Problems with Impromptu Discussions of Hot-Button Topics
In this Educational Leadership article, Philadelphia teacher Matthew Kay says he can
relate to the desire to take advantage of a teachable moment – perhaps a dramatic development
in the news – to jump into a classroom discussion. He says this often “reflects our commitment
to equity, our care for our students, and especially nowadays, our respect for the truth. If we
move forward with our carefully planned lessons, we are, in many people’s estimation, a
fraud.” But here’s what can happen:
- Without careful preparation, things can very quickly get out of hand. “Kids who are
unprepared for difficult discussions often embarrass themselves and say things they
regret or don’t mean,” says Kay. “They are more likely to weaponize stereotypes.”
- In the heat of the moment, the teacher might step out of bounds, revealing biases and
damaging their role as a trusted pedagogue and authority figure.
- Such discussions can open teachers to attack from irate parents or community members
who learn about the discussion through a misleading social media post. “We make it
really hard for good administrators to have our back,” says Kay, “when we fly blind.”
Better to take the time to plan a discussion carefully, anticipate the reactions different students
might have, consult with colleagues, find links to the curriculum, even design a free-standing
unit. “If we want to teach about an issue,” Kay concludes, “we should actually teach about it –
11Marshall Memo 906 October 11, 2021
giving ourselves the time to be our best selves and apply our best training. And we might even
do this with a little bit of swagger, knowing that while it takes nothing for folks who don’t
know our students to rush us to discuss some issue, it takes wisdom for us to discern the best
moment to get after it.”
“The Problem with ‘Pop-up’ Discussions” by Matthew Kay in Educational Leadership,
October 2021 (Vol. 79, #2, pp. 80-81); Kay
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