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A Layered Approach to Classroom Management

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Should I Talk about This?

A discussion offering practical, experiential advice on how, when, and if you might choose to talk about polarizing topics in the classroom, including race/ethnicity, sexual orientation, gender identity/expression, politics, and religion.

  • Basic
    Describe three potentially polarizing topics and why they might result in disagreements among students. What offices and policies should an instructor consult before opening a discussion on a polarizing topic? What is the role of the instructor beyond the sharing of content?
  • Intermediate
    What is a structured framework? How can we apply structure to the discussion of controversial topics while allowing the students to express their perspectives? How might an instructor address potential innate biases through exploring their own social identity? Why is it important for an instructor to evaluate what they are going through in terms of everyday life stressors/challenges before walking into the classroom each day, and what might an instructor express to students in advance of the day’s discussion if it is a particularly difficult day?
  • Advanced
    A university professor is going through a difficult time in her personal life, as her daughter’s teachers and classmates continue to intentionally misgender her despite her transitioning a significant time ago. As a result, the professor is frequently worried about her daughter’s mental health. The next chapter in the assigned readings and discussion addresses transgender athletes in sports. Should the professor move forward with the discussion? If so, what would you suggest they do to avoid arguing with students who do not hold their beliefs? If not, what is an alternative way to hold that discussion? What are the key on- and off-campus resources to have readily available should a potentially triggering discussion lead to classroom arguments and discord? What are some of the implications of an instructor losing their temper and verbally berating a student? That is, how might students’ perceptions of the instructor change, and what impact could that have on the student’s participation and success moving forward?
A Trauma-Informed Approach to Classroom Management

This workshop introduces the concept of trauma-informed teaching and classroom management and provides practical direction on responding to difficult student questions.

  • Basic
    Describe three potentially polarizing topics and why they might result in disagreements among students. What offices and policies should an instructor consult before opening a discussion on a polarizing topic? What is the role of the instructor beyond the sharing of content?
  • Intermediate
    What is a structured framework? How can we apply structure to the discussion of controversial topics while allowing the students to express their perspectives? How might an instructor address potential innate biases through exploring their own social identity? Why is it important for an instructor to evaluate what they are going through in terms of everyday life stressors/challenges before walking into the classroom each day, and what might an instructor express to students in advance of the day’s discussion if it is a particularly difficult day?
  • Advanced
    A university professor is going through a difficult time in her personal life, as her daughter’s teachers and classmates continue to intentionally misgender her despite her transitioning a significant time ago. As a result, the professor is frequently worried about her daughter’s mental health. The next chapter in the assigned readings and discussion addresses transgender athletes in sports. Should the professor move forward with the discussion? If so, what would you suggest they do to avoid arguing with students who do not hold their beliefs? If not, what is an alternative way to hold that discussion? What are the key on- and off-campus resources to have readily available should a potentially triggering discussion lead to classroom arguments and discord? What are some of the implications of an instructor losing their temper and verbally berating a student? That is, how might students’ perceptions of the instructor change, and what impact could that have on the student’s participation and success moving forward?
Engaging and Managing Classroom Environments

Addressing issues of conflict, disrespect, technology misuse, arriving late, and requests for accommodations in both the online and in-person teaching setting.

  • Basic
    Describe three potentially polarizing topics and why they might result in disagreements among students. What offices and policies should an instructor consult before opening a discussion on a polarizing topic? What is the role of the instructor beyond the sharing of content?
  • Intermediate
    What is a structured framework? How can we apply structure to the discussion of controversial topics while allowing the students to express their perspectives? How might an instructor address potential innate biases through exploring their own social identity? Why is it important for an instructor to evaluate what they are going through in terms of everyday life stressors/challenges before walking into the classroom each day, and what might an instructor express to students in advance of the day’s discussion if it is a particularly difficult day?
  • Advanced
    A university professor is going through a difficult time in her personal life, as her daughter’s teachers and classmates continue to intentionally misgender her despite her transitioning a significant time ago. As a result, the professor is frequently worried about her daughter’s mental health. The next chapter in the assigned readings and discussion addresses transgender athletes in sports. Should the professor move forward with the discussion? If so, what would you suggest they do to avoid arguing with students who do not hold their beliefs? If not, what is an alternative way to hold that discussion? What are the key on- and off-campus resources to have readily available should a potentially triggering discussion lead to classroom arguments and discord? What are some of the implications of an instructor losing their temper and verbally berating a student? That is, how might students’ perceptions of the instructor change, and what impact could that have on the student’s participation and success moving forward?
Boundary Setting
in the Classroom

The importance of setting expectations in the syllabus and during the first class around communication expectations.

  • Basic
    Describe three potentially polarizing topics and why they might result in disagreements among students. What offices and policies should an instructor consult before opening a discussion on a polarizing topic? What is the role of the instructor beyond the sharing of content?
  • Intermediate
    What is a structured framework? How can we apply structure to the discussion of controversial topics while allowing the students to express their perspectives? How might an instructor address potential innate biases through exploring their own social identity? Why is it important for an instructor to evaluate what they are going through in terms of everyday life stressors/challenges before walking into the classroom each day, and what might an instructor express to students in advance of the day’s discussion if it is a particularly difficult day?
  • Advanced
    A university professor is going through a difficult time in her personal life, as her daughter’s teachers and classmates continue to intentionally misgender her despite her transitioning a significant time ago. As a result, the professor is frequently worried about her daughter’s mental health. The next chapter in the assigned readings and discussion addresses transgender athletes in sports. Should the professor move forward with the discussion? If so, what would you suggest they do to avoid arguing with students who do not hold their beliefs? If not, what is an alternative way to hold that discussion? What are the key on- and off-campus resources to have readily available should a potentially triggering discussion lead to classroom arguments and discord? What are some of the implications of an instructor losing their temper and verbally berating a student? That is, how might students’ perceptions of the instructor change, and what impact could that have on the student’s participation and success moving forward?
15 Critical Questions Faculty Need to Ask
Adverse Childhood Experiences
Classroom Management: Exercises and Case Studies
How Trauma Impacts the Brain
A Guide to Classroom Civility
Adverse Childhood Experiences Questionnaire
Curriculum and Content Choices
Practicing Professionalism: Boundaries & Consent
A review of crisis de-­‐escalation techniques for K-­‐12 and higher education instructors.
Classroom Management 101
Emotional Intelligence
Trauma Reactions
Addressing Stress, Burnout, and Compassion Fatigue
Classroom Management Rountable
Faculty Guide to Managing Mental Illness and Disruptions in the Classroom FAQ
Working with Disruptive Students

Your Guides

Amy Murphy, PhD

Amy Murphy, PhD

San Angelo College

Jeanne Clifton

Jeanne Clifton

Salem State University

Brian Van Brunt, EdD

Brian Van Brunt, EdD

DPrep Safety

Lisa Pescara-Kovach, PhD

Lisa Pescara-Kovach, PhD

University of Toledo

Chris Taylor, PhD

Chris Taylor, PhD

InterACTT

Tammy Hodo, PhD

Tammy Hodo, PhD

All Things Diverse, LLC

Jacques Whitfield, JD

Jacques Whitfield, JD

The Sterling Group Ltd

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