You know the moment: a student in the classroom says the thing everyone was thinking. A headline nobody planned for takes over the room. Someone goes quiet, and the class keeps moving anyway. In these times, we as faculty improvise with a racing heart, and try to find the right words to make the moment “better.” Many faculty in higher education describe this part of the job as invisible, and a heavy weight to carry (Gonzalez et al., 2024). Charged moments can occur in teaching 200 freshmen in a lecture hall, or eight graduate students around a seminar table. However, we can prepare for these moments the same way. The following steps reflect research-based approaches to preparing for challenging, charged moments, regardless of discipline (McGowan et al., 2021). Importantly, none of the following prevents hard moments. Prepare anyway. You'll walk into the next class having already made a few decisions instead of making them all at once with your heart pounding. And, ultimately, students can tell the difference. 

Five Things to Set up Before the Hard Moment Arrives

1. Take inventory of your own body signals while you are calm. Charged moments show up in our bodies before we have words for them. Often, this looks like our chests tightening, faces warming, or the urge to talk faster. Envision a potentially charged classroom moment (either past or future). Acknowledge what comes up for you, the quality of the feeling, and where it is in the body. Write yours down now, while nothing is happening. Naming the signal allows you to better catch it and address it when it arises in you (Bitanihirwe & Imad, 2023).
2. Line up two colleagues before you need them. You want two people you can text after a class that feels emotionally charged. Make one of them someone outside your department; a colleague who teaches differently will usually ask a better question, because they won't assume they already know what happened. Faculty who navigate hard conversations well almost always have a couple of trusted people they can think out loud with (McGowan et al., 2021. So ask now, before anything goes wrong: "Can I text or call you after a challenging/charged class?”
3. Tell students early that hard conversations are allowed here. Charged moments arrive in every discipline, whether that’s through the material, through something in the news or on campus, or through a student having a terrible week. Until you say otherwise, students don't know whether your classroom is a place where any of that can be named out loud. So say it early. If your course heads into contested territory: "We'll touch things people feel strongly about. That's not a detour from work… it is the work, and I expect it." Or even opening with: "If something out there or in here is affecting your work, say so, and we'll figure it out together." Raising a hard subject on purpose builds trust and credibility; whereas leaving it unspoken tends to erode both (Day-Vines et al., 2021). And when the hard thing is personal, students are often already waiting for the opening: in a recent study, 38% of students named a professor as the person they'd talk to about mental health affecting their academic work, while only 17% had actually talked with anyone on the academic side (Healthy Minds Network, 2025).
4. Write agreements people can actually act on. Simply writing on your syllabus "be respectful" on the syllabus doesn’t often impact student behavior. A short list of things a person can actually do works better: anyone can ask for a pause; we speak for ourselves, not for a group; we can go back to something we said last week and revise it. Build the course agreements and culture with students, if you can. A list you wrote alone tends to protect the students who were already comfortable, and it takes away everyone's say in how the class handles a hard moment when one shows up (Harbin et al., 2019). Importantly, most students with marginalized identities (Black, Brown, Indigenous, People of Color; LGBTQIAP+ students, first generation students) often opt out of contentious discussions (Parker-Shandal, 2023). Asking a room to be equally brave asks more of some people in it than others.
5. Decide now that postponing is a real answer. Pick your sentence and give yourself permission to use it: "I want to come back to this next class, when I can give it more than the few minutes we have left." Make that call now, while nothing is happening, because at the moment you won't have the bandwidth to weigh whether stopping is right. Students rarely need an answer on the spot, what they need is to know it's coming back.

Conclusion

Think about the working relationships you actually trust. Most of them survived something. Somebody dropped the ball, or said the wrong thing, and then came back and dealt with it, and the relationship became stronger. Research on relational repair supports this (Eubanks et al., 2018). Students describe courses the same way. When someone tells me about a class that mattered to them, it’s because the instructor came back to something. None of this is about avoiding hard moments. It's about becoming the kind of teacher who returns to them in an intentional and open-hearted way. This is a skill, and a skill can be practiced. 

References and Resources

Bitanihirwe, B., & Imad, M. (2023). Gauging trauma-informed pedagogy in higher education: A UK case study. Frontiers in Education, 8, 1256996. 

Day-Vines, N. L., Cluxton-Keller, F., Agorsor, C., & Gubara, S. (2021). Strategies for broaching the subjects of race, ethnicity, and culture. Journal of Counseling & Development, 99(3), 348–357. 

