Facilitating Difficult Conversations

Plan the discussion with a specific purpose and goal. Share these with the class so that students are prepared to discuss the topic and know why they are discussing it. It is important for them to see how it connects to the course content and how it can be of value. In addition, creating a specific framework to guide students and keep the discussion focused can help to allow students to discuss ideas, but not get too sidetracked. This can involve focused open-ended questions, encourage expanding on ideas, and active listening.

It is important to establish a positive classroom environment where everyone feels respected and heard from the start. Make students aware that it is the responsibility of everyone in the discussion to maintain a respectful inclusive environment.

Set a respectful tone for the discussion early on and model it.

• Recognize value in diverse perspectives.
• Recognize that lived experiences shape how each individual brings themselves to the discussion.
• If a student uses direspectful language or behaviors, remind them of class framework and tools for having difficult conversations (see helping students …)

Create ground rules for engaging in the discussion such as:

• Listen actively with an ear to understanding others.
• Criticize ideas and/or behaviours, not individuals.
• Avoid blame, speculation, and inflammatory language.

See this quick guide to creating ground rules by Carnegie Melon University including creating ground rules with your students.

Consider Universal Design for Learning (UDL) when preparing for classroom discussions. Provide multiple means of expression and engagement to allow individual students an opportunity to share. There are various ways to allow students to share their thoughts. For example, some students are not comfortable with synchronous conversations; however, an opportunity to discuss asynchronously (e.g. discussion forums) can allow them to reflect and take time to compose or create a post and response. Some students may find putting their ideas into words difficult, but are good with creating visuals with simple expressions. Since each student is different, providing multiple ways to engage and express themselves will ensure increased inclusiveness.

Be aware that individual student trauma exists:

• Announce discussion topics a few days in advance to allow students to prepare for the conversation and encourage them to come to you to determine the healthiest way to participate.
• Don’t assume trauma does or doesn’t exist (profiling).

Instead of reacting to discomfort and trying to brush past it, be prepared for it, lean into it and create an opportunity for learning to occur. Be aware that sometimes these conversations will cause discomfort and that the discomfort can be an opportunity for reflection and growth. Feelings can be an important part of building understanding, and it is normal for feelings to arise. Allow time for reflection of these.

There are a set of guidelines and skills around listening and asking questions that can be helpful in facilitating difficult conversations. Take a look at this guide from the University of Denver on “How to Have a Better Conversation: Active Listening and Helpful Questioning“.

Make time for reflection during and/or at the end of the discussion. Designate five minutes at the end of the discussion to summarize or synthesize the main points and ideas explored. Ask students to provide feedback. What did they learn?

• What is the most important idea or insight that came out of this discussion?
• What is one idea, fact, or viewpoint that you would like to learn more about?
• What wasn’t discussed that should have been discussed?