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This article provides an overview of preparing for classroom norms, especially for Fall 2024. This post is the fourth part of the Civil Discourse in Classrooms series and playlist.
Norms can help set expectations for students that will lessen any confusion that arises when students are not sure of what is appropriate. It is recommended that you set classroom norms through collaborating with students on norms and/or setting norms yourself from the beginning. Some example lesson plans for collaboratively setting norms are detailed on Carleton’s website, Stanford’s Teaching Center, and on MSU’s iTeach article on setting ground rules.
In addition, if an educator wants to set their own norms for students, some common norms may include:

Respect for All Voices: Listen actively, avoid interrupting, and ensure everyone has a chance to contribute.
Inclusivity and Equity: Encourage diverse perspectives and make space for quieter voices.
Open-Mindedness: Approach discussions with an open mind, considering different viewpoints.
Empathy and Compassion: Show empathy and support classmates in a non-judgmental way.
Confidentiality and Trust: Respect the confidentiality of personal stories and sensitive information.
Constructive Feedback: Offer respectful and constructive feedback, focusing on ideas and behaviors.
Accountability and Responsibility: Hold yourself and peers accountable to the agreed-upon norms.
Active Participation: Engage actively in class activities, coming prepared and contributing meaningfully.
Punctuality and Preparation: Arrive on time, be prepared, and complete assignments in advance.
Inclusive Language and Distraction-Free Environment: Use inclusive language, minimize distractions, and respect the learning environment.

Classroom Management Strategies
In addition to the tips provided on iTeach playlist on managing difficult classrooms, classroom management strategies can be extremely effective at establishing rapport, trust, and transparency with students. Managing disruption in a classroom is challenging, and having clear plans in place proactively is often helpful. Some classroom management strategies, as shared in the inclusive classroom activities article, include: 

Build rapport with learners, as it is one of the most effective ways to increase learners’ belonging and decrease problematic behavior. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester. Another way to build rapport is to learn learners' names and pronouns (if they share) and how to pronounce their names correctly.
Anticipate subject matter that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively. You may also want to reflect and think about bringing up “controversial” issues into the classroom. 
Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (Oral Roberts University).
Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with student resources if they want further support.
Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have. 


Continue to read more about in the next article, “Preparing Before a ‘Hot Moment’ Occurs,” or return to the Civil Discourse in the Classroom playlist.

Strategies for Engaging in 
Dialogue Across Difference
 
Interrupting Bias: The PALS Approach
This is a methodology to use when you hear someone say something that may be problematic or hurtful to a specific group of people or yourself. The objective of this approach is to stay connected with the person and speak your truth clearly. 
 
Pause/Halt/Slow the conversation
Interrupt the flow of the conversation and let the speaker know you are interested in learning more about something they said – “Wait a second..”
 
Acknowledge/Ask
Ask for clarification, get curious, make sure you understand what the person said – “What I hear you saying is…” 
 
Listen to what the person said
Practice engaged listening in which you truly try to understand the meaning of what is being said.
 
Speak your truth/Share stories
Share your experience and/or learning. Tell stories, as they are shown to be more effective than data at reaching hearts and minds
 
How to Apologize:
Re-AACT
Reflect - listen to what others are saying is the harm done
Acknowledge responsibility for your actions
Apologize and DO NOT explain your intent
Change your behavior
Thank them for bringing this to your attention

Interested in participating in MSU Dialogues? 
 
Faculty & staff applications will open soon!
Email Jackie Heymann at heymannj@msu.edu to among the first to receive the application as soon as it opens.

What are University Hybrid Technology Classrooms? 
University hybrid technology classrooms are classrooms  that are optimized for use in courses that have both online and in-person parts (hybrid courses). These classrooms are equipped with integrated, HD cameras that can pan, tilt, and zoom to meet the specific needs of each lecture. 
Compatibility with Zoom is a top priority in the university hybrid technology classroom design. In addition to cameras, each classroom features echo-cancelling technology that enables students to ask and answer questions, whether they are physically in the room or over Zoom. 
 
