Hot Moments: navigating difficult moments in the classroom

Students can express themselves better when you, as a teacher, have control over the situation. Take the time to regroup yourself as well: students often mimic the attitude of a teacher and can also take a break and catch their breath in turn. 

From the outset, make clear agreements with your students about how discussions will be conducted, or if necessary, establish them at the moment. Try to involve your students in this process. Above all, do not tolerate personal attacks, and establish agreements that facilitate an open discussion: be open to diverse viewpoints and ask students to clearly argue their point. Set clear boundaries: if necessary, refer to the UvA code of conduct, and make it clear that there is no room for racist, sexist, or oppressive views and deliberate insults; avoid generalizations.

See UvA Code of Conduct

Establishing clear agreements also provides clarity regarding topics that are not up for discussion: remarks and behaviors that are unacceptable according to the code of conduct certainly do not require extensive discussion. Naming and by doing so, acknowledging, the issue within the learning environment and a referral (to your own office hours/moment after class, and/or if necessary to the social safety advisor) suffices in this case. When the topic lends itself to a fruitful discussion, a teacher may also choose to postpone the discussion to a later time. In that case, emphasize the importance of the topic and of a more extensive discussion of it: this way, students feel that difficult topics are open for discussion, and that certain viewpoints and sensitivities do not go unnoticed. 

Even when a comment seems like a personal attack, it’s usually not directed against you as a person but rather against you as an authority figure – the teacher. By keeping this distinction between the personal and professional in mind, you can better understand the position of a student: students often speak from their specific socioeconomic position or personal experience, so there’s often a broader issue behind an opinion. Ask yourself, “what is the subtext of this opinion? What is the student really saying, why does it matter, and why now specifically?” 

Know your own biases, sensitivities, and pet peeves. Through active self-reflection, as a teacher, you’ll be less likely to be caught off guard: self-awareness is a good preparation for the unexpected, as you can also tailor your own reactions and strategies to it. 

Take the point out of the student’s hands and broaden the discussion to a more general level. For example: “Many people share this opinion. Why is that, what are their reasons?” or “Why do people who disagree have a different opinion about this?” This way, you protect the student in question while encouraging others who disagree to engage in the discussion and express their viewpoints. 

You can even incorporate this as an active component in the lesson. Ask students to listen to the opposing viewpoint, ask questions, and then repeat and support the viewpoint. This exercise can turn the most difficult moments into interesting learning opportunities. 

Ask students to write about the incident, during or after the lesson. This can provide a moment of calm and reflection before opening the discussion on the topic. You can ask them to inquire the subject and request a more elaborate essay, develop an assignment around taking opposing viewpoints or just ask for an informal, written reflection before revisiting the topic.

Sometimes it may be necessary to speak to students after class, especially those who have been at the center of such a hot moment. This can help them see this experience as enriching – enriching about themselves, others, alternative viewpoints, the subject in general, and about how they can express their opinions and be heard, even by those who disagree. These conversations can ensure that students do not feel targeted and continue to come to class with an open mindset and eagerness to learn.