Tips for addressing the tragedy in class

From the Employee Assistance Office, here are some tips for helping faculty and other instructors respond to student reactions:

Recent events are on the hearts/minds of faculty and students alike, and feedback from some faculty members has indicated that discussing these events in classes would be beneficial both psychologically and academically.

You may make a decision to address these issues directly in class, or they may come up naturally in the course of your teaching. Either way, consider these tips when moderating the discussions.

1) This is an educational opportunity chance to facilitate the discussion process.
a) This is an opportunity to present options of new ways to think about the information at hand.
b) Thematically, are there ways to address recent events in your curriculum?
c) You may want to incorporate certain ground rules for the discussions, in the interest of emotional safety.

2) Be aware of your own feelings and thoughts maintain your objectivity.
a) It is okay to express anger and frustration within limits. (While it is important for people to express themselves, it is also vital to control the class and maintain an environment that feels safe for all students.)
b) Recognize that behind anger is hurt and fear, which can be diffused in part by helping the person feel heard (given credibility and respect).
c) Making someone feel heard does not require you to agree with him or her; but it does enhance trust and respect, bringing the opportunity to influence the person in a positive way.

3) Know when to refer someone:
a) When you don’t know what else to do for them.
b) When you feel like you’re operating out of your area of expertise.
c) When their verbal and/or non-verbal responses indicate that they may be feeling overwhelmed.
d) Help for students and graduate/teaching assistants is available through Counseling and Psychological Services at 621-3334.

4) Other ideas faculty have suggested:
a) Join sections together to have more than one leader. In large classes, consider breaking students into small groups with discussion leaders.
b) Use a “round” (give each student a chance to speak in response to a guiding question without interruption or discussion, allowing students to pass if they desire). Following the round, open the discussion for general response.
c) Ask students to do some writing when discussion seems to be getting out of hand.

Supportive resources are available to all UW personnel through the Employee Assistance Office, 263-2987