Guidelines for Discussing Difficult or High-Stakes Topics (2022)

The following guidelines can help instructors facilitate classroom discussion around controversial issues. Whatever the context, it is helpful to structure such discussions in a way that defines boundaries for the process and provides some degree of closure within the classroom. Such discussions are an especially important time to explicitly discuss expectations for respecting a range of perspectives and experiences in the room.

Spontaneous Discussions: Dealing with the Unexpected

It is wise to be prepared to respond to the possibility that a student will raise a controversial issue in class unexpectedly. Immediate response is called for, 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 want to wait on it, schedule a discussion for a later class and suggest ways that students could prepare.

Click here for further resources for making the most of 'hot moments' that emerge in your classroom when you do not anticipate them.

Planned Discussions on High-Stakes or Controversial Topics

Planning a discussion on a controversial topic or issue benefits from consideration of the following topics, each of which is addressed below:

  • Identifying a clear purpose
  • Establishing ground rules
  • Providing a common basis for understanding
  • Creating a framework for the discussion that maintains focus and flow
  • Including everyone
  • Being an active facilitator
  • Summarizing discussion and gathering student feedback
  • Handling issues that involve the instructor’s identity
  • University resources
Identifying a clear purpose

Starting a discussion with clearly articulated objectives can help shape the nature of the discussion and link it to other course goals.

Examples of general objectives include:

  • Connecting the topic with course material, including fundamental concepts and strategies for analysis and thoughtful reflection
  • Increasing awareness about the topic by providing information that is not generally addressed in informal discussions
  • Promoting critical thinking by helping students to understand the complexity of the issues
  • Enhancing skills for dialogue that students can take into other venues
  • Relating classroom discussion to the roles that students have as citizens within the university communityand larger society

More specific objectives for discussion about social conflicts, especially those involving language of hate or bias, may focus on policies, social conventions, or civic responsibilities, including the following:

(Video) Fundamentals for Startups: Navigating Difficult, High Stakes Conversations

  • Examining and developing positions on issues of social policy, university policy, or social convention.
  • Identifying a core problem underlying social conflicts and exploring possible answers to the problem.
  • Analyzing the root causes or reasons for a social conflict (i.e., a past-oriented discussion).
  • Exploring possible consequences or implications of a conflict (i.e., a future-oriented discussion).
  • Planning effective actions to reduce such incidents and/or to support vulnerable populations.

(This second list is adapted from Ronald Hyman, 1980, InImproving Discussion Leadership. New York: Columbia University, College Teachers Press.)

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Establishing ground rules or guidelines

In class, instructors can either work with students to generate ground rules or discussion guidelines, or they can present a set of guidelines and then work with students to accept or modify them. Referring back to these community agreements can be very helpful if discussion becomes tense. Some suggestions include the following:

  • 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 in order to share information, not to persuade.
  • Avoid blame, speculation, and inflammatory language.
  • Allow everyone the chance to speak.
  • Avoidassumptions 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 this page for some further examples and considerations around the use of guidelines.

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Providing a common basis for understanding

Providing students with a common basis for understanding from the start will help keep the discussion focused and provide concrete case studies or examples. For instance, you can assign readings on a specific conflict, instruct students to select their own readings to bring to class, or show a video clip to prompt discussion. Another option is to have students review materials during class and follow up with a structured discussion.

You can also draw upon students' own knowledge to establish a common basis:

  • In class, ask students to identify key points of information, stating their source. (You can ask students to do this individually and then pool the information, or you can simply elicit information from the class as a whole.) Make a list of these for the whole class.
  • Use this elicitation as a time to distinguish evaluative, “loaded,” comments from less evaluative statements, and from statements of personal opinion or experience. Acknowledge how difficult it may be to make these distinctions at times.
  • In order to identify and situate threads of discussion that are extraneous to the focus, or are very speculative, ask for and identify information that students wouldlike to knowto clarify their understanding on these questions or tangents, even if that information is not available.

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(Video) How to Set the Stage for Challenging Classroom Discussions

Creating a framework for the discussion that maintains focus and flow

Because any social conflict or controversy is a complex topic, it is important to create a framework for the discussion in addition to having clearly defined objectives. Your framework can be a guide, balancing the need to have clear purpose and direction while being open to student observations and interpretation.

