Session 3 The role of the teacher Introduction

Session 3 The role of the teacher

Introduction Aim • to explore the role of the teacher when teaching controversial issues Objectives • to develop understanding about the teacher’s role when teaching controversial issues • to explore the challenges when teaching controversial issues • to encourage teachers’ self-reflection

Activity 1: Share your views What are your thoughts on your role as teacher when teaching controversial issues? 1. Work individually. 2. Write on a Post-it your initial thoughts about your role when teaching controversial issues. 3. Share your ideas with a partner.

Activity 1: Share your views (cont. ) In pairs, discuss your perspectives on the following teaching situations: • managing overheated discussions • trying to avoid bias in your teaching • lack of confidence in choosing appropriate strategies • lack of expert knowledge on current issues

Common teacher concerns • Teaching styles/Facilitator roles • Avoiding unintentional bias • Protecting pupils’ sensitivities • Teachers’ lack of topic knowledge • Managing the discussion

The teacher as facilitator photo © Monkey Business Thinkstock

The teacher as facilitator • Balanced approach: presents a range of viewpoints without revealing their views • Neutral facilitator: chairs the discussion while staying neutral • Devil’s advocate: presents the opposing view, or initiates argument to provoke a class reaction • Declared interests: states their own position • Ally: supports the views of an individual or group • Official view: states official position

Activity 2: Pros and cons of roles 1. Work in groups of four or five. 2. Write down the pros and cons for your group’s given role. 3. Share your ideas.

Activity 3: Should you take sides in a discussion? 1. Work in groups of five or six. 2. Each group will receive one of six statement cards. 3. Discuss the advantages and disadvantages of your chosen statement and write them on your flip chart sheet. 4. When finished, move to another table, read the comments and add your own comments. Return to your original position.

The six cards 1. Always make your views known 2. Never let anyone know your views – be neutral 3. Give a wide variety of views 4. Challenge pupils by arguing the opposite view 5. Support pupils by arguing on their behalf 6. Always give the official view

Unconscious bias You can introduce unconscious bias by: • setting yourself up as an expert • presenting inappropriate/unbalanced materials which do not offer alternative viewpoints • not challenging certain positions • misrepresenting the views of others • giving nonverbal clues (like body language) about your views

Avoiding unconscious bias • Be reflective • Give equal importance to all views • Present information as open to challenge • Do not reveal your views in unconscious ways (e. g. tone of voice, body language or facial expressions) • Challenge consensus views

Teacher self-reflection when planning teaching • Acknowledge your personal values, views and feelings • Reflect on how these could influence pupils’ views about a contentious issue

Activity 4: Dealing with pupil sensitivities 1. Think of an issue that might provoke extreme views from pupils. 2. How might other pupils with different views respond to these views? 3. Talk about your ideas with a partner. 4. Share your ideas with the group.

Level of topic knowledge A major concern for teachers is the problem they have keeping their own knowledge up to date with recent controversial issues and the lack of appropriate teaching resources which enable them to explore these issues in a balanced way with their pupils.

Managing discussion strategies • Develop pupils’ empathy • Depersonalise language • Use enquiry-based or problem-solving activities • Use distancing strategies ((Stradling, 1984)

Debrief: self-reflection On a scale of 1− 10, rate: • your confidence in using different teaching styles during discussions • your ability to deal with issues that pupils may find sensitive • your self-knowledge and how this might influence how you manage sensitive controversial issues in the classroom

The role of the teacher: questions 1. Which aspects of your role would you find most challenging when teaching controversial issues? 2. Why are these challenges difficult for you? 3. What CPD would you require to help you to meet these challenges? 4. How can your CPD needs be met?