U N I V E R S I T Y  O F  P I T T S B U R G H

Volume XI, Number 2

Dealing with Difficult Classroom Situations

By Yadviga Semikolenova, CIDDE TA Services

Photo by Jason Blair, CIDDE

Difficult situations are more common in the classroom than one might think. The most common mistake some instructors make, especially at the beginning of their teaching careers, is thinking that the conflict they experience in the classroom is unique. Luckily, this is not true in most cases. A good number of the difficult situations arise around a certain set of issues. Knowing these issues and ways to deal with them helps to resolve the conflict and turn a sensitive situation into a valuable learning experience.

In some courses, conflict is a part of a learning process—instructors who teach courses on controversial issues may actually plan and even provoke a heated argument as a learning tool. However, very often conflicts arise unexpectedly over issues that cannot be predicted. Usually, spontaneous conflicts in the classroom occur for one of the two reasons: misunderstanding of the instructor’s intentions and social and/or ideological disagreement.

In the first case, a disagreement may manifest itself in behavior offensive to the instructor; in the second case, the conflict may show itself through hostility, anger and alienation. The instructor should be prepared to deal with these types of difficult situations since, if left unresolved, they may threaten to change the atmosphere of the class to such an extent that effective learning (and sometimes teaching) is no longer possible.

Preventing Difficult Situations

The first step in dealing with conflicts in the classroom is to prevent them from happening. In order to avoid possible misunderstanding of class assessment policies, it is helpful to develop clear course expectations, describe them in a syllabus and use them as a basic criterion in grading (for help in writing a syllabus).

It also helps to include in the syllabus a grading rubric for homework and papers. If an instructor does not have a uniform grading rubric for all of the written assignments the students are to submit, he or she needs to be very clear on expectations and grading policies when introducing a particular assignment. It may help to distribute a grading rubric together with the assignment. In this case an instructor will have a point of reference if students have questions about how the work was graded.

It is important to be consistent in grading the students’ assignments as well. If a class has several graders, the instructor should make sure that all of the homework is assessed in a similar way.

It is much more difficult to prevent difficult situations that are provoked by conflicting ideological or social views. However, early in the class the instructor can lay ground rules for discussions. It is important to emphasize that all the arguments should not be personal and should be conducted in a respectful way.

In general, creating a positive environment in the classroom helps prevent emotional conflicts and facilitates learning. Students who do not feel alienated are less likely to exhibit aggressive or provocative behavior in class. To enhance social unity, an instructor can do several things. First, learning students’ names as soon as possible facilitates “personalization” for the students. Second, introducing students to each other also promotes a sense of community in the classroom. To do this, the instructor can use simple pair/partner exercises or introduce more complex group learning techniques into the class structure. (For a reference on group work, see http://ctl.stanford.edu/handouts/PDF/small_group_ex.pdf or http://ftad.osu.edu/Publications/keypoints.html.) Third, establishing formal social interaction with the students may help reduce the possibility that conflicts will grow beyond a reasonable level.

Managing Difficult Situations

Naturally, despite efforts to prevent difficult situations from occurring, they still may arise. In this case, it is very important for the instructor to manage the conflict and not let it get out of control. Do not avoid the issue—such a tactic may lead to the situation escalating even further.

The first step in conflict management requires taking control of your own emotions. Take a moment. Breathe deeply. Collect yourself. Take several minutes if you need to. Silence may be very useful; it will permit the students time to think about the problem. Hold steady. If you do not show signs that you are stressed by the conflict, the students will be better able to steady themselves as well.

Think of possible outcomes. Try to see whether it is possible to turn the conflict into a learning opportunity for the class. Evaluate the situation and identify the possible reasons it occurred: is it a misunderstanding of the class policies or a conflict of personal beliefs? React to students’ comments. Try to detach students from the issue; try to separate the issue from emotions and personalities involved. Focus on the structure of the argument, assumptions and factual errors. Use logic to discuss the issue rationally.

Try to read the student’s body language for evidence of anger, aggravation, embarrassment or irritation—correctly identifying the student’s feelings will help to separate emotions from the issue. Watch your body language as well: convey your receptiveness. It helps to maintain an “open” posture: relax your body, keep your arms away from your chest, face the student directly. Main- tain a distance of at least four feet; a closer proximity may be threatening, especially when you are standing and the student is sitting. Maintain eye contact and be attentive. If you cannot find a workable position to address the issue in the moment, defer. Tell the class that this is an important issue and you will return to it later. This will give you time to develop a strategy. However, do not defer and drop the issue—come back to it in the next class. This will convey to the students that you take them seriously and there is no issue that is not significant to you.

Learning from Difficult Situations

Make sure that when you teach the course next time, you consider former difficult situations. Perhaps in the aftermath of the conflict you will see that it could have been prevented or handled in a better way. Use your experience to improve your teaching.

In general, know yourself: what pushed your buttons? What issues are you overly sensitive about? Knowing the answers to these questions will help you to develop strategies to manage yourself and the class in a difficult situation.

Do not take any conflict personally. The conflict is not directed against you per se; even if a certain remark comes as a personal attack, it is directed against you as an instructor, not as a person. Also, very often students direct their aggravation arising from personal problems against their instructors.

Do not be afraid to talk over the conflict with your colleagues or faculty advisors. Chances are they were in similar situations before and can share advice. Also, ask for advice from TA Services at CIDDE.

References

TA Handbook, University of Pittsburgh

Managing Hot Moments in the Classrom, Harvard University

Managing Classroom Conflicts, University of North Carolina at Chapel Hill

When New Teachers Meet the Classroom Terrorist, Cornell University

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