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UWW As AAHE Cluster Site List of Journal Outlets for SoTL Links of Worthy SoTL Sites

Other Workshop & Program Evaluations Instructional Evaluation Chairs' Council Outstanding Faculty & Staff OPID Faculty Development Links

Creating a Safe and Engaging Classroom

ClimateFor learning to occur when the class material is controversial, both tension and safety need toexist. There needs to be a safe classroom environment, so that students sense they can speak theirminds.

However, safety is not the only consideration. When students move out of their comfort zone towhat Pat Griffin refers to as "our learning edge, 1 " they can expand understanding, take in a newperspective, and stretch their awareness. Students' internal reactions to class activities andclassmates-feelings of annoyance, anger, anxiety, surprise, confusion, or defensiveness-may be

signs that their way of thinking about things is being challenged. "All learning and changeinvolves some degree of culture shock to the degree that they challenge our basic perspectives.Much can be learned through culture shock that can not be learned any other way, 2 " Tension inthe classroom, when it does not get out of control or explode, can prompt learning. Safety is nota goal in itself, but a prerequisite for the kind of classroom climate that can result in learning.

There is much that a teacher can do to promote a safe, engaging classroom climate:

Arrange the classroom in a way that maximizes interaction; ideally, students should beseated in a circle or horseshoe shape that maximizes the amount of eye contact studentscan have with each other.

Encourage but not compel participation in whole class discussions. The teacher may statethat s/he will not call on students individually to participate, and students have the right tonot participate. The teacher can bring people into discussion indirectly- using prompts,eye contact, and statements such as "Let's hear from the back (or second) row" or "Let'shear from some people who haven't been talking." Perhaps most importantly, do notexpect minority students to educate their peers, to speak for their race or group.

Be clear about the distinctions between course grades, teacher expectations of students,and class norms.
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Introduce the concept of triggers. Model learning about diversity. Actively intervene in the class when necessary.

Clarity on the distinction between grading, teacher expectations, and class norms

The sectionon clarity on the course's purpose, student learning objectives, and gradingdiscussesthis issue. There are several aspects of this that relate to establishing and maintaining a safe andengaging classroom environment. If class participation is considered as part of the grade, theteacher needs to make clear that students are not evaluated on the degree to which they ascribe tothe teacher's beliefs.

Teachers can state their hopes for students in the class (not the same as either learningobjectives or class norms). These could include students':

Developing their abilities to understand the perspectives of others; Developing mutual respect;

Making a commitment to understand positions that they do not understand from thecontext or point of view of their peers; Taking risks in speaking honestly in the class in the service of their learning.

Class norms can be introduced in detail the first day of class and reinforced during the semester.These should be written prominently in the course syllabus. Examples of class norms used byfaculty members are:

Students should respect confidentiality-personal information or student comments shouldnot get shared outside the classroom;

Students should listen respectfully to different perspectives-let people finish sentencesbefore responding;

Students should respond to what has been said, not the person saying it-responses shouldnot be personalized;

Students should use "I statements" (such as "I believe that . . ) rather than generalizing orplaying the devil's advocate (but don't you think that. . .?);

Students should speak for themselves and not for others (including groups to which theybelong);

Students have the right to be silent in large group discussions.TriggersAn offhand comment in a class discussion or a university policy that seems inoffensive to manypeople can cause an individual to feel diminished, threatened, discounted, attacked, orstereotyped. This "trigger" is an emotional response; while the individual does not feelpersonally threatened, an aspect of the person's social identity (or the social identity of membersof another social group) feels violated.

A word, phrase, or sentence that seems harmless to some people may trigger an emotionalreaction in others. Examples of phrases that could be triggers are:
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"I don't see differences; people are just people to me." "If everyone just worked hard, they could achieve." "I think people of color are just blowing things out of proportion."

One's emotional response can include anger, confusion, hurt, fear, surprise, and embarrassment.

There are a number ofresponses to triggers, some of which are more effective and moreappropriate than others, depending on the situation.