Training and Support 
Training is available via one-on-one instruction, group demos, and through a variety of on-demand sources, as listed below. 
Resources and Information 

University Hybrid Technology Classroom Quick Reference 
University Hybrid Technology Classroom - full manual 
Demonstration of University Hybrid Technology Classroom Hybrid Tech Cart Video Demo from July 16, 2020
University Hybrid Technology Classroom - Frequently Asked Questions

About Zoom
Zoom is a videoconferencing application that allows students to participate in hybrid technology classrooms over the internet. It is the primary tool used across MSU for remote learning. 
Whiteboard Application 
A built-in whiteboard application is provided in Zoom and can be accessed by clicking “Share Screen” and selecting “Whiteboard.” 
University hybrid technology classrooms have touch-enabled monitors allow instructors to draw on this digital whiteboard using a finger or stylus. 
Zoom Training 
The following video provides training for new users and instructions, including how to prepare Zoom for your course, share and present, use the whiteboard feature, and more: https://go.msu.edu/zoomtraining. 
 
For immediate support by a classroom technology technician, please contact the IT Service Desk at (517) 432-6200.  
The MSU IT Service Desk can also address all questions, concerns, and help set up training sessions. 
 
 

In order to facilitate a blended learning approach, the university is planning to install 200 high quality web cameras in many of the lecture halls across campus. The rooms will be equipped with echo cancellation to prevent room sound from feeding back into the mic. The camera will work with existing software that are commonly used on campus; such as: Zoom, Microsoft Teams, Camtasia, and Kaltura Capture (located on mediaspace.msu.edu). 
 
Below you will find a recording of focus group conducted with educators across campus:
 

 
To contribute feedback of your own, click on the following qualtrics link:https://msu.co1.qualtrics.com/jfe/form/SV_cMGiNyXeaWe7045

Topic Area: Information Session
Presented By: Cheryl Williams-Hecksel
Abstract:
The Trauma Services and Training Network, formed in 2018, is comprised of representatives of academic and service units at MSU that are involved in providing trauma specific services and training. In the Fall of 2019, this focus expanded as a TSTN Faculty Learning Community was formed. The TSTN continues to convene members of the University community who are interested in and committed to creating a trauma informed institution. The work of TSTN has continued and takes on increasing significance as members of the University community negotiate the current pandemic as well as current issues related to racial disparities and discrimination.
The principals that a trauma informed institution embraces are Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion. A trauma informed organization promotes these principals as values that support assuring that all people are engaged in a manner that is sensitive to potential adverse and traumatic experiences. This roundtable discussion will engage participants in exploring strategies and challenges related to engagement of students through trauma informed teaching and service delivery.This roundtable provides an important opportunity for the TSTN to engage additional stakeholders in the current and future work of the faculty learning community.
Trauma Informed Teaching – Source List – May 2021
Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262-278.
Copeland, W. E., Keeler, G., Angold, A., & Costello, E. J. (2007). Traumatic events and posttraumatic stress in childhood. Archives of general psychiatry, 64(5), 577-584.
Davidson, S. (2017). Trauma-informed practices for postsecondary education: A guide. Retrieved October, 12, 2019.
Galatzer-Levy, I. R., Burton, C. L., & Bonanno, G. A. (2012). Coping flexibility, potentially traumatic life events, and resilience: A prospective study of college student adjustment. Journal of Social and Clinical Psychology, 31(6), 542-567.
Griffin, M. J., & Read, J. P. (2012). Prospective effects of method of coercion in sexual victimization across the first college year. Journal of interpersonal violence, 27(12), 2503-2524.
Kilpatrick, D. G., Ruggiero, K. J., Acierno, R., Saunders, B. E., Resnick, H. S., & Best, C. L. (2003). Violence and risk of PTSD, major depression, substance abuse/dependence, and comorbidity: results from the National Survey of Adolescents. Journal of consulting and clinical psychology, 71(4), 692.
Knight, C. (2010). Indirect trauma in the field practicum: Secondary traumatic stress, vicarious trauma, and compassion fatigue among social work students and their field instructors. Journal of Baccalaureate Social Work, 15(1), 31-52.
Michigan State University, Sexual Assault & Relationship Violence Training, Prevention, Outreach and Education Department. https://poe.msu.edu/programs/index.html ,2021.
Minahan, J. (2019). Trauma-informed teaching strategies. Educational Leadership, 77(2), 30-35.
O’Donnell, M. L., Creamer, M., & Pattison, P. (2004). Posttraumatic stress disorder and depression following trauma: understanding comorbidity. American Journal of Psychiatry, 161(8), 1390-1396.
Perkins, S., & Graham-Bermann, S. (2012). Violence exposure and the development of school-related functioning: Mental health, neurocognition, and learning. Aggression and violent behavior, 17(1), 89-98.
Read, J. P., Ouimette, P., White, J., Colder, C., & Farrow, S. (2011). Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3(2), 148.
Rodenbush, K. (2015). The effects of trauma on behavior in the classroom [Presentation materials]. Retrieved from Monterey County, Office of Education website: http://www. montereycoe. org/Assets/selpa/Files/Presentation-Materials/The% 20Effects, 20, 299-309
Rytwinski, N. K., Scur, M. D., Feeny, N. C., & Youngstrom, E. A. (2013). The co‐occurrence of major depressive disorder among individuals with posttraumatic stress disorder: A meta‐analysis. Journal of traumatic stress, 26(3), 299-309.
Smyth, J. M., Hockemeyer, J. R., Heron, K. E., Wonderlich, S. A., & Pennebaker, J. W. (2008). Prevalence, type, disclosure, and severity of adverse life events in college students. Journal of American College Health, 57(1), 69-76.
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.
University of Buffalo School of Social Work (January 2020) Trauma-Informed Organizational Change Manual. The Institute on Trauma and Trauma-Informed Care, https://socialwork.buffalo.edu/ittic

