{"id":237,"date":"2022-02-01T16:48:06","date_gmt":"2022-02-01T21:48:06","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/?post_type=chapter&#038;p=237"},"modified":"2022-07-25T01:45:23","modified_gmt":"2022-07-25T05:45:23","slug":"3-1-strategies-for-hot-button-moments","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/chapter\/3-1-strategies-for-hot-button-moments\/","title":{"raw":"Strategies for Hot Button Moments","rendered":"Strategies for Hot Button Moments"},"content":{"raw":"Several different strategies can transform challenging hot button moments into rich and productive learning moments. The key is finding which one will work best for your particular context. Here are two strategies that can be used to address Hot Button moments.\r\n<h2>Strategy 1 - Suggestions<\/h2>\r\nBelow are suggestions for addressing hot button moments in the classroom and, in particular, how to facilitate classroom discussions around potentially difficult issues (CELT, n.d.; CRLT, 2020).\r\n\r\n&nbsp;\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Exercises - Navigating a Hot Button Moment in the Classroom<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>Take a moment count to ten before speaking or reacting.<\/li>\r\n \t<li>Understand your positionality about the issue.<\/li>\r\n \t<li>Decide if you will come back to it in the moment; mark it as something the class will come back to at the next meeting.<\/li>\r\n \t<li>Revisit or establish discussion guidelines.<\/li>\r\n \t<li>Invite students to move around the room, write or sketch quietly, or take a few deep breaths to change the energy in the room before diving back in.<\/li>\r\n \t<li>Find a way to connect the hot moment to course topics or learning goals.<\/li>\r\n \t<li>When appropriate, seek to clarify and name students' comments that have sparked tension.<\/li>\r\n \t<li>Try to depersonalize positions of disagreement that have emerged in the learning environment.<\/li>\r\n \t<li>Teach students the skills they need to participate in difficult conversations.<\/li>\r\n \t<li>Identify University Resources.<\/li>\r\n \t<li>When there has been a hot button moment \u2013 encourage self-reflection at the end of class. Give people a chance to decompress.<\/li>\r\n \t<li>Consider connecting with trusted colleagues or friends.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2>Strategy 2 - Straight A's Model<\/h2>\r\nAnother strategy to facilitate hot button moments is Diane J. Goodman\u2019s \u201cStraight A's Model\u201d (2015). This model outlines an effective way of addressing those sudden hot button moments in the classroom:\r\n\r\n&nbsp;\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Exercises - Straight A's Model of Navigating a Hot Button Moment<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<strong>AFFIRM \u2013 Affirm and appreciate people\u2019s comments and questions.\u00a0<\/strong>\r\n<ul>\r\n \t<li>Thank you for asking that question. I\u2019m sure others were wondering about that too.<\/li>\r\n \t<li>Interesting point. Let\u2019s consider that.<\/li>\r\n \t<li>I appreciate that you raised that point.<\/li>\r\n \t<li>I appreciate your willingness to stay open and consider other perspectives.<\/li>\r\n \t<li>I know this isn\u2019t easy to think or talk about. Thank you for raising that point.<\/li>\r\n<\/ul>\r\n<strong>ACKNOWLEDGE \u2013 Acknowledge what people are saying. Make sure you understand what they\u2019re expressing. Paraphrase their words and feelings.\r\n<\/strong>\r\n<ul>\r\n \t<li>I\u2019m hearing you say that\u2026 Is that correct?<\/li>\r\n \t<li>It sounds like you feel\u2026.<\/li>\r\n \t<li>So from your perspective\u2026<\/li>\r\n \t<li>It seems like you\u2019re both concerned about\u2026.even though you\u2019re approaching it differently.<\/li>\r\n \t<li>Those are both excellent examples of the effects of racism because\u2026.<\/li>\r\n<\/ul>\r\n<strong>ASK \u2013 Ask questions to better understand individuals\u2019 behaviors and perspectives and to help them reflect on their views.<\/strong>\r\n<ul>\r\n \t<li>Can you tell me more about how you came to think that?<\/li>\r\n \t<li>What experiences led you to that belief?<\/li>\r\n \t<li>How would you make sense of\u2026?<\/li>\r\n \t<li>What would it mean for you if this was true\u2026.?<\/li>\r\n \t<li>How were you feeling when\u2026?<\/li>\r\n<\/ul>\r\n<strong>ADD \u2013 Add more information, historical\/social\/political context, or alternative explanations. Challenge misinformation, broaden people\u2019s perspectives, address differences in power and privilege, and put issues in a larger context.