The following strategies can help you maintain the focus and flow of the discussion:

  • Begin the discussion with clear, open-ended but bounded questions that encourage discussion.
    • Avoid “double-barreled questions” which pose two problems simultaneously, or “hide the ball” questions that search for a specific answer.
    • Ask questions that prompt multiple answers rather than short factual responses or simple “yes” or “no” replies.
  • Prepare specific questions to use if the class is silent or hesitant about speaking. Some examples include: “What makes this hard to discuss?” and “What needs to be clarified at this point?”
  • Encourage students to elaborate upon their comments where needed. With probing questions, an instructor can prompt students to share more specific information, clarify an idea, elaborate on a point, or provide further explanation.
  • Be prepared to re-direct the discussion if students go beyond the intended focus. Drawing attention to the readings or reminding the class about the discussion objectives are useful management techniques.
  • When students raise points that are extraneous to the focus, note that these are important but tangential. Recap them at the end of class as other topics to think about on one’s own, to validate student contributions.
  • Recap the key discussion points or issues at the end of class, in writing if possible.

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Including everyone

To include all students’ perspectives can be challenging in a whole group discussion, especially if students are dealing with unfamiliar or controversial material. Moving beyond a whole group discussion format allows all students to participate and helps prevent the most talkative or opinionated students from dominating the conversation. Using small groups, your class can hear from students who may not speak otherwise, including those who may see their views as marginalized as well as those who want to explore ideas they are not sure about.

Some methods for increasing the number of discussants include:

  • The Round: Give each student an opportunity to respond to a guiding question without interruption or comments. Provide students with the option to pass. After the round, discuss the responses.
  • Think-Pair-Share: Give students a few minutes to respond to a question individually in writing. Divide the class into pairs. Instruct the students to share their responses with group members. Provide students with explicit directions, such as “Tell each other why you wrote what you did.” After a specified time period, have the class reconvene in order to debrief. Youcan ask for comments on how much their pairs of views coincided or differed, or ask what questions remain after their paired discussion.
  • Sharing Reflection Memos: Prior to the discussion, have students write a reflective memo in response to a question or set of questions that you pose. As part of the discussion, ask students to read their memos, and/or share them in pairs or threes.

With each of these methods, the instructor can play an important role of summarizing or synthesizing the various responses and relating them to the discussion objectives.

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Being an active facilitator

In order to keep a discussion focused and purposeful, it is important to be an active facilitator rather than a passive observer. Be careful to maintain some control but not over-control. Your role as an active facilitator can include rewording questions posed by students, correcting misinformation, making reference to relevant reading materials or course content, asking for clarification, and reviewing main points.

(Video) Navigating “Topics to Avoid at the Dinner Table:” How Documents Influence High Stakes Conversations

Students may expect their instructors to express their own point of view, or they may ask explicitly for this view. In deciding how to respond, instructors should consider their comfort in expressing personal views, and also the impact such expressions will have on this and future discussion in class. For instance, will sharing your perspective usefully model the way one can take a stance on a complex topic, or will it more likely shut down those students who may disagree with you? Or, will your sharing of your perspective helpfully respond to comments that marginalize or devalue students in your class?

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Summarizing discussion and gathering student feedback

It is very important to save time at the end of class to conclude by summarizing the main points of the discussion. Students are more likely to feel that a discussion was valuable if the instructor, with the help of the class, synthesizes what has been shared or identifies the key issues explored.

To obtain student feedback about the quality of the discussion and to identify issues that may need follow-up, you can save the last five minutes of class for students to write a Minute Paper. Ask them to respond to some or all of these questions:

  • What are the three most important points you learned today?
  • What important questions remain unanswered for you?
  • What did you learn specifically from what someone else said that you would not have thought of on your own?

Review the student responses before your next meeting with the class. During the next class, briefly summarize the student feedback and thank the students for their participation.