Fostering Student to Instructor Engagement Online
In a traditional face-to-face environment, this can be pretty straight forward. You lecture. Students take notes. They ask questions. You answer them. They write papers. You grade them and give feedback. But how does this interaction happen best online?
Four Keys 
Students desire consistency and clarity. "What is due when? Where do I go in the course navigation? I'm confused, how do I gain clarity? Where are my grades?" There are ways in the online environment you can help mitigate these for a smooth learning experience. 
A Little Work That Go A Long Way

Provide your contact information in your syllabus - Clarify to the student what your response policies are and when they might expect a response. This may include your email, phone number, online office hours, etc. This helps the student feel a sense of connection and commitment from you to them. 
Create one solitary discussion thread called, "Assignment and Course Questions". In your syllabus and in your "Getting Started" module, coach the students to put all questions there. This allows you to answer one question to all and mitigates you answering similar questions many times. You can then answer one question to many. Saves you time and provides an answer to the student with the question as well as all students.
Weekly Recap/Vision. Students appreciate a quick recap and vision for each week to know where the course is heading. Creating a quick email and sending it through D2L every week helps the students feel connected to the course and to you. It also helps coach them on whether they are on track or not. You can also triple-publish this as an email, announcement and in your "Assignment and Course Questions" discussion thread. That way you know your students will see it. Consider going a step further and using your phone or computer to record a quick video recap and post it there. 
Timely and Accurate Feedback. Students want and need feedback. You know this in your face-to-face courses. The same is true online. One way to provide this efficiently is through the use of rubrics. This provides students with real time feedback and saves a lot of time on your end with extended feedback. We can assist with creating these rubrics for your course and offer ways you can get quality feedback to your students quickly.

Dig Deeper
If you would like to further explore this topic, here are some resources you could check out:

Difference Between Face-to-Face and Online Lectures 
Guides for Productive Online Conversations [PDF] 
8 Ways to Be More Inclusive in Your Zoom Teaching 

SOIREE Team:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick

The Derek Bok Center for Teaching and Learning at Harvard University has shared what to do if a difficult (also referred to as "hot") moment has arisen in your classroom.
While there’s often no single “right” response, as the instructor, how you address difficult moments in the classroom has implications for learning. Your response can communicate indifference or even hostility; alternatively, it can show that you’re aware of your classroom’s dynamics, you aim to promote learning even through struggle, and you care about your students’ well-being. Here are some tips for helping you to respond productively.

