1 Know the composition of the classroom How does Ramapo compare to the rest of NJ in terms of racialethnic composition What are students previous experiences with people from different racialethnic backgrounds ID: 536100
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Slide1
Difficult Discussions in the ClassroomSlide2
1. Know the composition of the classroom
How does Ramapo compare to the rest of NJ in terms of racial/ethnic composition?
What are students’ previous experiences with people from different racial/ethnic backgrounds?Slide3
Want to find out about other areas of the US?
http://projects.nytimes.com/census/2010/explorer?module=Search&mabReward=relbias%3As%2C{%221%22%3A%22RI%3A7%22
} Slide4
Segregation in New Jersey
New Jersey
12
th
most segregated state (Black-White)
6
th
most segregated state (Latino-White)
36th most segregated state (Asian-White)New York metro area (Northern NJ, Long Island, NY-NJ-PA)3rd most segregated out of 100 metro areas in US (Black-White)2nd most segregated out of 100 metro areas in US (Latino-White)16th most segregated out of 100 metro area in US (Asian-White)
Source:
http://www.psc.isr.umich.edu/dis/census/segregation.html
More info on how segregation occurs:
http://www.understandingprejudice.org/segregation/Slide5
2. Create ground rules and social norms
Create
ground
rules
at the beginning of the
semesterUse College mission and values
Establish and maintain social normsSlide6
Institutional Commitment to Diversity: 2014-2018 Strategic Plan
Goal 4: Cultivate and support diversity and inclusiveness:
Diversity
encourages the examination of
perspectives
and values, enriches the learning
experience
, and prepares people to be more
effective members of their community. The College thus seeks to create an inclusive and supportive environment characterized by high rates of retention and continuation of a diverse student population; providing curricula and programming that encompass diversity in all its forms; and attracting, developing and retaining
faculty and staff
who
reflect and are committed to
diversity
and inclusiveness
.
Objective 4.1 The College will create a
safe and
supportive environment for all, with
particular
consideration toward
members
of underrepresented and marginalized
groups
.
Objective 4.2 The College will retain
and
continue a diverse student population.
Objective 4.3 The College will develop and
promote
curricular,
co-curricular
, and
extra-curricular
programs that demonstrate
the
value of diversity, self-awareness,
examination
of multiple
perspectives
, and respect for others
.
Objective 4.4 The College will recruit
and
retain employees who reflect and are
committed
to diversity and inclusiveness.
Slide7
3. Respond to offensive/ emotionally difficult comments
In the moment strategies:
Have a “teachable moment” mindset
Pause: “Let me think about that for a moment”
Acknowledge comment and reactions from class: “I notice some tension. Let’s pause and on that and see what’s going on.”
Facilitate discussion:
Ask questions to student
Prioritize process over content
Encourage reflection and bring in course contentAssign a critical incident questionnaireA simple evaluation tool to determine the climate and what students are learningCan be employed during a difficult moment or at the end of classSlide8
Responding to offensive comments (cont.)
Long-term strategies
Use statements in syllabus
“We are not shying away from these comments. Expect them.”
Assign readings that expose difficult discussions
Faculty pedagogy readings
Psychological resistance
Ryan, K. (1985). Resistance to change.
Beyond Sex Roles, 2e.Practice difficult dialoguesAssign a short, provocative articleSome engageOthers observe and then coach students through the interaction Slide9
4. Employ activities for difficult discussions and offensive comments
1
Five Minute Rule
A way of taking an invisible or marginalized perspective and entertaining it respectfully fora short period of time.
The Encircled Circle
This technique can be used as a follow-up to discussions of culture, heritage, and diversity. It deliberately poses a vaguely worded question and allows observers in an outer circle to witness a focused discussion among volunteers in an inner circle.
Shared writing
A reflective writing technique that encourages personal reflection, provides opportunities for all voices to be heard, and leads to deeper, more thoughtful conversations.1. http://www.difficultdialoguesuaa.org/handbookSlide10
Resources
Start Talking: A Handbook for Engaging in Difficult Dialogues in Higher Education
http
://www.difficultdialoguesuaa.org/handbookSlide11
Critical Incident Questionnaire
At what moment in class today were you most engaged as a learner?
At what moment in class today were you most distanced as a learner?
What was an action from anyone in the room that you found most affirming or helpful?
What was an action from anyone in the room that you found most puzzling or confusing?
What surprised you the most?