Model learning about diversityMark Kiselica, a psychologist who conducts multicultural training, stresses the importance ofteachers self-disclosing their own journey in becoming more culturally sensitive andknowledgeable. Kiselica states that "the process of developing multicultural awareness andsensitivity is a journey marked by fears, painful self-reflection, and joyful growth 4 ," andstudents can learn from an instructors who share their mistakes, incidents that led to theirlearning, and what they have gained from the process.

There is a fine line for teachers between presenting oneself as a learner on a journey towardgreater diversity awareness and self-awareness and an expert who has reached expert status onissues of diversity and multiculturalism. Students often react favorably to the first, almost alwaysnegatively to a person who wants to be seen as the authority on these issues.

Actively intervening in the class when necessaryThere will be times in every course, even those in which students are generally in agreementwith the aims of the course and the class norms, in which the instructor will have to intervene.This may involve redirecting students when students are not using "I statements,"overgeneralizing about a group of people, or treating their own experience as applicable to allsituations.

A safe learning environment is not only fostered at the start of the course but maintained duringthe course of the semester. In many classes, there are critical moments that can confirm instudents' minds how safe the classroom is, how committed is the teacher to equitableparticipation and student learning. This may happen the first time one student harshly criticizesanother, or the first time a loaded question is directed to the teacher. If the instructor intervenesor responds in a way that is effective, this can set the stage for more and more honest studentinteraction. In situations where instructors do not think that they handled the situation well, itmay be advisable to revisit the situation at a later time with the entire class, asking students toreflect on the situation and in pairs or small groups come up with ways that the class can respondto critical incidents in the future.

Safety for the instructorIn some situations, depending on the social identity of the instructor, safety in the classroom canbe an issue for the teacher as well as for the students. While faculty of color may be seen ashaving more first-hand knowledge of diversity issues, on most campuses students are more likelyto contest and doubt the expertise of faculty whose identity diverges from the white, male,middle-class, heterosexual norm. Faculty of color, especially female, report that they have toprove they are capable and are challenged more strongly than their white male colleagues. The
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support of the department and department chairperson is seen as essential by faculty membersencountering difficulties and challenges from students in teaching on issues of diversity.

1 Griffin, Pat (1997). Introductory module for the single issue courses. In Teaching for diversityand social justice: A sourcebook, Adams, Maurianne, Bell , Lee Ann, and Griffin , Pat, eds.New York : Routledge, pp. 61-81.

2 Kiselica, Mark S. (1999) Reducing prejudice: The role of the empathic-confrontativeinstructor, In Confronting prejudice and racism during multicultural training , Mark S. Kiselica,ed. Alexandria, VA: American Counseling Association, p. 140.

2 Pederson, Paul (1999). Confronting racism through increased awareness, knowledge, and skillas a culture-centered primary prevention strategy. In

3 Yang, Raymond K. (2003) Socratic and therapeutic underpinnings of self-disclosure in theclassroom. In Teaching diversity; Challenges and complexities, identities and integrity , editedby W.M. Timpson, S.S. Cannette, E. Borrayo, and R. Wong. Madison , WI : Atwood Press, pp.77-90

4 Kees, Nathalie. (2003). Creating safe learning environments. In Teaching diversity; Challengesand complexities, identities and integrity , edited by W.M. Timpson, S.S.Cannette, E. Borrayo,and R. Wong. Madison , WI : Atwood Press, pp. 55-64.

5 Canetto, Silvio, Timpson, William, Borroyo, Evelinn, and Yang, Raymond. Teaching abouthuman diversity: Lessons learned and recommendations. In Teaching diversity; Challenges and

complexities, identities and integrity , edited by W.M. Timpson, S.S.Cannette, E. Borrayo, andR. Wong. Madison , WI : Atwood Press, pp. 275-292.

