Commonly Asked Questions #2

How do I get students to engage with uncomfortable topics?

This is the second in my Commonly Asked Questions series, If you have a question you’d like me to reframe and answer, leave it in the comments and I’ll give it a run!

Reframe

How does this question, assignment, or topic encourage students to take risks? What risk am I asking them to take? How does taking that risk build their confidence in themselves? In me?

Why reframe the question?

Whenever I hear this question, I’m always curious how the person asking it defines “uncomfortable topics” because that phrase covers almost anything. I also wonder how they are coming to the conclusion that students aren’t engaging - are they outright refusing? are they avoiding the topic, or coming up with other topics? are they simply not engaging the way the teacher thinks they should? storming out of the room? doing poor work?

I wonder, sometimes, if teachers themselves are fully clear on their own expectations. I sometimes haven’t understood my own expectations until confused and irritated students were standing at my desk asking “wtf?” and then I’m in a pickle.

How do I explain that I asked for “A” because that’s how I learned it? I’m demanding “B” because I was told, 100 years ago, that “B” was the only way students would really learn the thing? How do I explain that I just pulled out the teacher’s version of “because I said so,” and that I didn’t think it through all the way, or deeply consider what I was expecting from them?

We need to remember that educational trauma is very real. It can be a significant barrier to how much a person can (or will) trust any authority figure, even a teacher, maybe especially a teacher. It is possible that some students have never felt safe in a classroom, or with any authority figure. Depending on the situation, students may be disinclined to trust each other until they have spent guided time interacting and building connections.

It is worthwhile to reflect on our expectations that students “push themselves,” spill details of their personal experience, or engage with other students in high risk conversations, especially if the meaning-making connection is unclear. Educational trauma is largely about shame, and we will go to almost any length to avoid feeling shame. If students sense any possibility they are being forced into a vulnerable position, or being shamed, chances are that they will look for ways to avoid both.

Explore alternative ways to strengthen skills or build knowledge; ask students how they would like to share their experience – let them teach you how they best learn.  Most of all, take the time to think through your expectations, and how they are impacting your students. Are you clear on exactly how “A” will help them be better learners? Have you thought through whether “B” truly IS the only way to learn a thing?

Article series

Commonly Asked Questions (CAQ) Overview

CAQ Part 1: What’s the difference between educational trauma and other kinds of trauma?