<\/strong>\r\n<ul>\r\n \t<li>It is interesting you think that, I was taught\u2026<\/li>\r\n \t<li>This reminds me of a story I was told as a child\u2026<\/li>\r\n \t<li>This research study found that\u2026<\/li>\r\n \t<li>Let\u2019s consider how the history of\u2026.may have contributed to what we see today.<\/li>\r\n \t<li>How might people\u2019s social identities affect their experiences in this situation?<\/li>\r\n \t<li>What are some other explanations for this?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h1>Sources<\/h1>\r\n<p class=\"hanging-indent\">Center for the Enhancement of Learning and Teaching (CELT). (n.d.). <em>Navigating Hot-Button Campus Issues in the Classroom<\/em> [handout]<span class=\"screenreader-only\">.<\/span> Tufts University. Available at <a href=\"https:\/\/provost.tufts.edu\/celt\/files\/navigating-hot-button-campus-issues-in-the-classroom.pdf\">https:\/\/provost.tufts.edu\/celt\/files\/navigating-hot-button-campus-issues-in-the-classroom.pdf<\/a><\/p>\r\n<p class=\"hanging-indent\">Goodman, D.J. (2015).\u00a0<em>Straight A's Model\u00a0<\/em>[Canvas module]. Canvas@UBC. Course module URL: <a href=\"https:\/\/canvas.ubc.ca\/courses\/31444\/pages\/3-dot-2-strategies-for-hot-button-moments-part-2?module_item_id=1523740\">https:\/\/canvas.ubc.ca\/courses\/31444\/pages\/3-dot-2-strategies-for-hot-button-moments-part-2?module_item_id=1523740<\/a><\/p>\r\n<p class=\"hanging-indent\"><span style=\"font-size: 1em\">University of Michigan Center for Research on Learning and Teaching (CRLT). (2020).\u00a0<\/span><em style=\"font-size: 1em\">Making the Most of \u201cHot Moments\u201d in the Classroom<\/em><span style=\"font-size: 1em\">\u00a0[handout].\u00a0<\/span><span style=\"font-size: 1em\">University of Michigan. Available at\u00a0<\/span><a style=\"font-size: 1em\" href=\"https:\/\/docs.google.com\/document\/d\/1tuMuMVnI7soHLcTNxzCTqcpkun0ASHW_WvNuxphyyxA\">https:\/\/docs.google.com\/document\/d\/1tuMuMVnI7soHLcTNxzCTqcpkun0ASHW_WvNuxphyyxA<\/a><\/p>","rendered":"<p>Several different strategies can transform challenging hot button moments into rich and productive learning moments. The key is finding which one will work best for your particular context. Here are two strategies that can be used to address Hot Button moments.<\/p>\n<h2>Strategy 1 &#8211; Suggestions<\/h2>\n<p>Below are suggestions for addressing hot button moments in the classroom and, in particular, how to facilitate classroom discussions around potentially difficult issues (CELT, n.d.; CRLT, 2020).<\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Exercises &#8211; Navigating a Hot Button Moment in the Classroom<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Take a moment count to ten before speaking or reacting.<\/li>\n<li>Understand your positionality about the issue.<\/li>\n<li>Decide if you will come back to it in the moment; mark it as something the class will come back to at the next meeting.<\/li>\n<li>Revisit or establish discussion guidelines.<\/li>\n<li>Invite students to move around the room, write or sketch quietly, or take a few deep breaths to change the energy in the room before diving back in.<\/li>\n<li>Find a way to connect the hot moment to course topics or learning goals.<\/li>\n<li>When appropriate, seek to clarify and name students&#8217; comments that have sparked tension.<\/li>\n<li>Try to depersonalize positions of disagreement that have emerged in the learning environment.<\/li>\n<li>Teach students the skills they need to participate in difficult conversations.<\/li>\n<li>Identify University Resources.<\/li>\n<li>When there has been a hot button moment \u2013 encourage self-reflection at the end of class. Give people a chance to decompress.<\/li>\n<li>Consider connecting with trusted colleagues or friends.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Strategy 2 &#8211; Straight A&#8217;s Model<\/h2>\n<p>Another strategy to facilitate hot button moments is Diane J. Goodman\u2019s \u201cStraight A&#8217;s Model\u201d (2015). This model outlines an effective way of addressing those sudden hot button moments in the classroom:<\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Exercises &#8211; Straight A&#8217;s Model of Navigating a Hot Button Moment<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><strong>AFFIRM \u2013 Affirm and appreciate people\u2019s comments and questions.\u00a0<\/strong><\/p>\n<ul>\n<li>Thank you for asking that question. I\u2019m sure others were wondering about that too.