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GEORGE MASON UNIVERSITY

School of Recreation, Health, and Tourism

PRLS 316Outdoor Education and Leadership

Fall 2009

DAY/TIME: Friday 10:30 a.m. 1:15 p.m. LOCATION: 247 Bull Run Hall

PROFESSOR: Dr. Laurie Harmon EMAIL ADDRESS: [email protected]

OFFICE LOCATION: 204 Bull Run Hall PHONE NUMBER: 703-993-4565

OFFICE HOURS: Tuesdays 12:00 2:00 p.m.

and by appointment

FAX NUMBER: 703-993-2025

PREREQUISITES

None.

COURSE DESCRIPTION

Focuses on promotion of lifelong health and fitness via noncompetitive and informal outdoor activities.

Introduces safety, skills, and leadership techniques. Covers sustainable use, conservation, and

stewardship of natural resources.

COURSE OBJECTIVES

At the completion of this course, students should be able to:

1. Discuss the need for outdoor education/recreation in American society today by:a. Understanding the history of leisure in American culture.b. Identifying the psychological benefits of outdoor recreation and education.

c. Collecting and documenting current articles relating to leisure, health, and outdoor recreation

trends.


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d. Identifying the differences among national, regional, and local conservation agencies and their

roles in outdoor recreation/education.

e. Identifying ways outdoor recreation activities benefit youth in schools to become self-motivated

learners.

2. Learn the essentials of group building and team building by:

a. Participating as a class in Group Initiative activities

b. Identifying and defining the theories which support the educational benefits of experiential

education.

c. Being involved in and learning a variety of team building activities to incorporate into classroom

learning or classroom activities to promote mutual respect, support for others, and cooperative

participation.

3. Develop and plan an outdoor recreation lesson for school aged youth:

a. Converting course material and field experience into an Outdoor Recreation lesson plan which

incorporates Fairfax County Program of Studies for Physical Education.

b. Teaching an activity from your lesson plan to fellow students through an in-class presentation.

4. Learn a variety of outdoor skills and develop an appreciation for the outdoors by:

a. Developing a Leave No Trace land ethic through direct involvement in outdoor recreation

activities.

b. Practicing and participating in hands-on outdoor recreation and outdoor education activities.

COURSE OVERVIEW

We are all held to the standards of the George Mason University Honor Code. Because your

contributions are so important to this course, we will all be expected to attend all class sections, actively

participate in class discussions, complete in-class exercises and fulfill all assignments. Assignments are

due at the beginning of class on the specified date due. Papers received AFTER 10:30 a.m. will be

considered late and receive a 20% deduction in points per 24 hour period. If you have an extreme

emergency or are participating in a pre-approved university-sponsored function, there may be some

exceptions. However, youll need to discuss these issues with me prior to the due date in order to be

considered for exception. I also recommend you make back-up copies of your assignments since

computers have been known to crash.


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Communication is an important part of this course, therefore, I ask that you check our website,

http://courses.gmu.edu each morning for course communications. Be particularly aware of weather

announcements.

Upon completion of this course, students will meet the following competencies of the National

Recreation and Park Association Council on Accreditation:

8.03 Understanding of the significance of play, recreation, and leisure throughout the life span

8.04 Understanding of the interrelationship between leisure behavior and the natural environment

8.05 Understanding of environmental ethics and its relationship to leisure behavior

8.06:01 History and development of the profession

8.09 Understanding of the role, interrelationship, and use of diverse delivery systems addressing recreationpark resources, and leisure

8.10 Understanding of the importance of leisure service delivery systems for diverse populations

8.14:06 Implementation of programs/events.

8.15 Understanding of group dynamics and processes

8.16 Ability to use various leadership techniques to enhance individual, group, and community experience

REQUIRED READINGS

Gilbertson, K., Bates, T., McLaughlin, T. & Ewert, A. (2006). Outdoor Education: Methods and

Strategies. Champaign, IL: Human Kinetics.

Louv, R. (2008). Last child in the woods: Saving our children from Nature-Deficit Disorder.

Algonquin Books.