Attend to your own reactions. Take a moment to steady yourself. A couple deep breaths can be helpful here. Though it may be challenging, holding steady while navigating a difficult moment can help others feel safe, less reactive, and better able to slow down and explore the dynamics at work in the situation. There are likely many different, complicated responses playing out in the room. What are you feeling? Allow yourself a pause; you can even invite everyone in the room to pause along with you. How are others reacting to what is happening? You can offer everyone some time to think, write, or even leave the room for a bit. Observe your own reactions to what is happening. Try to distinguish between what you are experiencing, what is actually being said or done, and the various possible interpretations of what is happening. There’s a lot going on in this moment! Attending to your reactions is a skill to be practiced.
Understand the situation. It’s possible that, in the heat and complexity of the moment, there has been some misunderstanding. Maybe someone has misspoken or you’ve mistaken their meaning. Others in the room may be in the same situation, wondering whether they've heard and understood a comment correctly, for instance. It's important to make sure that your understanding of the situation is as accurate as possible and sensitive to the different perspectives present in the room. It may be fitting to ask the person or people involved for further explanation or clarification. If the difficult moment was sparked by a comment, you could try repeating back the comment or its logical implications – not as an accusation, but to allow the speaker to clarify their meaning. You might ask: “What makes you say that?” or “Can you say more about what you mean?” Try to discern if there is a learning opportunity here, or perhaps a need for articulating boundaries.
Deepen and nuance your short-term response. You’ve slowed down the situation, attended to your reactions, and asked for further explanation or clarification as needed. As noted above, the dynamics at play in this moment are complex! How can you deepen and nuance your response in the short-term? For one, try and separate the utterance, idea, or action from the person who articulated or performed it. Hold people accountable for what they say and do; also recognize that a single offensive or even harmful act doesn’t reveal the entirety of someone’s character and motives. You can make it clear that a comment or act is unwelcome in the classroom, even while admitting you’re not sure precisely why or how it came about. For another, you might acknowledge the various emotional responses in the room as material that can contribute meaningfully to class discussion. Can these responses reveal something interesting about a concept that is being studied or a method being practiced? This move can both validate the different kinds of responses unfolding for individuals in the room and communicate that lived experience is relevant for classroom learning.
Consider your long-term response. Your short-term response to a difficult moment need not be your only response. Do you think the moment requires follow-up action so that future classes aren’t negatively affected? Would it be helpful to check-in with the class or certain individuals either via email or during the next class meeting? If you perceived harm being done or unease being instigated, you may offer to talk with a student or students after class, over email or in-person. You may also consider how chances for feedback and communication of personal experience might be incorporated in the ongoing class structure. Perhaps invite everyone to write or share exit notes at the end of every class, or maybe you collect feedback at several points throughout the semester. Regular opportunities to articulate one’s experience in a course can do much toward alleviating the pressure placed on any one emotionally intense moment; they also help cultivate a practice of reflection and self-awareness.

Five Strategies to Interrupt Hot Moments from MSU IDI:

CURIOSITY: Ask powerful questions and listen generously to answers. Lead a dialogue balancing all voices in the class. Make sure to surface historically marginalized perspectives.
WRITING EXERCISE: Have students write responses to: 

“What I know about this topic…”
“What I want to learn…” 
“What I want to say….” 

You may ask them to respond anonymously, collect and review to determine how to proceed next time.


SMALL GROUPS: Divide students into groups of 2 or 3 and give them prompts (from above or others); debrief or have them write.
CONTENT/DATA SHARE: Create a graph and ask students what they already know about this topic, what they need to find out. What do we know about this issue historically?
NAMING AND FRAMING: Sometimes it is useful to actually stop the conversation and ask the group to name and explore something that just happened during the conversation. Move away from the specifics of the issue and ask class “what happened here?” Solicit ideas about what, why, how to move forward.

Looking for more resources? Check out the amazing work done by educator development team at the University of Michigan's Center for Research on Teaching and Learning. They provide strategies for anticipating and responding to difficult discussions as well as classroom incivility:

Guidelines for planning and facilitating discussions on difficult or controversial topics
Responding to incidents of hate speech
Teaching and learning in a tense election season
Strategies for making productive use of tense or difficult moments
Facilitating Challenging Conversations in your Classes (blog post)
Sample guidelines for class participation
Guidelines for responding to particular topics and tragedies
Responding to Incivility in the College Classroom

Thank you to colleagues in university educator development at the Derek Bok Center for Teaching and Learning at Harvard University, the Center for Research on Teaching and Learning at the University of Michigan, Institutional Diversity and Inclusion at Michigan State University, and others for their materials that informed or were adapted into this resource. Photo by Patrick Hendry on Unsplash

Engaging with representatives of the institution is a key attraction for event attendees. Part of your planning must account for the various types of engagement to offer, including securing commitments from the individuals that will be on stand-by to engage.
Consider the following:

Scheduled/Reserved: Consider providing attendees with the option to schedule time to connect with others during the event. This structure can provide additional value and foster additional engagement. In addition, make sure to thoroughly evaluate the reservation The solution should be intuitive, have a non-obtrusive user flow, and include confirmation once the reservation is complete.
Talent Management: From an administrative perspective, establish lines of communication associated with each type of participant supporting your effort (e.g., faculty, staff, students, alumni) and work to obtain commitments and scheduling.

NOTE: Engagement can be provided within a specific solution/platform or externally (e.g., Dischord). You’ll want to thoroughly evaluate how you plan to approach this part of the experience.