Eubanks, C. F., Muran, J. C., & Safran, J. D. (2018). Alliance rupture repair: A meta-analysis. Psychotherapy, 55(4), 508–519. 

Gonzalez, I. A., Newhart, S., Arcot, R. R., & Hudlin, M. (2024). “A weight to carry”: Experiences of masters-level counseling faculty teaching a multicultural counseling course. Journal of Multicultural Counseling and Development, 52(4), 242–256. 

Harbin, M. B., Thurber, A., & Bandy, J. (2019). Teaching race, racism, and racial justice: Pedagogical principles and classroom strategies for course instructors. Race and Pedagogy Journal, 4(1), Article 1. 

Healthy Minds Network. (2025). Healthy Minds Study: 2024–2025 national data report. University of Michigan, Boston University, UCLA, & Wayne State University. 

McGowan, B. L., Jones, C. T., Boyce, A. S., & Watkins, S. E. (2021). Black faculty facilitating difficult dialogues in the college classroom: A cross-disciplinary response to racism and racial violence. The Urban Review, 53(5), 881–903. 

Parker-Shandal, C. (2023). Participation in higher education classroom discussions: How students' identities influence perspective taking and engagement. Teaching and Learning Inquiry, 11. 

Additional resources

• Guidelines for Discussing Difficult or High-Stakes Topics — Center for Research on Learning and Teaching, University of Michigan
• Managing Difficult Moments — CETL Teaching Tip
• Student Perspectives on Navigating Difficult Discussions — CETL Teaching Tip
• Recognizing and Addressing Student Mental Health Concerns — CETL Teaching Tip
• In-The-Moment Responses To Mental Health Challenges — CETL Teaching Tip

About the Author

Dr. Clark D. Ausloos is an assistant professor in the counseling department, in the School of Education and Human Services. His teaching philosophy centers on a constructivist, student-centered approach that values developing meaningful connections with students. Beyond teaching, Dr. Ausloos holds licenses as a Clinical Counselor and School Counselor and has received high recognition from students for his engaging and sensitive handling of diverse topics. 

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Expressing your teaching philosophy in 10 words can be a short but powerful way to reflect on your teaching values and practices. We asked the recipients of Oakland University’s 2026 Teaching Awards to share their Teaching in 10 Words, plus a little more on those 10 words. Learn more about the awards, which are coordinated through the Senate Committee on Teaching and Learning.

Empowering Students to Cross and Reconstruct Bridges as Critical Thinkers 

Varna Taranikanti (Foundational Medical Studies), Teaching Excellence Award

As a teacher I see myself as a bridge, guiding and supporting my students through their medical education. Through team-based learning (TBL) and self-directed learning (SDL) strategies, I use authentic case-based, real-life scenarios to motivate them to discuss as a team and simultaneously display their answers. Although I provide the final answer, I encourage all plausible rational explanations that could justify their answer being different from mine. This way I help them cross the bridge I create but also joyfully dismantle it. I also find they become confident, open to others' perspectives, and adapt to new situations and construct bridges of their own. Students describe my sessions as collaborative, which makes them feel empowered to explore their passions and discover new interests.

The History Laboratory: Question, Investigate, Discover, Challenge, Rethink and Transform

Rochelle E. Danquah (History), Excellence in Teaching Award

My classroom is the History Laboratory, which is a place where the past is investigated rather than memorized. Investigating primary sources becomes the evidence, questions are students’ investigative tools, and their ideas are  experiments. In my classes, students do not simply learn about big history and what happened; they learn how to question and seek out how and why primary sources can disclose different and unique stories about the American experience. I want students to understand that it is alright to question established narratives, while learning to investigate evidence that challenges dominate narratives that make assumptions about our past. In the end, my students will feel empowered and discover new perspectives, while rethinking what they thought history was. Transformation sparks curiosity; which leads my students to develop their own voices and develop a better understanding of history at home or aboard on the planet we all share.

Critical Thinking Alongside Artificial Intelligence Examples

Jennifer Heisler (Communication & Journalism), Online Teaching Excellence Award

There’s no single right approach to AI in education. In Communication, however, students must understand AI’s strengths and weaknesses for their future careers. I’ve challenged myself to learn alongside students by incorporating AI-generated content into classroom activities. I often use AI to create examples for discussion, openly acknowledging its use. During class, students apply course materials to the examples; afterwards, we also discuss the value/helpfulness of the AI examples. Sometimes, the AI products are good (and students articulate why and how); other examples are terrible (and the students enjoy those moments even more). As they offer suggestions for what was ‘missing’ from those examples, they simultaneously reinforce course concepts and practice critical thinking skills.