LAB FEE:


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Several activities will be conducted outside of the classroom. Students must remit a non-refundable Lab

Fee of $15 (checks payable to George Mason University) to the course instructor by Friday, September

12, 2009.

RequirementsPercentage

Exam 20

Semester Project25

Class Participation 25

Class Assignments30

TOTAL 100%

Grading Scale

A+ = 98 100 B+ = 88 89 C+ = 78 79 D = 60 69

A = 94 97 B = 84 87 C = 74 77 F = 0 59

A- = 90 93 B- = 80 83 C- = 70 73

All students are held to the standards of the George MasonUniversity Honor Code [See

http://www.gmu.edu/catalog/9798/honorcod.html]

University policy states that all sound emitting devices shall beturned off during class unless otherwise authorized by the profes

Students with disabilities who seek accommodations in a coursemust be registered with the Office of Disability Resources and

inform the instructor, in writing, at the beginning of the semester

[See www.gmu.edu/student/drc]

For additional School of Recreation, Health, and Tourisminformation, please visit the website at http://rht.gmu.edu.


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PRLS 316 COURSE SCHEDULE Fall 2009 Last revised: September 8

DATE TOPIC ASSIGNMENTS

Friday

September 4

Introduction to class objectives and goals. Team building

activities. Review course materials.

Introduce Take a Child Outside Activity

Introduce Journal assignment.

Introduce Reading team moderating assignment.

Handout: Outdoor

Education Competen

Friday

September 11

(end @ 12:30 pm)

History of Outdoor Recreation and Leisure

The value of outdoor education/recreation

Interrelationship of Experiential Ed, Outdoor Rec, Phys Ed

Identify types of OR activities

Read: Outdoor Educa

Chap 1 & 2

Friday

September 18

Introduce Leave No Trace Principles - LNT activity

Leadership Activities at HEMLOCK OVERLOOK REGIONAL PARK

Meet there by 11:00 a.m.

Read: Outdoor Educa

Chap 3 & 4

Friday

September 25

NO CLASS MEETING TODAY (good day for teams to meet and/or

Take a Child Outside!)

Read: Outdoor Educa

Chap 5 & 6

Friday

October 2

Reading Team #1 moderating

Students share Take a Child Outside Activity

Read: Last ChildCha

3

Friday Team DevelopmentMeet at The EDGE (Masons Center for

Teambuilding and Organizational Learning) at the PW Campus

Read: Outdoor Educa

Chap 5 & 6


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October 9 JOURNAL DUE

Friday

October 16

NRPA - NO CLASS MEETING TODAY Read: Last ChildCha

6

Friday

October 23

Debrief from Teambuilding Activity

Current trends & economic factors

Introduce Outdoor Recreation Lesson Plan assignment

Reading team #2 moderating

Read: Outdoor Educa

Chap 7

Last ChildChap 7 & 8

Friday

October 30

Introduction to creating Outdoor Recreation Lesson Plans

Tips, techniques, teaching strategies sharing and discussion


Read: Outdoor Educa

Chap 8

Last ChildChap 9 & 1

Friday

November 6

Natural resource based recreation, Wilderness and wildland

resources, resources management concepts and issues.

Submit FINAL outlines for OR Lesson Plans


Read: Outdoor Educa

Chap 9 & 10

Friday

November 13

Continue with Outdoor Recreation Lesson Plans


Read: Outdoor Educa

Chap 12

Last ChildChap 11 &

JOURNAL DUE

Friday

November 20


Final Exam review & discussion

Read: Last ChildCha

14

Friday

November 27

THANKSGIVING NO CLASS MEETING TODAY

Friday

December 4

Class presentations of Outdoor Recreation Lesson Plan Read: Last ChildCha

17

Friday Class presentations of Outdoor Recreation Lesson Plan Read: Last ChildCha

& 20


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December 11

Friday, December 18 Final Exam from 10:30 12 noon

Note: Faculty reserves the right to alter the schedule as necessary.

