Illustration of a group of people with various skin and hair colors and of various genders talking animatedly around a table.

As we prepare for the election in November, many of us are thinking about how challenging discussions and situations may arise in our classrooms. Of course, this can happen at any time, not just during the election cycle! Our responses will differ depending on the specific disruptive behavior and the context surrounding it. If you want to talk about specific things you are encountering in class, please feel free reach out, and we can schedule something to talk about the behaviors you are seeing and how to prevent them, interrupt them, or restore balance after they've happened. We can also refer you to resources as necessary. We are here.

Prevent

Create classroom norms and let students contribute to them. In online classes, Canvas wiki pages work well for this, or in person, you can do it as an activity and then publish them in Canvas or hang them in the classroom, etc. Be sure that the norms reflect a flexible, respectful environment that is inclusive.

Learn student names early on and use them. Students who are known to the professor are generally less likely to "act out." Icebreaker activities and check-ins can help to foster an environment where people feel seen and engaged. Online, giving students the option to post pictures of their families or hobbies they love in the introduction discussion is a good way to begin. Professors can model this and share some things about themselves, which can help students see them more as a person and treat them with more kindness. In person, there are lots of activities that can get students talking.

The TLC Library has "conversation cubes" - dice with questions on them - students roll and then answer the question. We use them a lot in TLC workshops, and they work nicely to get people comfortable with each other before a workshop or lesson begins. We also have "brain strength" cards and other affirming ways to help students get to know each other and talk about their values and strengths, which can help reduce stereotype threat and build community. We also have a great community-engaged learning card deck called All Together Now with lots of ideas for icebreakers and active learning. Come explore resources in GHL 206!

For in-person classes: Provide fidgets or doodling paper or other ways of allowing students to feel calm as they listen in class. This is helpful for many people! We have these things in the TLC Library, and they are available for checkout.

Have check-ins, either through low-stakes online reflections or quick in-person check-ins during a working period in class. Speaking with students one on one and creating a relationship can go a long way towards building trust.

Mix up the teaching style of the course so that students can engage in various ways (small groups, activities, lecture, visual aids, case studies, games, etc.).

The Caring Campus for Faculty commitments can be helpful for creating an environment where students feel cared for and engaged: Caring Campus for Faculty

We also like the trust generators from Hammond's Culturally Responsive Teaching and the Brain.

Provide chances for students to breathe and stretch before class and during breaks. Settling the body is helpful.

Attend

If a student is being disruptive in the moment

Remain calm
Acknowledge the student's feelings
Set clear boundaries without showing defensiveness or anger
As needed, directly ask the student to stop the behavior - be respectful and remain settled
If appropriate in the context: tell the student you would like to talk more or ask questions, but that it will have to wait until after class. Then, individually (if it feels safe) meet with the student and ask them to explain more about what they are feeling. Hear them out and acknowledge them. As needed, direct them to the classroom norms and restate class expectations gently but firmly.
If appropriate in the context: warm hand-off to counseling or DAC (Disability Access Center) or the care team or a student success coach.
If a student is being abusive or threatening, ask them to leave (or, if that doesn't feel safe, call security - 360-992-2133). Security has a safe word you can use if you don't want the student to know you are talking to them. If you anticipate this problem, get in touch with security to let them know about the situation so they are aware.
As needed, refer the student to the care and conduct team.

Restore

If a student is removed from class or security has to be called, check in with the other students and offer them a break if they need it. Allow the room to get settled and calm again before pressing on with the lesson.

Be sure to set aside a little class time for check-ins, community building, or conversation after this - it might take a bit to rebuild trust in the classroom. Play games or use the conversation dice or have students start a class by going around and sharing one thing that worked out for them this week, etc. We have "what's strong with you" cards that work well for this. You can check them out from the TLC library.

If a student is removed but then comes back, you might check in with them (as it feels safe) to see how things are going and to offer support for getting back into the swing of things and moving forward. If it feels okay to you, thank them for returning and trying again. If it feels okay, let them know you are happy they are back. I say "if it feels okay," because there are lots of variables here!

Try asset-based feedback protocol to continue to build trust with students.

The Mindful Reflection Protocol is also a good way to unpack experiences with students and learn from them.

Hope this helps! Strategies may differ greatly based on the specific student behavior, so feel free to reach out to us if you want to meet up: tlc@clark.edu.

Further Resources

Supporting Students Through Difficult Classroom Conversations

Responding to Difficult Moments

Teaching During the U.S. Election