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Reflecting on our values

One of the ways we can handle “hot moments” is by reflecting on ourselves. ��As Lee Warren states, “Know yourself. Know your biases, know what will push your buttons and what will cause your mind to stop. Every one of us has areas in which we are vulnerable to strong feelings. Knowing what those areas are in advance can diminish the element of surprise. This self-knowledge can enable you to devise in advance strategies for managing yourself and the class when such a moment arises. You will have thought about what you need to do in order to enable your mind to work again.” ��(Derek Bok Center, Harvard), “Managing Hot Moments in the Classroom.”

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• Reflecting on your own life experiences, upbringing, cultural background, and education. These factors can significantly influence your beliefs and biases. Consider how these factors have shaped your worldview. This involves thinking critically about your own beliefs, values, and opinions. Consider how these might affect your interactions with students, colleagues, and the subjects you teach.
• Pay attention to your emotional reactions during discussions or when exposed to different perspectives. Strong emotional reactions can be indicators of personal biases or “hot button” topics. Take note of these reactions and explore the underlying reasons.
• Engage in mindfulness practices. These practices, such as meditation or breathing excercises, can help you become more self-aware and manage your emotional responses. These practices can also help you remain calm and focused during difficult discussions.

Creating a healthy learning environment

Another way to help manage “hot moments” in your classroom is to prepare your course in a way that both acknowledges that hot moments may occur and sets expectations for how those moments will be handled.

• Create a syllabus that includes class guidelines for inclusive behaviors. .
• Ensure that your course materials, readings, and examples are inclusive and represent diverse perspectives.
• Begin the course by setting norms for respectful and inclusive classroom behavior.
  • Use inclusive language and pedagogical approaches.��
  • Encourage open communication and emphasize that differences of opinion are welcome as long as they are expressed respectfully.
  • Encourage civil discourse techniques, such as active listening, using “I” statements, and avoiding ad hominem attacks.
  • Identify potentially sensitive or controversial topics in your course content and give students time to prepare for them.
• Act as a facilitator during discussions, ensuring that all students have an opportunity to speak and that the conversation remains respectful.

When a "hot moment" occurs

When a “hot moment” occurs in the classroom, there are some practices that can help both faculty and students work through them toward a more positive outcome.

• When tensions arise, let yourself take a moment to decide whether to address the issue immediately in the classroom, take it up separately with individual students, or raise it in the next class meeting. Consider counting silently to 10 before speaking or reacting.
• Give students a moment to gather their thoughts: allow them to write individually about the statement, perspective, or exchange in question before discussing it as a group.
• Encourage everyone to practice active listening strategies. ��Ask clarifying questions, seeking to fully understand another person’s perspective before responding.
• If you feel unprepared to deal with a question, comment, or topic in the moment, mark it as something the class will come back to at the next meeting – and then raise it at the next meeting when you feel more prepared.
• Emphasize that it’s acceptable to disagree respectfully. Encourage students to address the argument or idea, not the person making it.
• Let students know about campus resources, such as counseling services, that they can access if they are feeling overwhelmed by course material or classroom dynamics.

Navigating "hot moments" as faculty of historically marginalized groups

Faculty members from historically marginalized groups can face unique challenges when controversial topics emerge in the classroom. Firstly, they may encounter heightened scrutiny and expectations, as students may expect them to represent their entire larger community (i.e. a racial or ethnic group, gender or sexuality) putting additional pressure on them to navigate sensitive subjects with care. They also may be treated differently in student evaluations in relation to these topics.

Additionally, these faculty members may grapple with the emotional toll of discussing topics that directly affect their identity or communities, which can be emotionally draining. Furthermore, they might encounter resistance or pushback from students who hold differing viewpoints, potentially facing microaggressions or even explicit discrimination. Balancing the need for open, respectful discourse with the preservation of a safe and inclusive learning environment can be particularly challenging for these faculty members, underscoring the importance of support systems and inclusive teaching strategies to help them address these issues effectively. Faculty from majority groups can support their colleagues by recognizing this often invisible, emotional labor and by taking on the work of engaging controversial topics in their own classrooms as appropriate to their disciplines.

If you are concerned that a difficult moment in the classroom might be moving into the territory of harassment, or if feel unsafe in your classroom, please reach out to your department chair and/or consider whether you need to report an incident.

Additional Resources

Below are some additional resources that can help you prepare for managing “hot moments” in the classroom.

• Derek Bok Center for Teaching and Learning, Harvard University. (n.d.). Navigating difficult moments.
• Center for Teaching Innovation, Cornell University. (n.d.). Managing classroom conflict.
• Center for Teaching and Learning, Columbia University. (2022). Navigating heated, offensive, and tense (HOT) moments in the classroom.
• Petitti, R., Irvin, A., & Kachani, S. (2024, March 14). How instructors can best manage hot moments in the classroom. Inside Higher Ed.
• Center for Research on Learning and Teaching, University of Michigan. (n.d.). Hot moments.
• Faculty Development Center, University of Maryland, Baltimore County. (n.d.). Handling hot moments.