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1. eHow2. Education3. Parents of Students4. Communicate with Teachers5. Classroom Communication Techniques

Classroom Communication Techniques

By James Withers, eHow Contributor
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The communication process is vital to effective learning within a classroom environment.Classroom instruction that produces positive results acknowledges the need for a liberal use ofnonverbal cues, student involvement and team communication.

Other People Are Reading

How to Build Communication in the Classroom

How to Reflect on Classroom Management

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1. Delivering Instructiono Whether by means of direct or indirect communication, instructors must convey

instruction to students within a classroom. When lecturing or describingassignments, a teacher must gauge the comfort level of each of his students withhis communication style. For example, if he explicitly defines rules andregulations associated with classwork, he may help students to be clearly aware oftheir boundaries, but may also lead them to feel micromanaged. In actual practice,communication within the classroom tends to be a happy compromise betweenboth extremes, being neither exclusively direct or indirect in nature.

Soliciting Participation

o Student involvement during classroom discussions typically fosters a healthycommunication process. Students should be coaxed to participate in theclassroom, despite the fact that many students are reticent to voice their opinions.The solicitation of participation serves multiple purposes. Students observe thattheir questions are worthy of being answered, can freely exchange ideas with oneanother and can build confidence as they express themselves in public. Often,instructors can quickly identify weak areas of student understanding when theyare invited to speak up during a class session.

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Verbal and Nonverbal Communication

o Communication within a classroom context relies just as heavily on writteninstruction, body language and implicit expectancies as it does on verbal cues.Douglas A. Parker, author of "Confident Communication: Speaking Tips for

Educators," advises that two-thirds of an instructor's message is contained in hisnonverbal language. Educators should devote attention to the use of appropriategestures, facial expressions and constructive use of physical space when teachinga class of students.

Team Building

o Acquisition of essential learning concepts is reinforced when students areencouraged to incorporate team communication skills within the classroom.Group work allows students to advance a division of responsibilities as well as toprovide one another with peer support. Educators should monitor teams as theyoperate within a classroom, helping students to establish consensus regardingtheir approach to the material being studied.

Assessments

o In order to assess student mastery of concepts touched upon during classroominstruction, an educator should compel his students to demonstrate theirknowledge through written or oral tests. Written tests are familiar to students, whoundergo a battery of standardized tests from grade school until they are deeplyentrenched within their university years. Oral tests, by contrast, are more

sparingly used and may permit educators to detect learning disabilities in children.

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References

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Strategies for Inclusive Teaching:

Foster Equitable Class Participation

There are many ways to participate in class.Equitable class participation does not necessarilymean that all students are expected to participate in the same way, or even the same amount.Rather, the goal is to make sure that students are able to participate in class in ways that willhelp them achieve the learning goals for the course, and that no one is kept from participating asa result of the way the course is taught.

Student engagement in class is greatly influenced by the expectations that instructors set forclassroom behavior, teaching strategies that are employed, and ways student interactions arestructured during class. Strategies to set the stage for more equitable class participation includethe following.

Through these steps, instructors help align students expectations with instructor intentions to

ensure that all students recognize their presence in class is valued, and their contributions toclass are welcome.

Plan Ahead Use the First Day of Class to Set Expectations Look for Opportunities to Invite Participation Provide Feedback Seek Feedback Honor Student Diversity


Plan Ahead for Class Participation

It may seem to go without saying that instructors should plan ahead, but we find that manyinstructors think of planning in terms of what they will be teaching, and often think ofparticipation as something that spontaneously arises during class. However, equitable class

participation rarely happens by accident.