While I retain a healthy skepticism of language models, I’ve received positive feedback from students who express appreciation for the chance to discuss (and evaluate) AI in class. Overall, it’s an opportunity to learn alongside students as we work our critical thinking skills in the AI age.

Image by Madeline Shea, created for CETL. Others may share and adapt under Creative Commons License CC BY-NC. View all CETL Weekly Teaching Tips. 

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What is a Learning Tip? Learning tips are written for a student audience: share them with your students as is, or make a copy of the Google Doc version to adapt for your course. 

The style of each of your classes will vary greatly based on who teaches the concepts and skills and what you do in class to learn them. In many classes, a professor will present information while you are expected to take whatever notes will help you remember the content. But what actually makes for good note-taking? Is it how much you write, how you record notes, whether you use bullet lists, draw diagrams, or sketch comics? In short, it doesn’t so much matter how you take notes, but how engaged you are with the concepts being discussed.

For example, one popular study argued that writing notes by hand might be better for learning than typing notes (Mueller & Oppenheimer, 2014), but these results have been difficult to replicate and the study does not claim this is true in all situations. More simply, while handwriting notes can have some cognitive benefits, such as creative note-taking and slowing down to consolidate and interpret class concepts, there isn’t one right way to take notes. No matter what method you use to take notes, there are some keys to making sure you are engaged in the process in a way that will help you remember and apply concepts.

Note-taking Basics

Write your thoughts alongside what is being covered. Good notes do not merely record what the professor says or what a slide displays, but your thoughts connected to this content. A dual entry format works really well for this, meaning that one column is for the class content and the other column is for your thoughts connected to that content (See our dual-entry note-taking template at tinyurl.com/DualEntryNotes). If your professor says that a sentence can technically be a whole page long and grammatically correct, you might think, “Hmm, my high school teacher said a sentence shouldn’t be more than 30 words.” The professor’s comment would go in one column, and your related memory would go in the other column. Connecting course content to memories, experiences, and examples helps you remember and apply those concepts better than merely transcribing the new material. 

Record your questions. Inquiry should be a part of any learning process, whether reading, viewing, or writing. Going back to the statement about long sentences, you might ask yourself, “Are there any popular examples of incredibly long sentences, and why might they have been used?” Rather than letting the question zip through your mind, write it down with a large question mark. The question may be answered later, or you may encounter a good opportunity to share the question. By engaging in the question, your brain is more actively connecting with the concept, and you are less likely to forget it.

Make predictions and take guesses about the content, even if the professor is not directly asking questions. Sticking with our long-sentences example, you might predict “Misused commas and conjunctions are a common culprit of run-on sentences.” In a study of math students, those who made guesses and predictions while learning content outperformed those who didn’t (Kasmer & Kim, 2012).

End with summary and takeaways. At the end of each class session, take five minutes to summarize the content and write the main points that stick with you. This reflection activity helps your brain organize the new content and store it in a way you are more likely to be able to recall and build off of in the future.

Even if a class session isn’t the most interesting or engaging, these note-taking behaviors can help you not only increase learning but also boost your motivation. In other words, it may just make your classes more enjoyable.

Extra Resource: How To Take Notes In Class (video: 6 minutes)

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The start of the semester is always a hectic time. Between adds/drops, students needing textbooks, and moving from “welcome” to “let’s get to work,” it can be difficult to fit in formative assessment and feedback during these first few weeks. However, we know that these evidence-based practices are essential for building student confidence, metacognition, and motivation (Meer & Chapman, 2014; Hwang, 2025).

In this teaching tip, I share five approaches for incorporating low-stakes formative assessments and feedback into your first few classes. Knowing where students stand before Week 3 will help with:

• Tailoring learning activities that meet student needs
• Supporting student decisions about how to succeed in your course
• Making timely and effective use of the Academic Alert system 

Low-Stakes Assessment Approaches

Syllabus Quizzes or Scavenger Hunts

Easy to create and administer, these low-stakes activities work across class formats and sizes. Hands-on syllabus activities draw students' attention to the unwritten rules of college by demystifying academic jargon early on. Additionally, they clarify essential course logistics while guiding students on how to access vital campus support networks like the OU Writing Center and the Academic Success Center before they fall behind.

To set this up, design a first-week scavenger hunt worksheet or online quiz (participation points or zero points) prompting students to actively locate key details (e.g., office hour locations, required materials, and grading systems) alongside a few warm, relational questions to build early rapport. Keep the activity strictly formative by addressing questions and misconceptions with automated feedback in Moodle or in-class discussion.

