Navigating “Hot Moments”

Hot moments are those instances when classroom conversations become heated or tense, often triggered by microaggressions or discussions of sensitive, controversial topics. These moments can be challenging for everyone—students and instructors alike—as emotions can quickly escalate, making it difficult to regain focus and maintain a positive classroom climate.

How you respond as an instructor during these moments is crucial to shaping the classroom environment and fostering a space where learning can continue. Your reaction not only affects the immediate situation but also sets the tone for future discussions. Students tend to respond positively when instructors acknowledge the issue, allow space for reflection, and validate the different perspectives in the room.

Here are some strategies to help prevent hot moments or manage them effectively when they do arise:

• De-escalate with care: When a hot moment occurs, it’s essential to address it with calmness and empathy. Rather than shutting down the conversation or using humor to diffuse tension, which can feel dismissive, try to slow things down. Give everyone a chance to breathe and collect their thoughts before continuing.
• Invite reflection: Encourage students to reflect on the situation. You can pause the discussion and ask everyone to take a moment to write down their thoughts or feelings before moving forward. This allows students to process the situation and helps shift the tone from reactive to reflective.
• Acknowledge and legitimize the issue: It’s important to validate the emotions and perspectives that have surfaced, even if they differ from your own. Let students know that it’s okay to have strong reactions to challenging topics and that you are there to facilitate respectful dialogue. This helps students feel heard and can prevent feelings of exclusion or invalidation.
• Model respectful dialogue: In moments of tension, your role is to guide the conversation back to a place of respect and learning. You can reframe the discussion by asking open-ended questions, such as, “Can we think about this issue from another perspective?” or “How might we engage with this topic in a way that allows everyone to feel heard?”

By handling hot moments with care and thoughtfulness, you can turn a potentially disruptive event into a meaningful learning opportunity for everyone in the classroom.

Microaggressions

Microaggressions are subtle, often unintentional behaviors or comments that convey negative or exclusionary messages based on aspects of a person’s identity, such as race, gender, sexual orientation, or religion. These small but significant moments, whether verbal or behavioral, can leave students feeling marginalized or invisible.

Even as educators, with the best intentions, we may sometimes unintentionally contribute to these microaggressions—often called “microinequities”—by how we interact with our students. For example, research shows that certain groups, such as women, are more likely to be interrupted, receive fewer opportunities to speak, or have their contributions undervalued in class. These recurring patterns can have a discouraging impact over time, affecting students’ engagement and confidence.

Microaggressions can be difficult for those in dominant groups to spot, but their effects on those who experience them are real, often contributing to feelings of exclusion and even impacting long-term mental and emotional well-being. It’s important for instructors to be mindful of their own behaviors, as well as the dynamics within their classroom, to reduce these negative interactions.

Strategies for Addressing Microaggressions:

• Reflect on your own behavior: Regularly take stock of your classroom interactions. Are some students being called on more than others? Are certain groups receiving more critical feedback than others? Becoming aware of these patterns is the first step toward fostering a more equitable classroom.
• Stay vigilant and intervene: Be mindful of how students interact with each other. If you notice recurring microaggressions or if a student’s contributions are being overlooked, step in to correct the situation in a constructive way. Encourage balanced participation and respectful dialogue.
• Be humble and apologize: No one is immune to making mistakes, and sometimes we may say or do something that unintentionally hurts a student. When this happens, it’s crucial to acknowledge the mistake and apologize. Addressing the issue head-on shows your students that you care about their well-being and are committed to learning from your own missteps.

Here are some ways you can approach this:

• If you realize you missed addressing a hot moment: “A comment was made earlier that I didn’t address at the time, but I’d like to talk about it now. I realize that by not responding immediately, I may have given the impression that I condoned the statement, and I want to be clear that I don’t. Let’s revisit the issue and make sure everyone feels respected moving forward.”
• If you committed a microaggression: “I want to apologize for the comment I made in yesterday’s class. My intention was to say [this], but I realize now that my words came across in a way that was harmful. I’m committed to being more mindful and reflective in the future, and I appreciate your understanding.”

By being open and honest when you make a mistake, you not only model humility for your students but also create a more compassionate and inclusive classroom environment where mistakes are seen as opportunities for growth.

• Address microaggressions in real-time: If a student or another person makes a comment that can be considered a microaggression, acknowledge it immediately. You might say, “I want to pause for a moment. The comment just made could be interpreted as hurtful. Let’s rephrase that in a way that respects everyone’s identity.”

By practicing self-awareness and addressing microaggressions with care, you can create a classroom culture where all students feel respected, heard, and supported.