Making decisions about class participation in advance, and making them explicit to students,can go a long way toward aligning student expectations with instructor goals for more equitableclass participation. Here is a range of possibilities to consider when planning ahead:
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Goals for Participation possibilities include:

o discovering new materialo exploring different perspectiveso inviting students to relate relevant experiences

Types of Participation possibilities include:

o large group discussiono small group activitieso face-to-face or online

Student Preparationpossibilities include:

o reading assignmentso reflective writingo small group work to prepare for large group interaction

Facilitating Participationpossibilities include:

o managing "wait time" in a discussiono acknowledging student contributionso incorporating student input into following instruction

Assessment of Participation possibilities include:

o communicating expectations to studentso providing assessment criteriao providing clear feedback

Related Resources

Active Learning

More and Better Class Participation. CIDR Teaching and Learning Bulletin, 4(1)

Strategies for Inclusive Teaching. Chapter 2 ofTeaching for Inclusion, a publication of theCenter for Teaching and Learning at the University of North Carolina - Chapel Hill

Teaching through Discussion. CIDR Teaching and Learning Bulletin, 2(3)

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Use the First Day of Class to Set Expectations

One way for instructors to communicate expectations is to add a statement to the syllabus andtalk with the students on the first day of class about the role of participation in the course.

o First Day of Classideas and resources

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Look for Opportunities to Invite Participation

Here are a few examples of ways to invite student participation:

o Give students time to formulate questions or responses. The wait time will often seem longerto you than it does to students, so be sure to give them enough time to catch up, think through

the issue, and put their thoughts into words.

o Acknowledge all contributions, even if they aren't what you were looking for. In questions offact, point out what's partially right in a wrong answer, as well as where it goes off-track.

o Remind students that questions are welcome, and that the person who asks a question is doinga favor for all the other students who are silently wondering the same thing.

o Require students to visit TAs' or instructor's office hours once every two weeks.o Use group activities or pair work. Students who are hesitant to speak in front of the full class

are often willing to contribute to smaller groups of classmates.
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o Give specific tasks and instructions so each person has a role in the group.o Look for opportunities for you to interact with individual students in addition to the

interactions that are possible in front of all the other students; for example, before and after

class, in the transition to group work, or while groups are working.

o Select people a day to summarize key points from previous day, bring up a question from thechapter, or comment on other work that they can prepare outside of class time.

o Acknowledge other forms of participation; for example, contributions to the class discussionlist, comments made in journals, or ideas that you overhear mentioned in small groups which

don't get reported to the larger group.

o Consider calling on students by name, but keep in mind that being called on can be bothmotivating and intimidating. Be sure students have had a change to prepare for answering the

question, and that they are given a reasonable amount of time to formulate a response.

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Provide Feedback

Provide feedback on the nature and quality of participation you observe in the course.Instructors can let students know what their participation is adding to the course, and if theyneed to make changes in their patterns of participation. This feedback can help the instructoralign students expectations by communicating how the instructor perceives their work, rather

than relying solely on self-assessment or assumptions based on experiences in other courses.

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Seek Feedback

Seek feedback from students on their perceptions of participation in the course. Do theyperceive that they have opportunities to participate, or value ways in which participationcontributes to their learning? This feedback can help the instructor align teaching practices withstudent perceptions of their opportunities to participate, rather than relying solely on inferencesfrom student behavior or facial expressions.

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Honor Student Diversity

Students can easily think they are not welcome in a class when they hear comments that seemto reveal or perpetuate stereotypes that they don't share. Even an impersonal comment notdirected at students in the course can become a distraction that prevents students from engaging

in the class, as one student notes, "One day the professor started class with a joke about peoplewith accents. Chances are he didn't mean anything by it, but it's all I thought about for thewhole hour. I might as well have stayed home for all I was able to pay attention to the lecture."

Most people respond even more strongly to stereotypes directed at them. Social identities arestrongly held, but people also want to be recognized as individuals -- as members of certainsocial groups, and also as unique individuals within those groups. For this reason, students caneasily conclude their participation is not welcome if either dimension of identify isoveremphasized or disregarded.

Instructors may inadvertently communicate disrespect for other types of student diversity as

well. Students may get this message if their commitments to family, work or other obligationsare dismissed as unimportant in comparison to course work. They may also get this sense ifinstructors respond to student disabilities, language or cultural differences, or struggles with thecourse content in ways that suggest they are not interested in helping students meet thesepossible challenges to learning.

