chat symbol with quotation marks April 11, 2017

How to Respond to Hostile, Inappropriate Comments in Class

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When hot moments ignite in the classroom, it is important to engage thoughtfully and purposively in strategies that maintain a supportive communication climate. Managing hot moments is a complex endeavor, and it is our responsibility to maintain a climate that is conducive to learning by not adding fuel to the fire.

How to intervene when someone makes a blatantly inappropriate remark (Adapted from Obear, 2010):

Ask clarifying questions to help you understand intentions.

  • “I want to make sure I heard you correctly.  Did you say…”
  • If they disagree with your paraphrase, you could end the conversation. If you suspect they are trying to “cover their tracks,” you may consider making a statement about the initial comment.
  • “I’m glad to hear I misunderstood you, because, as you know, such comments can be…”

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female professor talking with students. June 24, 2015

The Power of Language to Influence Thought and Action

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Language influences thought and action. The words we use to describe things—to ourselves and others—affects how we and they think and act. It’s good to remind ourselves that this powerful influence happens in all kinds of situations and most certainly with language related to teaching and learning.

Here are some big ones that come to mind.


June 17, 2013

Teaching Inequality: Denial, Defensiveness, and the Diminishing of Oppression

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As a sociology teacher, not only do I discuss topics related to oppression and inequality, but these topics comprise a pervasive and substantial portion of our pedagogy. The chapters on class stratification, race and ethnicity, and gender and sexuality are a required chunk of the curriculum by the social science department, and an obvious pedagogical necessity to the social scientist who knows that our location on the social hierarchy is tremendously dependent upon the “isms”—on an individual and institutional level. When covering a lesson on privilege and oppression—almost inexorably, and amongst others—at least one of the following responses from students ensues: denial, defensiveness, and/or diminishment. Aptly enough, their reactions exemplify a part of the lesson, and therefore can be used as a learning device in the liberal arts and social sciences classroom.


April 26, 2013

The Final (Office) Hours

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The final portfolio of student work (be it writings, drawings, or a collection of different kinds of work) presents the instructor with a conundrum. As the culmination of student work, it needs to be submitted at the end of the course, but feedback opportunities then are severely limited. Those of us who use portfolio assignments do provide feedback at multiple points throughout the semester, but when the portfolio is completed, the course has ended and this final version cannot be discussed with students. Worse than that, for years, I cringed as I saw the graded portfolios accumulate outside my office. Some were never picked up.