One aspect of difficult conversations is their potential to generate “,” instances where people’s feelings rise (sometimes unexpectedly) to the point that threatens teaching and learning. This can occur during the discussion of issues people feel deeply about or result from classroom dynamics in any field.
While may appear challenging at first, with the right tools, they can be rich and productive learning opportunities.
Which have you experienced?
Think of a time during your teaching when you were effective or ineffective in responding to a .
How did you feel? What did you do? Why do you think that you were effective or not effective?
Some examples of common “hot buttons” occur in these forms:
are brief and commonplace daily verbal, behavioural, and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial, gender, sexual orientation, and religious slights and insults to the target person or group (Sue, Capodilupo, et al., 2007). For more information on in the classroom, please refer to the UBC Wiki.
Personalization of a Comment
Remarks are used or interpreted as personal attacks. These comments are directed at a particular person based on someone’s initial feelings and thoughts, which are often poorly articulated and conceived.
Remarks articulated as grand sweeping statements. The most common type of “hot button” generalizations are stereotypes. Stereotypes generalize members of different groups and often involve a flawed group representation.
To see some of the effects of , watch the video below to hear students talk about they have experienced in the classroom.
Bohmer, S. K. (1989). Resistance to Generalizations in the Classroom. Feminist Teacher, 4(2/3), pp. 53–56. http://www.jstor.org/stable/40545548
Warren, L. (2017). Managing Hot Moments. Derek Bok Center for Teaching and Learning, Harvard University. Retrieved from https://eloncdn.blob.core.windows.net/eu3/sites/126/2017/04/Managing-Hot-Moments-in-the-Classroom-Harvard_University.pdf
Instances where people's feelings rise (sometimes unexpectedly) to a point that threatens teaching and learning.
Microaggressions are brief and commonplace daily verbal, behavioral, and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial, gender, sexual orientation, and religious slights and insults to the target person or group