Beyond avoiding direct expressions of stereotypes and being careful not to disregard students
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life experiences, an instructor can take a number of specific steps to help foster equitable classparticipation by honoring student diversity.

o Develop a Broad Repertoire of Cases and Exampleso Set the Stage for Potentially Sensitive Materialo Respond Promptly to Discriminatory Remarkso Do Not Diminish Students' Strong Reactions to Negative Commentso Do Not Ask a Student to Represent an Entire Category of People

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Foster Equitable Class Participation > Honor Student Diversity

Develop a Broad Repertoire of Cases and Examples

Instructors can communicate indirectly (by the examples given, the scholars cited, or theproblems identified as important) that some perspectives on this work or more valid than others.If validity appears somehow to be judged on identity preferences rather than on the merit of thework being discussed, then students can easily conclude that the instructor is unfairly excluding

views that may matter greatly to the students.

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Set the Stage for Potentially Sensitive Material

Rather than assuming that all material can be presented as value-neutral, instructors cananticipate material that may lead to heated discussions. The goal is ensure that controversy ishandled in a way that doesnt cause some students to conclude that their perspectives are

automatically discounted by the instructor or by other students. One approach is to establish
http://depts.washington.edu/cidrweb/inclusive/foster.html#Broadhttp://depts.washington.edu/cidrweb/inclusive/foster.html#Broadhttp://depts.washington.edu/cidrweb/inclusive/foster.html#Sethttp://depts.washington.edu/cidrweb/inclusive/foster.html#Sethttp://depts.washington.edu/cidrweb/inclusive/foster.html#Respondhttp://depts.washington.edu/cidrweb/inclusive/foster.html#Respondhttp://depts.washington.edu/cidrweb/inclusive/foster.html#Reactionshttp://depts.washington.edu/cidrweb/inclusive/foster.html#Reactionshttp://depts.washington.edu/cidrweb/inclusive/foster.html#Askhttp://depts.washington.edu/cidrweb/inclusive/foster.html#Askhttp://depts.washington.edu/cidrweb/inclusive/foster.html#pageTophttp://depts.washington.edu/cidrweb/inclusive/foster.html#pageTophttp://depts.washington.edu/cidrweb/inclusive/foster.htmlhttp://depts.washington.edu/cidrweb/inclusive/foster.html#Honorhttp://depts.washington.edu/cidrweb/inclusive/foster.html#Honorhttp://depts.washington.edu/cidrweb/inclusive/foster.html#pageTophttp://depts.washington.edu/cidrweb/inclusive/foster.html#pageTophttp://depts.washington.edu/cidrweb/inclusive/foster.htmlhttp://depts.washington.edu/cidrweb/inclusive/foster.html#Honorhttp://depts.washington.edu/cidrweb/inclusive/foster.html#Honorhttp://depts.washington.edu/cidrweb/inclusive/foster.html#Honorhttp://depts.washington.edu/cidrweb/inclusive/foster.htmlhttp://depts.washington.edu/cidrweb/inclusive/foster.htmlhttp://depts.washington.edu/cidrweb/inclusive/foster.html#pageTophttp://depts.washington.edu/cidrweb/inclusive/foster.html#Honorhttp://depts.washington.edu/cidrweb/inclusive/foster.htmlhttp://depts.washington.edu/cidrweb/inclusive/foster.htmlhttp://depts.washington.edu/cidrweb/inclusive/foster.html#pageTophttp://depts.washington.edu/cidrweb/inclusive/foster.html#Askhttp://depts.washington.edu/cidrweb/inclusive/foster.html#Reactionshttp://depts.washington.edu/cidrweb/inclusive/foster.html#Respondhttp://depts.washington.edu/cidrweb/inclusive/foster.html#Sethttp://depts.washington.edu/cidrweb/inclusive/foster.html#Broad


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Ground Rules for class discussion, providing a common reference point for reminding studentsof mutually agreed upon ways of interacting in class respectfully.

