Introduction

Creating Ground Rules

Facilitating Group Work

Encouraging Participation

Additional Strategies

Critical Reading Skills

Discussing Traumatic Events

Additional Resources

Video Gallery

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FACILITATING DISCUSSIONS
Discussing Traumatic Events

When a tragic, violent, or other powerfully emotional public event occurs, the impact on individuals and communities may reach your classroom whether you invite it or not. You may want to address the current event in class, or students may want to discuss it, or the subject may come up spontaneously because of your course content and its implications.

If students mention the event, you may want to acknowledge the value of having a discussion but, in fact, defer discussion until you have a plan to handle it. In lieu of discussion, you could ask students to write briefly on the topic, and then you could summarize and present their ideas and reactions at the next class session. If you find you are not ready to handle the topic, do not feel obliged to do so.

If you decide to initiate discussion of the event in the context of your course, there are several matters to take into consideration.

  • Be sure to allow enough time so that you will not have to abbreviate a productive discussion.
  • Consult Teaching in Difficult Times and in Times of National or International Stress at the Office of Educational Development web site.
  • Create a direction and purpose for the discussion — that is, a clear framework, or a connection to your class content and goals, or an acknowledgement of this significant event.
  • Expect the topic to stir powerful emotions, and be attentive to the human and emotional toll the tragedy is taking and the impact of information disseminated by you and others.
  • Give students an opportunity to respond privately to the emotional impact of images and information (for example through writing) before moving on to process that information analytically.
  • Explicitly acknowledge the difference in types of comments made during discussion, distinguishing between emotional comments and informational or analytical ones. You can help students understand one another better if you assist them in seeing the different orientations of each other's statements.
  • Urge students to speak for themselves and listen to each other, taking care to respect each other and the value of constructive discussion. (You might want to refer to your section’s ground rules for discussion. Understand that students will have varying reactions to the discussion, and some will prefer to remain silent.
  • Be sure to have a strategy for bringing the discussion to a close. Again, a short writing exercise might be helpful. You could also remind students of ways they might be of assistance or take action.
  • If you want help in planning a class session or debriefing a session where the topic came up, email the GSI Teaching and Resource Center and a staff member will contact you, or call 642-4456.
  • If you have students who are troubled and need assistance, or if you need assistance for yourself, contact Counseling and Psychological Services (CPS), 3300 Tang Center, 642-9494. You might want to refer students to CPS's web page dedicated to resources on coping with stress. CPS also offers drop-in hours for students. Please see the CPS website for details.

Adapted with permission from University of Michigan, Center for Research on Teaching and Learning, Guidance For Instructors Leading Class Discussion on Hurricane Katrina.

 

 

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