After we returned to classrooms following the emergency remote learning period of the Covid-19 pandemic, we hoped our classrooms would regain some semblance of normalcy. Instead, global crises have intensified, and as uncertainty and distress increase, student challenges in the classroom continue to rise. Although teaching during such challenging times is difficult, we as educators can shape our classrooms into places where students feel heard, respected, and challenged to consider opposing views.
Communicating care during times of crisis
Creating learning environments that recognize and respond to student needs when traumatic events occur shows our students that we care about them. Research shows that students prefer their instructors to acknowledge when tragic or traumatic events have occurred, rather than remain silent (Huston & DiPietro, 2007). Simple statements such as expressing understanding that some students may be struggling with recent events let students know that their struggle is not invisible. Instructors who acknowledge the impact of traumatic events provide an opening for impacted students to request needed accommodations. Instructors can also proactively offer accommodations, providing recordings of the lecture to students who could not attend class or found it difficult to focus during the class session. These behaviors foster a community of care.
Focusing on caring in the classroom is beneficial to all students, but especially helpful to students who are learning under difficult circumstances. Students affected by crises will benefit from the flexible policies inherent in classrooms informed by pedagogy of care instructional practices. If you would like to learn more about creating a community of care, watch the recording of our community of care workshop.
Managing course conversations during contentious times
Classroom discussions are a core pedagogical tool of many classrooms. During discussions where students are asked to share personal and real-world connections with course content, current events and personal beliefs are often brought into the classroom. When this happens, it is important that students understand how to have respectful and productive conversations.
Students must confront different perspectives and ideologies respectfully to engage constructively in the classroom, and this is a skill that they need to be taught. Adding a section on course communications to your syllabus or course policy documents is a useful first step here. This can be as simple as “Many of us are stressed or struggling right now. Remember to give each other the benefit of the doubt, and always try to express yourself as clearly and courteously as possible.”
There are many offices and programs on campus that can help faculty teach students ways to engage in civil discourse. Our colleagues in the Center for Research on Learning and Teaching (CRLT) have put together a list of strategies for responding to difficult discussions. The Difficult Dialogues Meet the Moment Initiative also has programming for instructors who want to build capacity to engage students in difficult conversations.
Dealing with disruptions
The previous academic year saw a noticeable increase in student disruptions. Some believe this trend stems from a growing distrust for academic institutions. Others point to a shift in how students and their families view the service of academic programs. Whatever the cause, faculty concerns about navigating increasing classroom challenges are not unfounded. When student behavior disrupts learning, the instructor has several options for how to respond.
The first level of response that we encourage is to use the disruption as a teachable moment. When student behavior impedes other students’ ability to learn, action must be taken. In most cases, the recommended first step is instructor to student communication where the instructor communicates with the disruptive student why their actions are not permitted in the classroom. The disruption can be a teachable moment where the student learns how to productively engage with others around difficult topics. Our colleagues at the CRLT have compiled several strategies for responding to classroom disruptions that may prove useful when responding to instances of student disruption. If the disruptive behavior persists, you may need to seek additional support from trained colleagues or take disciplinary action. You can find a list of offices you can contact for support at the bottom of the Students in Distress and Disruptive Students webpage.