Before handling potentially sensitive material.

o Acknowledge that students may have strong personal opinions about the material.o Work with students to set ground rules for discussion. Many instructors find it helpful to have

the students develop the ground rules they want to operate by. Others provide ground rules

that include items such as:

o Remind them you expect them to treat each other with respect.o Ask that they "question the quality of the argument offered. Not the validity of each

other's personal beliefs"

o Speak from experience and avoid generalizations about other groups of people.o Share air timeo Listen respectfully to different perspectiveso No blaming and no scapegoatingo Focus on own learning. not winning arguments.

o Plan to be the "Devils Advocate." The discussion may become lopsided for a variety ofreasons. If the discussion is not well rounded, you need to offer the underrepresented point of

view, regardless of your personal views on the matter.

Related Readings

Arizona State University Intergroup Relations Center:

Guidelines for Constructive Dialogue in the Classroom(pdf) Conflict De-escalation Strategies(pdf) Suggested Groundrules for Discussion(pdf)

Dealing with Disruptive Behavior in the Classroom,by Kathleen McKinney, Illinois StateUniversity

Managing Hot Moments in the Classroom, from the Derek Bok Center at Harvard University

Practical Strategies to Reduce or Eliminate Student Incivility, from the article,Reducing

Incivility in the University / College Classroom, by Patrick J. Morrissette

Responding to Distressed Students, from the University of California at Santa Barbara
http://www.asu.edu/irc/resources/dialogue-guidelines.pdfhttp://www.asu.edu/irc/resources/dialogue-guidelines.pdfhttp://www.asu.edu/irc/resources/conflict-de-escalation.pdfhttp://www.asu.edu/irc/resources/conflict-de-escalation.pdfhttp://www.asu.edu/irc/resources/discussion-groundrules.pdfhttp://www.asu.edu/irc/resources/discussion-groundrules.pdfhttp://www.cat.ilstu.edu/resources/teachTopics/disBehav.phphttp://www.cat.ilstu.edu/resources/teachTopics/disBehav.phphttp://isites.harvard.edu/fs/html/icb.topic58474/hotmoments.htmlhttp://isites.harvard.edu/fs/html/icb.topic58474/hotmoments.htmlhttp://www.ucalgary.ca/~iejll/volume5/morrissette.html#practicalhttp://www.ucalgary.ca/~iejll/volume5/morrissette.html#practicalhttp://www.ucalgary.ca/~iejll/volume5/morrissette.htmlhttp://www.ucalgary.ca/~iejll/volume5/morrissette.htmlhttp://www.ucalgary.ca/~iejll/volume5/morrissette.htmlhttp://www.sa.ucsb.edu/distressedstudentsguide/http://www.sa.ucsb.edu/distressedstudentsguide/http://www.sa.ucsb.edu/distressedstudentsguide/http://www.ucalgary.ca/~iejll/volume5/morrissette.htmlhttp://www.ucalgary.ca/~iejll/volume5/morrissette.htmlhttp://www.ucalgary.ca/~iejll/volume5/morrissette.html#practicalhttp://isites.harvard.edu/fs/html/icb.topic58474/hotmoments.htmlhttp://www.cat.ilstu.edu/resources/teachTopics/disBehav.phphttp://www.asu.edu/irc/resources/discussion-groundrules.pdfhttp://www.asu.edu/irc/resources/conflict-de-escalation.pdfhttp://www.asu.edu/irc/resources/dialogue-guidelines.pdf


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Respond Promptly to Discriminatory Remarks

An instructors failure to respond promptly to discriminatory remarks or other kinds of

disruptive behavior may be seen as tacit approval of the comment or behavior.

Related Readings

How do you handle a sexist, racist or other excluding or pejorative comment from a member ofyour class?Comments from Instructors at York University

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