<\/li>\n<li>Interesting point. Let\u2019s consider that.<\/li>\n<li>I appreciate that you raised that point.<\/li>\n<li>I appreciate your willingness to stay open and consider other perspectives.<\/li>\n<li>I know this isn\u2019t easy to think or talk about. Thank you for raising that point.<\/li>\n<\/ul>\n<p><strong>ACKNOWLEDGE \u2013 Acknowledge what people are saying. Make sure you understand what they\u2019re expressing. Paraphrase their words and feelings.<br \/>\n<\/strong><\/p>\n<ul>\n<li>I\u2019m hearing you say that\u2026 Is that correct?<\/li>\n<li>It sounds like you feel\u2026.<\/li>\n<li>So from your perspective\u2026<\/li>\n<li>It seems like you\u2019re both concerned about\u2026.even though you\u2019re approaching it differently.<\/li>\n<li>Those are both excellent examples of the effects of racism because\u2026.<\/li>\n<\/ul>\n<p><strong>ASK \u2013 Ask questions to better understand individuals\u2019 behaviors and perspectives and to help them reflect on their views.<\/strong><\/p>\n<ul>\n<li>Can you tell me more about how you came to think that?<\/li>\n<li>What experiences led you to that belief?<\/li>\n<li>How would you make sense of\u2026?<\/li>\n<li>What would it mean for you if this was true\u2026.?<\/li>\n<li>How were you feeling when\u2026?<\/li>\n<\/ul>\n<p><strong>ADD \u2013 Add more information, historical\/social\/political context, or alternative explanations. Challenge misinformation, broaden people\u2019s perspectives, address differences in power and privilege, and put issues in a larger context.<\/strong><\/p>\n<ul>\n<li>It is interesting you think that, I was taught\u2026<\/li>\n<li>This reminds me of a story I was told as a child\u2026<\/li>\n<li>This research study found that\u2026<\/li>\n<li>Let\u2019s consider how the history of\u2026.may have contributed to what we see today.<\/li>\n<li>How might people\u2019s social identities affect their experiences in this situation?<\/li>\n<li>What are some other explanations for this?<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h1>Sources<\/h1>\n<p class=\"hanging-indent\">Center for the Enhancement of Learning and Teaching (CELT). (n.d.). <em>Navigating Hot-Button Campus Issues in the Classroom<\/em> [handout]<span class=\"screenreader-only\">.<\/span> Tufts University. Available at <a href=\"https:\/\/provost.tufts.edu\/celt\/files\/navigating-hot-button-campus-issues-in-the-classroom.pdf\">https:\/\/provost.tufts.edu\/celt\/files\/navigating-hot-button-campus-issues-in-the-classroom.pdf<\/a><\/p>\n<p class=\"hanging-indent\">Goodman, D.J. (2015).\u00a0<em>Straight A&#8217;s Model\u00a0<\/em>[Canvas module]. Canvas@UBC. Course module URL: <a href=\"https:\/\/canvas.ubc.ca\/courses\/31444\/pages\/3-dot-2-strategies-for-hot-button-moments-part-2?module_item_id=1523740\">https:\/\/canvas.ubc.ca\/courses\/31444\/pages\/3-dot-2-strategies-for-hot-button-moments-part-2?module_item_id=1523740<\/a><\/p>\n<p class=\"hanging-indent\"><span style=\"font-size: 1em\">University of Michigan Center for Research on Learning and Teaching (CRLT). (2020).\u00a0<\/span><em style=\"font-size: 1em\">Making the Most of \u201cHot Moments\u201d in the Classroom<\/em><span style=\"font-size: 1em\">\u00a0[handout].\u00a0<\/span><span style=\"font-size: 1em\">University of Michigan. Available at\u00a0<\/span><a style=\"font-size: 1em\" href=\"https:\/\/docs.google.com\/document\/d\/1tuMuMVnI7soHLcTNxzCTqcpkun0ASHW_WvNuxphyyxA\">https:\/\/docs.google.com\/document\/d\/1tuMuMVnI7soHLcTNxzCTqcpkun0ASHW_WvNuxphyyxA<\/a><\/p>\n","protected":false},"author":1076,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-237","chapter","type-chapter","status-publish","hentry"],"part":223,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/237","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/users\/1076"}],"version-history":[{"count":11,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/237\/revisions"}],"predecessor-version":[{"id":1403,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/237\/revisions\/1403"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/parts\/223"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/237\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/media?parent=237"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapter-type?post=237"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/contributor?post=237"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/license?post=237"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}