Effectively Monitoring Classroom Discussion

An ongoing discussion with AU professors 

By Zo Wofford, Class of 2026

Published Fall 2024

Professors are not only expected to be able to teach, but also to effectively and consistently serve as moderators for classroom discussion. In conversations with my peers, I’ve noticed that many of us are frustrated with the way some conversations are shut down on campus, both inside and outside of the classroom. Though professors are certainly knowledgeable on their academic specialty, they are not necessarily taught how to conduct a classroom discussion, and there is always room for all of us, including professors, to learn and improve. 

My aim with this project is to provide a resource for professors who wish to become more effective moderators in their classrooms but may not know where to start, by bringing in the perspectives of professors who have already successfully done so. This is a difficult job, but a deeply important one. This resource is a synthesis of many conversations with many professors throughout my time so far at American University, as well as some full interviews.  

Being able to have effective conversations in an academic environment is particularly important, as universities should be places where students have the freedom to explore new ideas in a more controlled environment. As one professor put it, when conversations are shut down, “the work of understanding is foreclosed.” When conversations are allowed to happen in a free but respectful manner, students are more challenged academically and more capable of understanding ideas that they might disagree with and expanding their viewpoints.  

The Importance of Curiosity and Discomfort 

Dr. Aho, the Director of American Studies, emphasized the importance of allowing discomfort within the classroom. They told me that they “start from the premise that learning is an inherently uncomfortable process”, as all learning involves challenging oneself and one’s preconceived notions about the world. This is a sentiment I have seen from other professors as well. Getting students to ask questions and think critically is the hallmark of a successful classroom environment, doubly so when students are broaching topics that they may not have the opportunity to engage with critically in other parts of their lives.  

However, it is important to delineate between feelings of discomfort and reactions to microaggressions and hate. There is a difference between the discomfort of being ideologically challenged and the discomfort of being made to feel unsafe based on an intrinsic identity. I asked professors when they chose to intervene in classroom discussions, and discrimination was typically the first response. 

When to intervene: Discrimination, ad hominem attacks, and misinformation

Professor opinion varies on the degree with which they believe they should intervene when discriminatory language is used. Some professors prefer to let students do the work of responding to less overt or “casual” instances of prejudice, while others criticize this model for letting microaggressions go unaddressed. Either way, professors must be able to recognize and address instances of racism, sexism, ableism, homophobia, and other forms of oppression and oppressive rhetoric in the classroom. 

 As Dr. Juhász-Wood put it, “ideas are up for debate, not people.” It is important that a baseline of respect is maintained, and that debate or discussion doesn’t become an attack on an individual “that serves no pedagogical or intellectual purpose.” When a discussion is going well, students will be engaging with each other’s ideas, both positively and critically, not going after the person themself.  

Professors can also encourage students to be mindful of where they are getting their information from, especially when they are bringing that information into a contentious discussion or debate. Misinformation can muddy the waters of conversation, and asking students to consider their sources carefully helps encourage further understanding of academic best practices and prepare students for these kinds of conversations in non-academic contexts. 

Conclusion 

Moderating a classroom is certainly not an easy task, as it requires professors to make snap judgments about what does and does not cross a line. Mistakes are bound to happen, and being receptive to student communication and feedback can help professors understand what they may have missed in the moment. 

It is also important to note that the responsibility of supporting these kinds of conversations does not lie solely with professors, and it is also the responsibility of administration to support its faculty. As one professor put it: “I think it’s important that administration send the message to faculty that opposing views, controversial views, should be a part of, or at least supported by, the institution.” To do otherwise “sends the message that commitments to free speech and expression have ideological boundaries that are unspoken but we all understand.”

For more information, see the following CTRL resources:

Promoting Constructive Dialogue on Contentious Topics

Facilitating Class Discussions