Faculty/Professional Development

Guidelines & Ground Rules
for Converting "Dangerous Discussions" to Constructive Communication

TLT Group's Dangerous Discussions Initiative
 Engaging Dangerous Discussions: Heat and Light Without Flames

Dangerous Discussions - Basic Ground Rules

1.  No "Them"
Try to think about and talk about every stakeholder/participant as one of "us."  Try to avoid categorizing any group or individuals strictly as opponents.  Instead, try to categorize sub-groups  that seem to have divergent goals by their other differentiating characteristics.  Treat them as part of the full group that is trying to work out constructive solutions.

2.  Safety and Respect
Create conditions that enable all stakeholders/participants to treat each other with mutual respect, to feel safe to express important opinions and present information.  Identify, acknowledge, and try to control contextual factors that make a topic more/less dangerous for some participants.

3.  Formulate Issues Constructively
Try to formulate important and controversial elements of the topic in language that is respectful of opposing views and most likely to encourage participation of all stakeholders.  Try to avoid language that may be interpreted by any stakeholders as prejudicial against any of their concerns.

4.  Common Ground
Find and build on "common ground."  Acknowledge widely shared relevant opinions first.  Use TLT Group's "Fundamental Questions" activities.

5.  No "Hijacking"
Structure meetings and communication so that no individual or group can dominate in a way that excludes the expression of other perspectives or opinions or the introduction of other information.  Do not permit anyone to distort and control the language used to describe significant aspects of the issue or significant opposing views.

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When Things Get Hot: Guidelines for Discussions

[Excerpted, extended, and adapted from “Walking on Eggs:  Mastering the Dreaded Diversity Discussion,”  by Peter Frederick, College Teaching, Summer 95, Vol. 43 Issue 3, p83, 10p]

“It has been my premise that the transformations that put multiculturalism at the center of our curriculum be reflected in the pedagogical strategies and style we use. The focus on making diversity discussions less dreaded is also profoundly conservative, emphasizing principles of democratic learning with deep roots in our educational traditions. As hooks concludes, ‘We can teach in ways that transform consciousness, creating a climate of free expression that is the essence of a 'truly' liberatory liberal arts education.’ [28]  Our students--and society--deserve no less.”

These strategies are designed to evoke discussions of diversity issues rather than to have them sneak up on us in troubling, unexpected interruptions. However well we have planned and provided safety nets, sometimes the discussions explode with emotions. These are, of course, teachable moments--but not if passionate emotions trigger too much fear and anger.

1.  Develop guidelines with participants for acceptable classroom behavior.
  …with student participation and agreement, establish some written guidelines early in the course for acceptable classroom behavior.  [To what extent is it important that the guidelines be written?  To what extent is it important that a set of prepared guidelines be provided as a starting place for development of new ones for the group?]

e.g., “…I hope we agree that the only ‘political correctness’ appropriate to this course is the search for truth and the commitment to encounter and engage the course goals, the texts, and each other with openness, honesty, and mutual respect.”

2.  Demonstrate/model that discussions are about ideas and issues, not personalities.
“…grounding discussion in the close reading of quality texts, modeling for students that discussions are about ideas and issues, not personalities. At the same time, show that students' personalities and feelings are connected to the issues of the course.”

3.  Listen and reflect (mirror) what participants say.
“Therefore, wherever possible, reflect (mirror) what you hear a student saying, acknowledging your awareness that race, gender, and sexual orientation involve deep and difficult feelings for students. The simple act of acknowledgment helps diminish the force of feelings inside students which, when unspoken, take on inhibiting power. Teachers can help relieve inner tensions by naming aloud what they are. “

4.  Be aware of one’s own feelings and willing to talk about them (including confusion and uncertainty).
“Obviously, it helps to do this if we are aware of our own feelings about diversity and are willing to talk about them, showing that it is all right to be confused and uncertain. The most powerful feeling for faculty members is the fear of losing classroom control,… "

5.  Trust participants' capacity for self-restraint and civility.
"Groups have a wonderful way of self-correcting without ... intervention. When we are able to let go and to trust their processes, students discover the confidence to handle difficult discussions well."

