Having the HARD Conversations

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Having the HARD Conversations

• Defining Appropriate Expectations, Boundaries and
  Accommodations with Our Students

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Why Is Having the Tough Conversation Important?

• The Teaching Moment
• At this age, students may still be learning about
  responsibility, independence, and their
  boundaries.
• You not only teach your subject matter, but
  students are also watching how you set boundaries
  and react to things.

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Why are Hard Conversations Important?

• Faculty is on the Front Lines
• You may be able to address situations as they
  arise more quickly than support staff.
• Often, faculty have an already established
  relationship and have observed behaviors

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CONFRONTATION-eeekKKK!!

• Almost everyone dislikes confrontation. However,
  it is a part of all of our jobs at a teaching
  institution.
• If you are setting boundaries, sometimes things
  do not resolve nicely. However, this may still
  be very valuable.
• Even while giving bad or tough news, you can
  still be empathetic and kind say NO with a
  smile.

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Strategies for Opening Up Hard Conversations

• KNOW your own limits and resources available to
  you.
• OBSERVE your students behavior so you can address
  concerns based on this.
• APPROACH the student of concern privately.

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Strategies for Opening Up Hard Conversations

• EXPRESS AND SHARE your concerns about behavior
  based on observations.
• BROKEN RECORD- State and re-state your
  expectations and boundaries
• CONSULT- With others for information or support
• FOLLOW UP- With the student to check-in

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Your Concerns!!

• What kinds of conversations are hard for you to
  initiate with students?
• What kinds of conversations have you avoided
  having with students and why?
• What conversations went welland why?

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Case Studies

• What would you do in these situations?

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Case Study 1

• Gail is not attending classes consistently and
  this is impacting her grade.
• You have policies set up in the syllabus
  regarding attendance.
• She seems to make up her assignments outside of
  class and is doing quite well with these but her
  attendance remains an issue.
• Her absences are catching the attention of other
  students

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Questions for Thought

• How would you address this issue with Gail?
• What would you do if Gail continues to insist
  that she can make up work outside of class and
  that attendance should not affect her grade?
• What if Gail claims she has legitimate excuses
  for not being in your class (illness, mental
  health, disability)?

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Case Study 2

• John is in your class and shows behavior that is
  irritating and bordering on inappropriate.
• He either blurts out answers and has odd
  behaviors that are catching the attention of
  other students.
• Youve talked with him before about the class
  issues, but he responds with defensiveness and
  perhaps even a bit of arrogance.

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Questions for Thought

• What are parameters you can set in your classroom
  that may help calm Johns rather impulsive
  behaviors?
• In what ways can you set up a conversation that
  allows John not to be so defensive?
• Is a referral to counseling or other support
  services appropriate? When is talking with John
  about seeking help appropriate?

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What Questions do YOU Have?

• Do you have students you are concerned about or
  things that have not gone well despite your best
  attempts?
• Please remember not to use identifying
  information or student names.
• ?

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THANK YOU FOR YOUR TIME

• and the good work you do each day with our
  students.
• Your attention to handling difficult situations
  does make a difference!