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Handling issues that involve the instructor's identity

Discussing an issue of social conflict can involve the instructor's identity in a number of ways. Students may make assumptions about the expectations an instructor has in leading the class discussion. Assumptions may be based on the students' perception of the instructor's identity, on the way that the instructor has handled other class sessions, and on their personal interactions with the instructor.

In addition, some issues and events may trigger reactive responses in an instructor, and students may say things and speak in ways that trigger emotional reactions. Instructors need to be aware of the possibility (or even the likelihood) of having an emotional response, even if a discussion is thoughtfully planned. Recognizing the response and the trigger as such will help an instructor to stay even-tempered in leading the discussion. To handle statements that trigger emotional responses, instructors will want to draw on techniques that will allow them and the class to step back and gain perspective (e.g., naming the triggering issue, giving oneself time by asking students to do a brief writing exercise, working with the class to reframe or contextualize the triggering statement). If an instructor needs to let such a moment simply pass by, it is important to find time later to talk through the experience, and to address the triggering issue with others who are outside of the class.

(Video) INTERVIEW QUESTION: Tell Me About A Time You Handled A Difficult Situation? (The BEST Answer!)

In the event that one or more students try to draw the instructor into an emotional response, the ground rules for discussion can play a vital role, and the instructor can model constructive behavior in demonstrating how to unpack such a heated moment by reviewing what had led up to it, in pointing out differences between baiting, debating, and discussing, and/or steering the discussion into a more useful direction.

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University Resources

To discuss additional strategies or concerns, contact CRLT consultants by phone (734-764-0505), by email (, or in person (1071 Palmer Commons). CRLT can also develop customized workshops for units.

Resources specific to student conflicts are available through The Office of Student Conflict Resolution. Their counseling staff provides mediation and counseling to assist with any conflicts involving students. They are also available to come to classes to discuss conflict resolution.

The Office of Institutional Equityprovides training, consultation, and other programming for faculty, staff, students, and management.

The of Multi-Ethnic Student Affairs (MESA)provides programs and resources that support students from underrepresented groups, individually and through student organizations.

For The Statement of Student Rights and Responsibilities that applies to all U-M students.For a statement of University policy on Violence in the University Community, see the Standard Practice Guide


What are some examples of guidelines? ›

Examples of guidelines are:
  • Code of practice.
  • EASE Guidelines for Authors and Translators of Scientific Articles.
  • Federal Sentencing Guidelines.
  • Guidelines for Examination in the European Patent Office.
  • Medical guidelines.
  • Publicly Available Specification.
  • Programming style guidelines.
  • UNGEGN Toponymic Guidelines.

What are the guidelines in teaching? ›

Guidelines for Successful Teaching
  • Take your students' goals, interests, and existing knowledge seriously.
  • Provide appropriate input.
  • Use language in authentic ways.
  • Provide context and make cultural connections.
  • Design activities with a realistic purpose.
  • Encourage collaboration.
  • Use an integrated approach.

What should students avoid doing during group discussions? ›

10 mistakes you must avoid in a Group Discussion
  • Don't take the lead, if you don't know the topic.
  • Don't hesitate to take the lead, if you know it.
  • Don't copy or follow someone else's ideas or comments.
  • Don't contradict your own points.
  • Don't avoid eye contact with fellow participants.
  • Avoid interrupting others.
24 Aug 2020

How do you discuss difficult topics? ›

6 steps to help you tackle difficult conversations
  1. Listen up. ...
  2. Be clear about how you feel and what you want. ...
  3. Look at the issue from their perspective. ...
  4. If things aren't going to plan, take a break. ...
  5. Agree to disagree. ...
  6. Look after yourself.

What are the guidelines of a group discussion? ›

How can you create guidelines?
  • Listen respectfully, without interrupting.
  • Listen actively and with an ear to understanding others' views. ...
  • Criticize ideas, not individuals. ...
  • Avoid blame, speculation, and inflammatory language.
  • Allow everyone the chance to speak.

What should I write in guidelines? ›

The proposed guideline manuscript template includes: (1) title for guideline identification, (2) abstract, including a summary of key recommendations, (3) overview of all recommendations (executive summary), and (4) the main text, providing sufficient detail about the entire process, including objectives, background, ...