Supporting Students During Tumultuous Times

Both students and instructors may experience difficulties during periods of social unrest, crisis, or tragedy. Such events—whether local, national, or international—can place a significant emotional and cognitive burden on students, making it hard for them to stay focused on their learning. Interestingly, students’ proximity to the event does not always predict how deeply they’ll be affected. For some, events involving strangers can hit hard, while others might have effective coping mechanisms for challenges that are closer to home. As instructors, we must remember that outward responses don’t always reflect the depth of a student’s experience.

In these moments, your support can make a meaningful difference. Acknowledging what’s happening in the world, offering grace, and being flexible in your course can help students continue learning, even during times of distress.

Proactive Support for Stressful Times

In some cases, you may see difficult times coming, such as during major election cycles or other anticipated periods of social upheaval. These moments can be stressful for many students, especially those whose identities may feel threatened by political discourse. When possible, prepare in advance to adjust deadlines, offer extra office hours, or create space for self-care within your course structure. This demonstrates that you recognize students as whole individuals dealing with real-life challenges beyond the classroom.

Responding to Unexpected Tragedy

When an unexpected tragedy occurs, the most immediate thing you can do is acknowledge it. Whether it’s through a brief message or a more in-depth conversation, letting students know that you are aware of their emotional state is a powerful way to show that you care. You can offer reminders about campus resources and, if appropriate, make adjustments to your course, such as extending deadlines, reducing content loads, or offering alternative ways to engage with material while students process grief, anxiety, or uncertainty.

Teaching During National Elections

The lead-up to and aftermath of major elections can heighten stress for many students, particularly those from marginalized groups. Research shows that students of color and LGBTQ+ students often face heightened hostility around election periods, which can affect their sense of belonging and motivation to participate in class. Your acknowledgment of these realities can be a buffer against the negative impacts.

Consider lightening the academic load during election week by shifting deadlines or offering in-class activities that focus on discussion and reflection rather than high-stakes assignments. Let students know that you understand they may be struggling to focus and that their well-being matters. Small gestures, such as offering extra office hours or simply checking in, can go a long way.

Supporting Students After a Tragedy

Acknowledging an event, especially one that is causing widespread distress, can significantly ease student anxiety. Studies show that students value instructors who openly recognize difficult situations, whether through a short statement or a moment of silence. Ignoring a tragedy, especially in large classes where personal connections might already feel limited, can lead students to perceive their instructors as detached or uncaring.

Whatever form your acknowledgement takes, it’s essential to be sincere and not dismissive. Avoid superficial statements like “I know X happened, but we have to keep going.” Instead, focus on empathy and letting students know that it’s okay to feel distracted or overwhelmed.

Learn About and Share Campus Resources

Sometimes students may need more help than you can provide directly. Make sure to remind them of available campus resources, such as mental health services, academic success centers, or diversity offices. Knowing these supports are available can alleviate some of the anxiety students feel in times of crisis. Consider helping students by providing a “warm handoff,” such as walking them through how to access these resources or even helping them make contact directly.

Offering Flexibility and Grace

In times of turmoil, students may struggle with focus, time management, or simply keeping up with assignments. Offering flexibility—whether through extended deadlines, extra review sessions, or providing course materials online—can make a big difference. Consider these approaches:

• Offer Extensions: Allow students to request deadline extensions without penalty.
• Host Review Sessions: Provide additional support through office hours or extra review sessions.
• Share Lecture Materials: Make slides or class recordings available for those who might need to revisit content on their own time.
• Simplify Course Content: Focus on core learning objectives, rather than trying to cover too much material quickly, to avoid overwhelming students.

Deciding Whether to Discuss the Event in Class

Deciding whether to discuss a tragic or politically charged event depends on various factors, including the established classroom climate and your comfort level. Some “green flags” for having a discussion include:

• Students show eagerness to engage with the topic.
• The content relates to the course.
• There are already established guidelines for respectful discussion.
• The class climate feels supportive and safe for all participants.

On the other hand, “red flags” indicating that a discussion may not be suitable include:

• Not all students seem willing to engage in the conversation.
• The course material doesn’t provide students with adequate knowledge or frameworks to address the topic.
• The classroom environment doesn’t feel conducive to discussing sensitive issues.

If you decide to hold a discussion, ensure it is thoughtfully planned with clear guidelines to maintain a respectful, inclusive atmosphere.

Promoting a Positive Class Climate

The key to navigating these moments successfully is to have established a classroom culture where students feel safe being their authentic selves. It takes time and consistent effort, but the strategies covered in this chapter can help you foster a climate of trust, care, and inclusivity, making it easier to address difficult topics when they arise.