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The Controversial Classroom Nick Einterz & Olivia Conner A Survey to Get Started:

Outline of Workshop Presenter background Survey Results Objectives of workshop Defining Key Terms Background of controversy in the classroom Discussion about controversy for attendees Research on controversy Case study evaluation and discussion Summary

Presenter Background & Experience Nick Einterz Instructor and Technology Coordinator at an IEP Teaches mostly intermediate and advanced students Uses controversy in classes often Olivia Conner Instructor and Assessment Coordinator at an IEP Teaches mostly intermediate and advanced students. Uses controversy in classes often

Survey Results and Discussion Discuss your answers with someone near you. Look at the group answers and discuss what is surprising. Upon reflection, what caused you to answer the way you did?

Objectives of the Workshop Distinguish between controversy and argument. Inspire discussion and a sharing of classroom practices and experiences. Consider solutions when confronted with controversy or argument in class.

Defining Key Terms Controversy: a disagreement, especially about a public policy or a moral issue that a lot of people have strong feelings about. Argument: An exchange of diverging or opposite views, typically a heated or angry one. Source: Macmillan Dictionary Online

Why Controversy? Background & Research Controversy in the Classroom: The Democratic Power of Discussion, Diana E. Hess (2009) "…fewer adults engage in cross-cutting political talk now than in the past because they have chosen to live in ideologically homogeneous communities" (Hess, 2009). Read excerpt from book: sociological experiment in Colorado

Why Controversy? Background & Research "Advocates of classroom discussion view it as a particularly powerful instrument for developing critical thinking skills, teaching content, and increasing tolerance" (Hess, 2009).

Why Controversy? Background & Research "...the clash of ideas, when skillfully handled, can not only deepen student involvement with the English content but can expand student understanding of the perspectives of others and the complexity of the ideas of the present and past" Hurlbert and Totten, 1992, Social Issues in the English Classroom

Attendee Experiences Discuss the following Questions: Have you ever experienced controversy in your classroom? – Have your experiences been negative or positive, or both? What is your experience with both “natural” controversy and “manifested” controversy? – Should teachers react differently when faced with one or the other?

Sharing Experiences Would anyone like to share their experiences? – 2-3 examples from audience

Should teachers give their opinions on controversial topics? Discussion Do you think teachers should mediate controversy? – Should a teacher mediate an argument? Should teachers contribute opinions to controversial discussions? – If so, what methods do you have to contribute to these opinions? – If not, why? What influence do teachers have when they either abstain from participating or involve themselves in these discussions? In your opinion, when does a discussion about a controversy become an argument that requires classroom management?

Sharing Experiences Would anyone like to share their experiences? – 2-3 examples from audience

Research: Opinions on the Teacher's Role According to a survey in 2009, teachers and students differ in their opinions on whether or not teachers should disclose their opinions (Hess). –Teachers were divided: 52% of teachers did not disclose their opinions due to "fear of influence" or "indoctrination". 47% chose to disclose since, according to a teacher, "neutrality was impossible" and that, according to a student, "… students want to hear their teacher's views out of curiosity."

Research: Opinions on the Teacher's Role "...teacher neutrality could just as easily send the alternative message that the teacher trusts the students’ ability to reason. It shows respect for the students’ ability to listen to the voice of reason rather than to the voice of the teacher" (Warnick and Smith, 2014). Do you agree or disagree?

Research: Opinions on the Teacher's Role 80% of students believed that it is "fine" that teachers share their opinions. However, there were two sides of this argument: –"… students were amiable to allowing teachers to share their views … with one important caveat: if they believed that the teacher wanted students to adopt the same political views, then they became less supportive of disclosure." –Hess

Classroom Case Studies: Controlled Controversy Review case studies in groups and discuss questions: 1.What can students learn from this controversy? 2.What materials or language learning outcomes would support this controversy? 3.How would you mediate the controversy? 4.What steps would you take after the controversy is resolved?

Groups Report 1.Case Study #1- Abortion Question Controversy 2.Case Study #2- Student Bias Based on Religious Belief 3.Case Study #3- Lopsided Student Discussion 4.Case Study #4-Student Shares Beliefs on Own Accord Task: 1.Summarize your case study 2.Present main points of your discussion 3.Discuss what questions arose.

Questions & Summary Questions? What was learned? How to move forward?

References Hess, D. (2009). Controversy in the classroom: The democratic power of discussion. New York: Routledge. Hurlbert, M. & Totten, S. (1992). Social Issues in the English Classroom. Urbana, IL: National Council of Teachers of English. Warnick, B. R. and Spencer Smith, D. (2014), The Controversy Over Controversies: A Plea for Flexibility and for “Soft-Directive” Teaching. Educational Theory, 64: 227–244. doi: /edth.12059

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