What is a good sentence for guideline? ›

The government should issue clear guidelines on the content of religious education.

What makes a good guideline? ›

Guidelines should be firmly based on reliable evidence relating to clinical effectiveness and cost-effectiveness, and any recommendations should be linked to the evidence, with references and a grading of the supporting evidence.

What are the 5 guidelines for effective teaching? ›

Five Guidelines
  • Creating a caring community of learners. ...
  • Teaching to enhance development and learning. ...
  • Planning curriculum to achieve important goals. ...
  • Assessing children's development and learning. ...
  • And lastly, establishing reciprocal relationships with family.
4 Jan 2022

Why are guidelines important in a classroom? ›

Establishing classroom norms sets the tone of a class, provides clear guidelines on how to behave, decreases instances of incivility, and enables students and lecturers to feel safe expressing their ideas or points of views.

What are the three types of guidelines? ›

Read this article to learn about the three important types of guidance, i.e, (1) Educational Guidance, (2) Vocational Guidance, and (3) Personal Guidance.

What are the 5 tips to be followed in a group discussion? ›

Follow These Tip whenever you Join Group Discussion
  • Groom Yourself for GD. ...
  • Take Clarifications if Required Beforehand. ...
  • Always Carry Pen and Notebook. ...
  • Initiate the Discussion if Possible. ...
  • Maintain Eye Contact while Speaking. ...
  • Be A Good Listener in Group Discussion. ...
  • Speak well and Aloud. ...
  • Maintain Decorum.

What are the important points to keep in mind while discussing in a group? ›

The 4 Group Discussion tricks to crack the GD round are: Follow the Group Discussion Rules. Key Group Discussion skills are - speak logically, be audible, present your idea firmly and be a leader. Use every opportunity to enter discussion to strengthen your point further.

What are the do's and don'ts of a discussion? ›

Do's & Don'ts of a Group Discussion
  • 1) Dress Formally. ...
  • 2) Don't Rush Into It. ...
  • 3) Keep Eye Contact While Speaking. ...
  • 4) Allow Others to Speak. ...
  • 5) Don't be Aggressive. ...
  • 6) Maintain Positive Attitude. ...
  • 7) Speak Sensibly. ...
  • 8) Listen Carefully to Others.
11 Feb 2022

Why is it important to discuss difficult topics with students? ›

Although they can be difficult at times, conversations about these topics can help students come to a deeper understanding of and respect for those with perspectives different from their own.

What are the four steps in having a difficult conversation? ›

Here are four crucial communication skills and steps that will help you manage a difficult conversation without detrimental confrontation.
  1. 1) Speak directly with the other person.
  2. 2) Soften the conversation during difficult conversations.
  3. 3) Be a good listener.
  4. 4) Be solution-focused.

How do you handle challenging situations or difficult conversations with others? ›

Handling Difficult Conversations Guidance, Tips and Best Practices
  1. Determine the purpose of the conversation.
  2. Adopt the right approach.
  3. Recognise and manage your emotional state.
  4. Challenge you own assumptions and beliefs.
  5. Plan the exchange.
  6. Provide an opportunity for preparation.
  7. Open the conversation.

What are 4 effective group discussion techniques? ›

  • Model the behavior and attitudes you want group members to employ. ...
  • Use encouraging body language and tone of voice, as well as words. ...
  • Give positive feedback for joining the discussion. ...
  • Be aware of people's reactions and feelings, and try to respond appropriately. ...
  • Ask open-ended questions. ...
  • Control your own biases.

What are the three ways to be good at group discussion? ›

How to Be Good at Group Discussion
  • Arrive prepared.
  • Get clarification about things you don't understand.
  • Learn from others' experiences.
  • Speak up when you have an opinion.
  • Back up what you have to say.
  • Stay on task.
  • Listen to what others have to say.
  • Disagree on ideas instead of making personal attacks.

What are the principles of discussion method? ›

Discussion principles include: Respect Every Voice, Celebrate all Ideas, Seek first to Understand, Uncover Your Assumptions, and many more! A Discussion Phrase Bank with language to help participants implement the unit's discussion principle. Discussion Practice featuring the unit's discussion topic.