Checklist Assignments

Checklists are highly versatile tools that guide students through the hidden steps of class preparation, such as logging into Moodle, visiting the library, and obtaining required materials for class. By reviewing the data early, you can quickly identify logistical or technology barriers and offer supportive, growth-oriented feedback to build academic confidence.

To set this up, design a zero-point or participation-graded digital or paper checklist during the first two weeks with preparation steps paired with wellness and technology checks. Use this activity to build self-efficacy, identify barriers like delayed financial aid, and offer encouraging, strategy-focused feedback to help students plan effectively.

Journal Assignments

Low-stakes journals on Moodle or paper encourage metacognition by inviting students to reflect on what surprises them, connect class concepts to their personal lives, and voice anxieties before major assignments or exams.

Set up a recurring bi-weekly or monthly Progress Report Journal on Moodle (or a paper in-class journal) with reflective prompts regarding study habits, real-life applications, test preparation, etc. Grade for participation only, avoiding penalties for grammar or accents to emphasize self-reflection and protect students’ authentic voices. Use brief feedback to coach them through common misconceptions and reply like a supportive coach before anonymously sharing common themes in class to address shared misconceptions.

In-Class Polling Apps

Integrating real-time check-ins breaks up lectures to boost engagement and help students assess their understanding, especially in larger classes.

Set up interactive platforms like Mentimeter, Formative, H5P, or Google Forms and link them directly into lecture slides, inserting quick checks every 20 minutes and concluding with a QR-code "ticket to leave" to capture lingering questions. Project anonymous results immediately to normalize confusion, set up automated feedback to clear up misconceptions on the spot, and use this real-time data to dynamically adjust your lecture focus.

Quick Conferences

Adding mandatory “Chat with Your Professor” conferences early on builds instructor-student rapport and demystifies the academic support network. Starting these sessions with supportive, open-ended questions lets you provide just-in-time, constructive feedback. Especially useful for writing-intense and project-based courses.

Set up predictable 10-to-15-minute time slots using Google Appointments during class or office hours, replacing one traditional early assignment to keep workloads manageable. Use these sessions to offer descriptive, live feedback on their progress, and build student self-efficacy by validating their academic strengths or making warm hand-offs to campus support services.

Making Use of Formative Assessment and Feedback

Collecting early-semester data is only valuable if we act on it. Use these strategies to translate your formative findings into immediate instructional adjustments and proactive student support:

Adjust Your Instruction in Real-Time: If early activities reveal widespread confusion, immediately pivot your next class session to clarify these concepts before students fall behind. For creative strategies on gathering and acting on immediate class data, see Getting (Really) Early Student Feedback with “Super Stat” Feedback.

Boost Academic Confidence Early: Use low-stakes tasks to build self-efficacy, helping first-generation and transitional students view learning as an ongoing growth process rather than an innate talent. Explore how to frame these early opportunities in Leverage the First Assessment to Improve Student Confidence.

Submit Proactive Academic Alerts: When early checkpoints flag that a student is struggling with technology, attendance, or course materials, submit a referral through the Academic Alert system to quickly connect them with support. For guidance on submitting referrals, visit CETL’s faculty resource pages.

Establish a Two-Way Feedback Loop: Use quick conferences or brief journal replies to turn grading into a collaborative dialogue, which normalizes help-seeking and helps students actively process your guidance. To guide students on how to act on your advice, consult Getting the Most Out of Faculty Feedback: Teaching Tip.

References

Meer, N. M., & Chapman, A. (2014). Assessment for confidence: Exploring the impact that low-stakes assessment design has on student retention. The International Journal of Management Education, 12(2), 186–192.

Hwang, S. (2025). Unpacking the impact of writing feedback perception on self-regulated writing ability: The role of writing self-efficacy and self-regulated learning strategies. Behavioral Sciences, 15(2), 100.

About the Author

Daniel Brengel is an Educational Development Specialist at CETL and an instructor for Linguistics, First-Year Writing, and English as a Second Language at Oakland University and other local institutions. Daniel previously served as Director of the Academic Success Center at Macomb Community College. His research areas of interest include second language writing, translingual theory, linguistic justice, inclusive pedagogy, and faculty perceptions of student writing. When he’s not teaching or working to support student success, Daniel likes to play video games and curate his multigenerational record collection.

✨Portions of this work used Gemini Notebook (2026) and Gemini (2026) as a thinking partner. All AI output was reviewed and edited prior to use.

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