{"id":235,"date":"2022-02-01T16:47:15","date_gmt":"2022-02-01T21:47:15","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/?post_type=chapter&p=235"},"modified":"2022-07-27T12:00:08","modified_gmt":"2022-07-27T16:00:08","slug":"3-hot-button-moments","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/chapter\/3-hot-button-moments\/","title":{"raw":"Hot Button Moments","rendered":"Hot Button Moments"},"content":{"raw":"One aspect of difficult conversations is their potential to generate \"[pb_glossary id=\"567\"]hot button moments[\/pb_glossary],\" 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.\r\n\r\nWhile [pb_glossary id=\"567\"] hot button moments[\/pb_glossary] may appear challenging at first, with the right tools, they can be rich and productive learning opportunities.\r\n
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Exercises - Hot Button Moment Reflection<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nWhich [pb_glossary id=\"567\"]hot button moments[\/pb_glossary] have you experienced?\r\n\r\nThink of a time during your teaching when you were effective or ineffective in responding to a [pb_glossary id=\"569\"]hot button moment[\/pb_glossary].\r\n\r\nHow did you feel? What did you do? Why do you think that you were effective or not effective?\r\n\r\n<\/div>\r\n<\/div>\r\n \r\n\r\nSome examples of common \"hot buttons\" occur in these forms:\r\n

Microaggressions<\/h3>\r\n[pb_glossary id=\"565\"]Microaggressions[\/pb_glossary] 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 [pb_glossary id=\"565\"]microaggressions[\/pb_glossary] in the classroom, please refer to the UBC Wiki<\/a>.\r\n

Personalization of a Comment<\/h3>\r\nRemarks are used or interpreted as personal attacks. These comments are directed at a particular person based on someone\u2019s initial feelings and thoughts, which are often poorly articulated and conceived.\r\n

Generalization<\/h3>\r\nRemarks articulated as grand sweeping statements. The most common type of \u201chot button\u201d generalizations are stereotypes. Stereotypes generalize members of different groups and often involve a flawed group representation.\r\n\r\nTo see some of the effects of [pb_glossary id=\"565\"]microaggressions[\/pb_glossary], watch the video below to hear students talk about [pb_glossary id=\"565\"]microaggressions[\/pb_glossary] they have experienced in the classroom.\r\n\r\n \r\n\r\n[embed]https:\/\/www.youtube.com\/watch?v=2Ji8Qae9keY[\/embed]\r\n
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Watch this video \"SNIPPET: Microagressions in the Classroom\" from YouTube<\/a><\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n

Sources<\/h1>\r\n
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Bohmer, S. K. (1989). Resistance to Generalizations in the Classroom. Feminist Teacher<\/em>, 4(2\/3), pp. 53\u201356. http:\/\/www.jstor.org\/stable\/40545548<\/a><\/p>\r\n

Warren, L. (2017). Managing Hot Moments. Derek Bok Center for Teaching and Learning, <\/em>Harvard University. Retrieved from https:\/\/eloncdn.blob.core.windows.net\/eu3\/sites\/126\/2017\/04\/Managing-Hot-Moments-in-the-Classroom-Harvard_University.pdf<\/a><\/p>\r\n\r\n<\/div>","rendered":"

One aspect of difficult conversations is their potential to generate “hot button moments<\/a>,” 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.<\/p>\n

While hot button moments<\/a> may appear challenging at first, with the right tools, they can be rich and productive learning opportunities.<\/p>\n

\n
\n

Exercises – Hot Button Moment Reflection<\/p>\n<\/header>\n

\n

Which hot button moments<\/a> have you experienced?<\/p>\n

Think of a time during your teaching when you were effective or ineffective in responding to a hot button moment<\/a>.<\/p>\n

How did you feel? What did you do? Why do you think that you were effective or not effective?<\/p>\n<\/div>\n<\/div>\n

 <\/p>\n

Some examples of common “hot buttons” occur in these forms:<\/p>\n

Microaggressions<\/h3>\n

Microaggressions<\/a> 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 microaggressions<\/a> in the classroom, please refer to the UBC Wiki<\/a>.<\/p>\n

Personalization of a Comment<\/h3>\n

Remarks are used or interpreted as personal attacks. These comments are directed at a particular person based on someone\u2019s initial feelings and thoughts, which are often poorly articulated and conceived.<\/p>\n

Generalization<\/h3>\n

Remarks articulated as grand sweeping statements. The most common type of \u201chot button\u201d generalizations are stereotypes. Stereotypes generalize members of different groups and often involve a flawed group representation.<\/p>\n

To see some of the effects of microaggressions<\/a>, watch the video below to hear students talk about microaggressions<\/a> they have experienced in the classroom.<\/p>\n

 <\/p>\n