How do you write a simple guideline? ›

Things to remember when writing your Guide

write in plain English to make your content as understandable as possible. structure your content so that the most important information is at the top. break content up into sections that are easy to read. use headings to structure the content and help users to navigate.

How do I make my own guidelines? ›

You may use the following steps to help you create your own effective how-to guide:
  1. Understand your target audience. ...
  2. Research the process. ...
  3. Decide on a title. ...
  4. Create actionable steps. ...
  5. Simplify your language. ...
  6. Incorporate examples. ...
  7. Include additional tips. ...
  8. Proofread.
11 May 2021

Why is it important to have guidelines? ›

Why are professional guidelines important? Because they provide a practical and ethical framework for decision making and because they instill a sense of responsibility and accountability.

What can I say instead of guidelines? ›

synonyms for guideline
  • code.
  • ground rule.
  • guidance.
  • instruction.
  • protocol.
  • rule.
  • clue.
  • guide.

How can you guide a student to write a good topic sentence? ›

Here are a few instructions to help you write a good topic sentence.
  1. Clearly State the Main Idea. A topic sentence is the first paragraph of the paragraph. ...
  2. Hook Your Reader. ...
  3. Keep it Short and Precise. ...
  4. Give a Reasonable Opinion. ...
  5. Use the Topic Sentence as a Transition. ...
  6. Look for Some Good Examples.

What is the meaning of guidelines? ›

/ˈɡɑɪdˌlɑɪn/ a piece of information that suggests how something should be done: The article gives guidelines on how to invest your money safely. (Definition of guideline from the Cambridge Academic Content Dictionary © Cambridge University Press)

What is the purpose of guideline policy? ›

The purpose of these Guidelines is to outline a process for the effective and consistent development, review, approval, publication, and administration of College Policies, and to provide guidance on the elements of an effective policy.

What is the most effective guiding principle in teaching? ›

The most important principles of teaching are to be passionate about it and help students to acquire the knowledge. It should be all about developing curiosity, knowledge, and a genuine love for learning in the students.

What are the 7 guiding principles of a responsive classroom? ›

In order to be successful in and out of school, students need to learn a set of social and emotional competencies—cooperation, assertiveness, responsibility, empathy, and self-control—and a set of academic competencies—academic mindset, perseverance, learning strategies, and academic behaviors.

Why is it important to state safety rules and guidelines in positive and simple terms? ›

Following guidelines keeps employees healthy and protects their well-being. They can perform their jobs more effectively, and be confident that they don't have to worry about being injured or suffering from an illness. This creates a more positive atmosphere and everyone can be more comfortable at work.

What is the purpose of establishing discussion guidelines? ›

In addition, guidelines may help incorporate more diverse viewpoints, which is a benefit because more diversity is correlated with innovation and improved problem solving. Very brief discussion guidelines could include items like: Allow everyone a chance to speak. Listen respectfully and actively.

What is the importance of having a guidelines in an organization or school? ›

Guidelines and rules help to increase the efficiency of work processes and a policy does just that. Policies are important because they help a school establish operating procedures and create standards of quality for learning and teaching, as well as set out expectations and accountability.

What are the 4 types of guidance? ›

Guidance looks at methods of helping the learner through movement patterns. There are four types of guidance technique that can be used in conjunction with teaching and practice methods: visual, verbal, manual and mechanical.

What are guidelines and standards? ›

Guideline is simply to give an overview of how to perform a task. Procedure tells us step by step what to do while standard is the lowest level control that can not be changed.

What are the 6 types of guidance? ›

Guidance is classified in several ways; different criteria are used for this purpose. I-Type- (a) Formal Guidance and (b) Informal Guidance. II-Type- (a) Individual Guidance and (b) Group Guidance.
Personal Guidance.
  • Educational Guidance: ...
  • Vocational Guidance: ...
  • Personal Guidance:

What are the 3 C's of group discussion? ›

The three "Cs" which rank you high on this parameter are clarity (the main points to be discussed), content (the vertical depth in each point) and confidence.