6.  Learn when to intervene and when to wait by trusting our intuition.

7.  Try to establish a climate where participants can risk making statements of which they are uncertain.  Acknowledge that participants can even learn from their own errors and those of their peers.

8.  When discussion is falling apart

a.  Name the tension.  Acknowledge it out loud.

b.  If it feels appropriate, call "time out" as a way of breaking the mood

c.  Ask participants to reflect on what has just happened in terms of both content and process.

d.  Ask participants to write for a few moments ("What's going on right now and how would you/we like to continue?")

e.  Discuss in groups of no more than three

f.  Resume the large group discussion.

9.  When someone says something especially sexist, racist, homophobic, or inappropriate:  “Gently invite him/her to self-correct.”

a.  Take a deep breath

b.  Repeat back the words you just heard as accurately as possible to the person who said them.  End your repeated statement with an invitational inflection supported by a hand gesture or other nonverbal cue that makes it clear the person has another opportunity to speak.

10.  When someone sticks with an inappropriate remark?  Stall.  Own one’s own feelings.  And then…..???

a.  Gain time to recover from shock (see 7. above)  Consider:  "That comment offends me; I'd like you to think about it"

b.  Own one’s own feelings

c.  ???  When people feel safe, they challenge themselves.

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ADDITIONS TO FREDERICK'S LIST

11.  Formulate challenging topics/questions in ways that obviously respect opposing views.

12.  Try to acknowledge any and all widely shared relevant opinions before diving into more controversial elements of the topic.

13.  Try to identify and articulate any and all contextual factors that make a specific topic/question more or less dangerous for some participants - and, perhaps, not for others.
 

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 List of 10+ Guidelines from "When Things Get Hot: Guidelines for Discussions"

1.  Develop guidelines with participants for acceptable classroom behavior.

2.  Demonstrate/model that discussions are about ideas and issues, not personalities.

3.  Listen and reflect (mirror) what participants say.

4.  Be aware of one’s own feelings and willing to talk about them (including confusion and uncertainty).

5.  Trust participants' capacity for self-restraint and civility.

6.  Learn when to intervene and when to wait by trusting our intuition.

7.  Try to establish a climate where participants can risk making statements of which they are uncertain.

8.  When discussion is falling apart:

  1. Name the tension.  Acknowledge it out loud.

  2. If it feels appropriate, call "time out" as a way of breaking the mood

  3. Ask participants to reflect on what has just happened in terms of both content and process.

  4. Ask participants to write for a few moments ("What's going on right now and how would you/we like to continue?")

  5. Discuss in groups of no more than three

  6. Resume the large group discussion.

9.  When someone says something especially sexist, racist, homophobic, or inappropriate:  “Gently invite him/her to self-correct.”

10.  When someone sticks with an inappropriate remark?  Stall.  Own one’s own feelings.  And then…..???

ADDITIONS TO FREDERICK'S LIST

11.  Formulate topics/questions to respect opposing views.

12.  Acknowledge widely shared relevant opinions first.

13.  Articulate contextual factors that make a topic more/less dangerous for some participants.

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"Seminar Rules"
Robert S. Tannenbaum, University of Kentucky Discovery Seminar Program
"I Know My Rights: Civil Liberties in the United States";  http://www.uky.edu/~rst/DSP110/rules.html

1. Listen.

2. Listen carefully.

3. Listen respectfully.

4. Do not speak until you are recognized; never interrupt.

5. Think before you speak.

6. Be sure that what you say and how you act is respectful of all concerned.

7. Be sure that what you say is relevant, cogent, concise, and logical.

8. Remember that there usually is no one "right" answer or "dumb" question, therefore, keeping rule 7 in mind, say what you are thinking; others in this seminar will follow rules 1-3.

9. Keep in mind the definition of "seminar:"

A small group of students, as in a university, engaged in advanced study and original research under a member of the faculty and meeting regularly to exchange information and hold discussions.
 

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