Preparing for the Unexpected

In teaching race-related topics, instructors often encounter questions and statements from students which are difficult to respond to. Below is a “toolbox” of in-class tactics and long-term strategies, which offers some possible responses for common scenarios.

Tactics (In-Class Responses)

Be conscious of your own demeanor

If you can project a calm demeanor and make students feel welcome and respected, you will be better able to promote respectful discourse in your class.

Give students the benefit of the doubt

If a student says something unclear that could be construed as offensive (intentionally or unintentionally), assume the best and rephrase their comment in a non-offensive manner: “I’m not sure I follow, do you mean ______?”

If a student says a word that is inappropriate, but it is clear they do not mean it as a slur, repeat their statement in an appropriate way, e.g. if student says “colored,” repeat it back with “people of color.”

If it is clear that the distinction between terms is not something they are absorbing, take time during the beginning of your next class to address the inappropriate terms they are using and explain the history of those words.

De-personalize the question

Place the source of the idea outside of the individual asking the question: “That’s something that’s often debated in the media. Here’s what [Side A] says, and here’s what [Side B] says. Have any of our readings covered this topic?”

Challenge a statement using the literature: “Okay, let’s look at the statistics from the reading we did on employment…”

De-escalate a situation once it does occur

Ask students to ground their comments in the text: “We all have had different experiences that might relate to the topic we’re covering today, but in order to be able to have everyone on the same page and have the same language and materials to work with, let’s use the information from class and the readings to keep this discussion going.”

Suggest tabling the discussion: “We need to move forward for to cover today’s topics, but we can talk about this later (office hours, next class, etc.)”

If your readings contradict a student’s comment, read the relevant passage in class: “That seems different from what we read in the book; let’s look at page___ and read that section together.”

Suggest it as a possible paper topic: “This is an argument I haven’t heard before; maybe you can explore this in your paper.”

If the moment gets really heated, ask students to take a 2-minute break to pause and reflect.

Ask students to find examples from the reading to help their peers understand: “Take a moment to find a page or passage that might add to our conversation now––something that really helped you understand today’s topic.”

Divert a conversation towards a constructive conversation

“This might be related to what we’re talking about today, but it isn’t directly related. Let’s stick to the topic at hand so that we can get the most from our time in class.”

Strategies (ideas for the long term)

Coordinate with the lecturer and the rest of your team, including other TAs

Don’t assume you’re on the same page. Affirm that you are the same page and that the lecturer/professor is aware of your strategies.

Set general expectations

Provide a list of inappropriate terms, and explain how you’ll deal with them if they come up in class. That way students are less likely to feel singled out.

Set discussion guidelines, e.g. don’t allow conversations that aren’t either (a) from the course material (b) directly from one’s own experience. Remember that class is for learning. Focus your strategies on creating a learning environment, rather than encouraging students to take and defend positions on the topics covered.  Encourage them to analyze and to consider the subject beyond their own experience, using concepts like the sociological imagination.

Know that it may be necessary to get to know your group before implementing a strategy and that the best pedagogical practices are responsive to students’ needs.

In-class daily practice

Ask students to reflect on what they knew (or thought they knew) before discussion and what they learned from the readings or from discussion that day: “What did you know about this previously? What have you learned?”

Build your own repertoire of strategies

  • Teach in your own skin.
  • Find your strengths and how to use them.
  • Know that some tactics won’t work for everyone.
  • Be aware of your own social context, privileges, etc.
  • Try to become aware of your students’ contexts and the subjective positions that shape their perspectives.