What makes an effective discussion? ›

In order for a discussion to be effective, students need to understand the value of actively listening to their peers, tolerating opposing viewpoints, and being open-minded. They also need to recognize the importance of staying focused and expressing themselves clearly.

What are the steps of discussion method? ›

  1. Overview. ...
  2. Preparing for Discussions. ...
  3. Develop a Clear Goal for the Discussion. ...
  4. Problematize the Topic. ...
  5. Select a Discussion Format. ...
  6. Choose a Method to Assign Students to Groups. ...
  7. Choose a Debriefing Method. ...
  8. Problems with Discussion.

What are the two most important things to keep in mind during a group discussion and two most important things to keep in mind during an interview? ›

  • BODY LANGUAGE. Mark your body language from the beginning of the time you enter the GD room. ...
  • COMPREHENSIVE STUDY. No one wants to turn out a dumb in GD. ...
  • BE POLITE. ...

How can I improve my group discussion skills? ›

Discussion etiquette (or minding your manners)
  1. Respect the contribution of other speakers. ...
  2. Listen well to the ideas of other speakers; you will learn something.
  3. Acknowledge what you find interesting.
  4. Remember that a discussion is not a fight. ...
  5. Respect differing views. ...
  6. Think about your contribution before you speak.
28 Mar 2022

Which one is the key to achieving success in a group discussion? ›

Try to take the initiative.

Always volunteer yourself and start the discussions in an extremely confident manner. Introduce yourself and your team members and then start with the topic but one thing to remember here is that one must initiate the Group Discussion only when he or she is well versed with the topic.

What are the elements of a good discussion? ›

Discussion ElementsLooks Like
Active Participation (respond to ideas and share feelings)Eyes on speaker Hands to yourself Hands empty Talking one at a time Head nodding
Asking Questions for ClarificationListening Hands empty
Piggybacking Off Others' IdeasListening Paying attention
5 more rows

What are the 5 types of discussion? ›

Description These five types of open-ended, level three questions (enduring, critical, hypothetical, metacognitive, & socratic) provide students with structured ways to format ideas and facilitate higher-level discussion.

How do you deal with difficult topics in the classroom? ›

9 Tips for Planning Difficult Conversations in the Classroom
  1. Plan the discussion with specific goals in mind. ...
  2. Set a respectful tone for the discussion early on. ...
  3. Be aware of individual student traumas. ...
  4. Provide classroom rules as a framework for the discussion. ...
  5. Give every student an opportunity to share their voice.
18 Dec 2020

How would you address the issues of a difficult student? ›

Here is how to deal with even your most challenging students.
  1. Keep rules simple and easy to follow. ...
  2. Create effective consequences. ...
  3. Create inspiring rewards. ...
  4. Address your chatterboxes. ...
  5. Don't play into power struggles. ...
  6. Learn to have an effective discussion with an argumentative student.
8 Sept 2015

How do you discuss controversial topics in the classroom? ›

Some suggestions include the following:
  1. Listen respectfully, without interrupting.
  2. Listen actively and with an ear to understanding others' views. ...
  3. Criticize ideas, not individuals.
  4. Commit to learning, not debating. ...
  5. Avoid blame, speculation, and inflammatory language.
  6. Allow everyone the chance to speak.
7 Nov 2022

How do you effectively discuss a topic? ›

  1. Respect the contribution of other speakers. ...
  2. Listen well to the ideas of other speakers; you will learn something.
  3. Acknowledge what you find interesting.
  4. Remember that a discussion is not a fight. ...
  5. Respect differing views. ...
  6. Think about your contribution before you speak. ...
  7. Try to stick to the discussion topic.

How do you handle difficult conversations with students? ›

Reframe the conversation:

If the discussion is getting hung up on causes, move to discussing solutions. Help students to recover by calling on their self-monitoring skills. Refer to the “guidelines for discussion” you agreed on at the start of the class. Ask students what they would like to have happen now.

How do you facilitate a difficult discussion? ›

How to facilitate difficult conversations
  1. Be prepared. ...
  2. Listen up. ...
  3. Be clear about how you feel. ...
  4. Look at the situation from their perspective. ...
  5. Try to reach a compromise. ...
  6. Consider involving a support person. ...
  7. Agree to disagree. ...
  8. Remember to take care of yourself.

