Keestra (CDO) aim to provide the attendees with the tools to respond to these tense moments. Erjo acknowledges that these situations present challenges for teachers: “We have clearly identified HOT moments as an important topic. Especially the development of the conflict between Israel and Hamas often creates such moments. A lot of emotions are involved, and everyone reacts differently. Some want to talk about it, while others do not. The goal of this session is to provide you with support in guiding heated discussions so that you can also support other colleagues in this.” 

“We want to give everyone the opportunity to say something and ask that everyone listens carefully to each other.“ 

But before the session officially begins, Erjo and Machiel emphasize that an open and respectful atmosphere is essential for this session as well. “The topics are often sensitive, and we want to give everyone the opportunity to say something and ask that everyone listens carefully to each other,” Erjo explains. The chairs at the front of the room are arranged in a circle to create an ‘inner circle.’ Within this circle, everyone can look at each other and engage in real conversation. Erjo also sets some ground rules: “Before a discussion can take place, it is important that everyone knows what to expect and understands what is and is not acceptable in a discussion. This applies for today, but make sure to apply these rules in your classes as well.” 

You can find the ground rules under Tips & Tools.

In addition to the broader institutional context, the human aspects and personal experiences are especially important when it comes to sensitive issues. Erjo and Machiel take the time to share their own experiences and insights with the attendees. “I found it difficult to deal with HOT moments,” says Erjo. “Sometimes I would completely freeze and not know what to say. Others react very strongly when they disagree with something or when they feel a sense of injustice.” 

“We want to create a safe learning environment with discomfort.” 

Erjo emphasizes that it’s also okay to make mistakes: “It’s good to experiment and sometimes make mistakes. It’s impossible to always feel comfortable. We want to work towards a safe learning environment with discomfort. For this, it’s important to establish rules beforehand, together with students. This isn’t always easy, but you need to know that you can trust each other before discussing sensitive topics.” “Ask yourself what you want to achieve with a discussion. For many people, the first association is a TV debate where speakers try to convince each other, so it’s important to be able to formulate your opinion well. While in the classroom, it can be valuable to seek common ground and engage in dialogue. Then, it’s much more important to listen well. Be explicit with your students about the goals of the discussion and how those goals can be achieved.” 

“Don’t be afraid to fail.”  

Finally, Erjo explains that we need to acknowledge our differences and that we can use multiple forms of communication: “There are many inequalities between people, and it’s good to recognize them. Also, get to know yourself well and try to understand how you come across to your students. Use different ways to express yourself and communicate with students. Ultimately, it’s important that perspectives are acknowledged before you can delve into them. Always try to facilitate a dialogue and really don’t be afraid to fail. If emotions run too high or if there’s not enough time, you can always postpone a dialogue. Come back to it at another time; this also gives everyone time to reflect.” 

You can find all of Erjo’s tips under Tips & Tools.

The knowledge-sharing session concludes with an open dialogue among the various attending teachers and other UvA staff members. They, in turn, openly share their personal experiences with HOT moments. These experiences vary, but the attendees agree that they often didn’t know how to handle these situations and that they didn’t feel good about them. This underscores the importance of the takeaways they say they gained from this session. “Today was very empowering for me, and I gained many helpful insights here. Some of the tips provided also include a few quick fixes that I can use and pass on to colleagues and students,” one attendee shares. Another adds, “I will definitely ensure there are breaks so everyone has time to reflect. Slowing down discussions by giving students homework on the topic and revisiting it later was a very good tip. I will also explore which art forms are suitable for homework assignments.” 

“Ultimately, you can only create a safe environment if you also feel safe yourself.”  

Finally, the attendees emphasize the importance of clear agreements and a safe environment. “If indeed you use the ground rules, you can always fall back on them if someone reacts inappropriately. This can then become a learning moment, and you can clearly explain why it was inappropriate. You can also involve others in explaining why something is inappropriate. Because if you feel something happening in the classroom, students will feel it even more. And ultimately, you can only create a safe environment if you also feel safe yourself.”