{"id":8560,"date":"2019-08-01T18:01:58","date_gmt":"2019-08-01T18:01:58","guid":{"rendered":"https:\/\/dev-tufts-provost.pantheonsite.io\/celt\/?p=8560"},"modified":"2019-08-01T18:01:58","modified_gmt":"2019-08-01T18:01:58","slug":"how-can-i-manage-difficult-dialogues","status":"publish","type":"post","link":"https:\/\/provost.tufts.edu\/celt\/news\/2019\/08\/01\/how-can-i-manage-difficult-dialogues\/","title":{"rendered":"How can I manage difficult dialogues?"},"content":{"rendered":"

\"\"There are three basic ways that we hear faculty talk about difficult dialogues: in-class dialogues that were planned but did not go particularly well; in-class \u201chot moments\u201d that were not anticipated and that the faculty member did not feel equipped to handle; and difficult dialogues that happen during office hours or outside of class.<\/p>\n

In all three instances, faculty are challenged to use skills they may not have learned at any point in their disciplinary training. That lack of skill can cause them great angst, and in the most extreme situations, lead them to avoid addressing important issues directly. This is not to anyone\u2019s advantage, and many learning opportunities can be lost. We have put together some resources to help support faculty efforts to engage with students in productive and meaningful dialogue.<\/p>\n

A Brief Note<\/h3>\n

In in any of these discussions, it is crucial to reflect upon how our own identities and experiences may influence the dialogue. Depending upon our identities and topic of discussion, students may respond differently to these dialogues. For example, there is research that indicates how women of color are more often challenged in the classroom and must spend time legitimizing themselves. Similarly, students bring in their own histories and stories into the classroom. For these reasons, it is imperative to be cognizant of these histories and recognize how our actions and words may reinforce feelings of marginalization for some students, even though that may not be our intent. The tips below should serve as a guide, and may not be appropriate for all faculty depending upon your identity and context of the course.<\/p>\n

A Few Tips for Planning In-Class Dialogue<\/h3>\n