How does one teach controversial issues?
A mural I found while biking in a small town on the island of Java, Indonesia.
As Social Studies teachers, it is our responsibility to address current events and controversial issues. Should we shy away from the issues because student reactions could be intense? No, not necessarily. Students need to be trained on how to handle discussions about tough issues.
How do we create a classroom climate that is conducive to healthy discussion and debate on tough issues? Will students take it seriously?
First, a teacher must begin the year with a strong set of ground rules for class discussion that students help create. We must model with them how to have respectful dialogue that encourages freedom of thought and expression, but does not permit ad hominem attacks. As teachers, we can open up the floor for students to offer up their own suggestions for how they would like to be treated and interact with one another, and then we as teachers can offer up our own suggestions if certain elements weren't covered. This ground rules activity should happen at the beginning of the year, when students can agree to reinforce them with one another. If students feel invested in the rule making process, then they will respect the rules and not be as likely to break the rules of discussion decorum.
How do we avoid unduly influencing our students on what to think? I address this question on my pedagogy page.
How do we create a classroom climate that is conducive to healthy discussion and debate on tough issues? Will students take it seriously?
First, a teacher must begin the year with a strong set of ground rules for class discussion that students help create. We must model with them how to have respectful dialogue that encourages freedom of thought and expression, but does not permit ad hominem attacks. As teachers, we can open up the floor for students to offer up their own suggestions for how they would like to be treated and interact with one another, and then we as teachers can offer up our own suggestions if certain elements weren't covered. This ground rules activity should happen at the beginning of the year, when students can agree to reinforce them with one another. If students feel invested in the rule making process, then they will respect the rules and not be as likely to break the rules of discussion decorum.
How do we avoid unduly influencing our students on what to think? I address this question on my pedagogy page.