Controversial Issues In The Classroom: Case Study

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a. Two major arguments from the Hess reading was that teachers need to improve on the concept of talking about controversial issues (Hess, 2009). In Hess article she describes an observation inside a classroom. In this classroom a teacher asked his students to” identify and critically evaluate reasons in support of and against the referendum as a way to understand why it did not pass” (Hess, 2009). The majority of the students were silent and did not participate in the discussion. Additionally, the few students that took part in the discussion, quickly realized that the teacher was in favor of the passage. At one point of the discussion the teacher “banged on the table and said that’s rights” after a student made a great argument of why the passage was right (Hess, 2009). …show more content…
Another reason why the “quality of a teacher’s practice is the key ingredient” to a successful conversation to a difficult topic is because if the teacher does not prepare or make the students excited about the topic, the students will not engaged. For example, the debate would have been more beneficial to the students if they had “learned about the issue before the day if the vote” (Hess, 2009). Furthermore, if the teacher discussed what the referendum was, then the students would have had a better understanding of referendum and its argument. The second major argument from Hess reading was that whether or not teachers should be required to use the “pedagogical approach.” This approach would force the students to speak in controversial topics. Applying the pedagogical approach, “students can learn deep content and important discussions skills” (Hess, 2009). Teachers need to practice these skills with their students, because having an educated conversation takes practices. Some ways to practice talking are, Socratic Seminars, public issues discussions,