1. 2017 SUNY Diversity Conference
How to Have Courageous Conversations in the Classroom
Facilitated By: Kathleen McLean and Markeia Robinson
November 30th, 2017

2. Learning Objectives
Participants will learn strategies for how to promote dialogue, rapport, and trust amongst all students.
Participants will acquire effective techniques for leading and navigating deep and dynamic discussions in the classroom where all voices are included.
Apply evidence-based research to develop best practices that support inclusive, informative, engaging, and meaningful teaching and learning experiences.

3. Ice-Breaker Who was your favorite teacher and why?
What were the characteristics that made him or her memorable?
Participants will have 3 minutes to write down the name of their favorite teacher and why than will share with their smaller than share as a whole. We will listen for themes.

4. Strategies on how to promote dialogue
Collective check in:
Ask them why and give them the choice to share. Based on their responses you can guide your instruction based on the feeling in the room.
Identity Wheel:
Social identity wheel is a great tool. It can be used to gain insight into the things that are salient for students.
Facilitate and learn about students sense of identity
Welcome all students experiences and interests
Building relationships:
Showing genuine interest
Respecting differences
Non-judgmental (Be a joiner not a judger)
Collective check in – Participants step out and state their number and their why – For ex. Suzette is a 10 today because she was accepted into her doctoral program or Deshawn is a 5 today because he got a B- on a paper for leaving out his bibliography and he tends to be an A student.
Identity Wheel - Social identity wheel is a great tool. It can be used to gain insight into the things that are salient for students. For ex. I was speaking about a topic and a student who identified that she was gay perked up when I mentioned gay
Building Relationships
Be available. For ex. office hours or meet up before or after class and be responsive
Be open to differences of opinion even if it doesn’t line up with your value system
Judging verses joining – Judging is innate in all human beings. When in joining mode, you gain more and faster collaboration, better acceptance of others, the exploration of ideas, and the cultivation of curiosity.Judging wastes time.

5. Identity Wheel
1. Facilitator have students fill in the wheel and share as a larger group. The sharing creates rapport and trust building.

6. What makes a conversation difficult to have in the classroom?
When stakes are high
When opinions differ
When emotions run strong

7. Techniques for having courageous conversations
Identify the four types of listening
The FIRR tool
The Sensitive Acrostic

9. Four Types of Listening
Inactive listening
Selective listening
Active listening
Reflective listening
Inactive listening – This is a kind of listening you want to avoid. It is inefficient and unproductive. You hear only the words. They go in one ear and out of the other.
Selective listening – This kind of listening is probably the most common. It is when you hear only what you want to hear. You filter the message. Like inactive listening, it is also inefficient and unproductive .
Active listening – This is when you make a conscious effort not only to hear the words but also to listen for the complete message the speaker is sending. It takes into consideration the intent and the nonverbal communication of the speaker. Active listening also uses empathy and is nonjudgemental .
Reflective listening – Like active listening, reflective listening takes in the whole message. It is particularly important if you are dealing with a complicated issue or resolving a conflict. Reflective listening is used to clarify what is being said and to convey mutual understanding. The listener often asks the speaker questions to help clarify the message.

10. Effective Communications Tools
FIRR Tool
Fact
Impact
Respect
Request
The FIRR tool is a framework to guide individuals in having a clear and concise conversation limiting the emotions when having a complex dialogue. Participants will have an opportunity to practice the FIRR tool with their own personal stories.

11. S.E.N.S.I.T.I.V.E Acrostic The act of summarizing conversations.
Set the stage.
Enable and facilitate the discussion of ideas, not people.
Never allow your personal biases and opinions to influence the facts.
Seek out age-and grade-level appropriate resources.
Interpersonal classroom activities for. ex. reflective activities
The act of summarizing conversations.
Invite disagreement.
Value the diversity of your students as an asset.
Emotional and tense moments may arise.

12. Evidence based research
Twenty years of research shows that using interactive techniques more often can make a class more effective. For example, a study of six thousand physics students compared classes using passive lecture to classes using interactive techniques that allowed for discussion among students and between the professor and students. The study showed that students in classes that used interactive approaches rather than lecture learned twice as much – (Gray, T., & Madson, L.)
Activities for learning –
Clarification pause
One minute paper
Gray, T., & Madson, L. (2007). Ten easy ways to engage your students. College Teaching, 55(2),

13. Evidence Based Research
Facilitate students’ sense of identity within your field
Help students to see that academic ability develops over time
Use strategies such as active learning and/or group work
Get to know your students
Understand social psychological phenomena such as stereotype threat and implicit bias
Communicate high expectations – provide support
Center for Teaching and Learning, University of Pennsylvania, 2016

16. References
Dugger, J. (1992). Learn to listen. Shawnee Mission, KS: National Press Publications.
2012 Twin Cities Public Television, Inc.
Gray, T., & Madson, L. (2007). Ten easy ways to engage your students. College Teaching, 55(2),
ollege_Classrooms.pdf
Conversations-Student-Leadership-Conference-November-2012.pdf
Center for Teaching and Learning, University of Pennsylvania