Preparing for Difficult Classroom Conversations
This article highlights ideas gleaned from an interview with Nic Flores, an assistant professor in Latina/Latino Studies. His teaching revolves around gender, sexuality, public health, ethnic/racial studies, and HIV/AIDS—especially as they impact Black and Brown communities in the Midwest.
Nic Flores is a devoted instructor, researcher, and teaching pedagogist who is passionate about building student-centered learning communities in the classroom. His courses regularly include discussions around sensitive topics that others shy away from, but Dr. Flores believes in empowering students to take part in and lead classroom discussions that pointedly deal with uncomfortable and sometimes controversial subjects. Below he shares some tips for building effective learning experiences and creating a classroom space where everyone feels heard and supported.
Setting the Stage
On the first day of class Flores talks to his students about their role in co-creating a safe and open container space where everyone’s thoughts and feelings can be shared honestly and processed safely. The first day discussion extends to the practice of developing Ground Guides (not rules) that help set expectations for engagement, active listening, respect, and accountability. These classroom behavior norms are intentionally framed as evolving guides rather than rigid rules, which allows for adaptability to different situations and continuous reflection among the students, especially if a situation arises where they need to be reinforced.
Each student is given a paper tent to print their name and pronouns. On the other side they begin listing the class guides while engaging in a whole class conversation. Guides typically include behaviors like active listening, challenging ideas—not people, using I statements instead of You, respecting silence, and honoring confidentiality. One guide that is frequently included is reading the room, which students come to understand as a valuable life skill as well as a way to take note of and support their peers in class.
The guides are distributed at the start of each class and collected at the end. They are visual touchpoints for students reminding them of their personal role in developing scholarly arguments and supporting differing points of view.
Modeling Effective Conversation Skills
Early in the term, Flores actively models strategies for navigating tense or difficult moments when differing opinions arise. He begins by reminding students of their commitment to the classroom ground guides. Then he specifically calls out an example and demonstrates how to restate the argument or point of view in a more appropriate way. This kind of transparency—with Flores modelling more effective statements—helps students to think through their ideas before they speak and to formulate their statements intentionally, being mindful of their words and the impact they can have on others.
In smaller classes, this extends to training students to become co-facilitators by teaching them how to navigate difficult discussions effectively. In larger classes, he trains TAs in the same facilitation techniques they will use to model effective discussion strategies with students in their sections. This creates a ripple effect where everyone learns by example, becoming more self-aware, and more skilled in leading and participating in conversations where all voices are included.
Content Transparency and Grounding in Research
One practice Dr. Flores strictly adheres to is grounding every conversation in facts, not just personal opinions. He continually reminds students to present ideas that are rooted in readings, scholarly research, and historical context. This has the effect of making students slow down, check their facts, and be sure of the accuracy of their statements—something that is increasingly rare in these days of unreliable news reports and social media. It also has the effect of making students more responsible for doing their homework and being informed about issues so that they can contribute meaningfully and elevate class discussions.
Sometimes a topic is particularly divisive or emotionally charged. Nic believes that content transparency, telling students ahead of time what they will be learning, helps to prepare them emotionally and intellectually for the activities they will encounter in class. Students are invited to revisit syllabus statements on content sensitivity and are reminded about presenting ideas that are grounded in fact. This practice supports students who might otherwise feel overwhelmed because they are able to rehearse their feelings and viewpoints before they come to class, and it cuts down on ambushing, a practice that is strictly forbidden.
Rituals and Flexibility
Another strategy Flores has developed over time is beginning and ending each class with a Check-in and a Check-out. These classroom rituals help build self-awareness and strengthen emotional readiness. Students come to class with a lot on their minds and it’s important to help them get ready to start class on the same page. Check-Ins may be the instructor telling a funny or touching story, having students share a particular accomplishment, recognizing someone who’s completed a milestone, or asking silly questions like favorite candy bars. These ice-breaking activities at the start of class help reduce distraction and get students checked in to the classroom community.
Check-outs help students to debrief and collect their ideas before transitioning from intense classroom conversations. One-minute papers, what I know and what I want to know, questions for further research, and similar kinds of activities conducted during the last few minutes of class help to cement important ideas and create a natural stopping point before going out into the world.
And when the world throws us curveballs? Sometimes all we can do is bunt. Flores is clear that shocking or distressing news and world events requires us to shift gears and adjust our class plans. This means scrapping the day’s lesson and just holding space for students to reflect and share their thoughts and feelings. Flores has found that much more can be accomplished by working together through challenging circumstances and showing the students that you value their well-being and care about building and strengthening the classroom learning community.