What strategies would you use to support a student who has difficulty with problem solving? ›

Principles for teaching problem solving
  • Model a useful problem-solving method. Problem solving can be difficult and sometimes tedious. ...
  • Teach within a specific context. ...
  • Help students understand the problem. ...
  • Take enough time. ...
  • Ask questions and make suggestions. ...
  • Link errors to misconceptions.

How do you handle a situation where students repeatedly give wrong answers? ›

Here are a few thoughts on how to approach incorrect answers in the classroom:
  1. Ask for an example. Invite the individual to give you an example of what she means by her answer. ...
  2. Help them save face. ...
  3. Be cautious of humor. ...
  4. Don't beat around the bush. ...
  5. Express thanks for participation. ...
  6. Soften your correction.
22 Jul 2014

What techniques are used to assist students who are struggling? ›

5 Common Techniques for Helping Struggling Students
  • Differentiated Instruction. With this approach, teachers change and switch around what students need to learn, how they'll learn it, and how to get the material across to them. ...
  • Scaffolding. ...
  • Graphic Organization. ...
  • Mnemonics. ...
  • Multisensory Instruction. ...
  • Key Takeaways.
3 Oct 2019

What is the teacher's responsibility when teaching a controversial issue? ›

The teacher should seek to develop a “critical consciousness” among students. She should allow the students to bring their own experiences and perspectives to the problems investigated in class, with the aim of having students come to a new understanding of their place in the world.

What do teachers need to consider when teaching controversial issues? ›

Here, Pace provides a few instructional resources, strategies, and practices educators can use when teaching controversial issues:
  • Know your students and understand the community. ...
  • Communicate clearly. ...
  • Be thoughtful when selecting issues. ...
  • Guide the discussion using appropriate strategies. ...
  • Leave room to reflect.
2 Feb 2022

How do you handle controversial topics? ›

Avoid taking sides, remain neutral and objective. Clearly define the issue. Identify outcomes and establish a purpose for the discussion or debate. Establish parameters and rules for the discussion (could include student input).

What are some guidelines you think are needed when explaining a topic to someone? ›

Guidelines for Effective Communication
  • Clarity of Purpose: The message to be delivered must be clear in the mind of sender. ...
  • Completeness: The message delivered should not be incomplete. ...
  • Conciseness: The message should be concise.

What are the important things to remember when having a discussion? ›

12 Group Discussion Tips You Must Know!
  • Tip 1: Pay attention to your body language. ...
  • Tip 2: Be courteous with fellow speakers. ...
  • Tip 3: Be confident and keep adding 'good' points. ...
  • Tip 4: Ensure that your words make sense. ...
  • Tip 5: Don't be afraid to start. ...
  • Tip 6: Use supporting statistics and examples.
2 May 2018

What are some methods for facilitating effective discussions? ›

How to Facilitate Discussions
  • Understand the role of the facilitator. Stay neutral. ...
  • Provide structure to the discussion. ...
  • Guide the discussion. ...
  • Record the discussion in a visible way. ...
  • Ensure productive group behaviors. ...
  • Summarize the results.
18 Oct 2022


1. Crucial Conversation Tools For Talking When Stakes Are High Audiobook By Kerry Patterson
(ATOS videos)
2. Navigating Difficult Conversations | Chris Voss, The Black Swan Group
(Beyond the Bottom Line with Bert Miller)
3. Debating skills - Introduction
(HUB Scuola)
4. Failure/Promise of Education Reform: From High-Stakes Testing to Education for a Socially Just World
(Lou Douglas Lectures)
5. Webinar on Managing High-Stakes Team Meetings
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Author: Corie Satterfield

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Name: Corie Satterfield

Birthday: 1992-08-19

Address: 850 Benjamin Bridge, Dickinsonchester, CO 68572-0542

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Introduction: My name is Corie Satterfield, I am a fancy, perfect, spotless, quaint, fantastic, funny, lucky person who loves writing and wants to share my knowledge and understanding with you.