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A Layered Approach to Classroom Management

In this online course, our expert team offers insights and wisdom on issues of classroom management, navigating challenging conversations, and setting expectations in the classroom. In a conversational style with engaging visuals and timely examples, we provide essential guidance and support to those teaching in the higher education space. Whether you are new to teaching or looking for an authentic, practical, and experienced approach to boundaries, classroom management, and building a classroom community, this is the series for you.


This four-part program includes:

  • Should I Talk about This? – How, when, and if you might talk about polarizing topics in the classroom

  • A Trauma-Informed Approach to Classroom Management – Practical direction on responding to difficult student questions

  • Engaging and Managing Classroom Environments – Addressing conflict in both the online and in-person teaching setting

  • Boundary Setting in the Classroom – Setting expectations in the syllabus and during the first class


Drawing from over a dozen theories, including crisis de-escalation, crucial conversations, emotional intelligence, professionalism, boundaries, transtheoretical change theory, and motivational interviewing, our instructors will help you develop and improve your teaching and classroom management skills. Learn how issues of power, privilege, gender, race, and ethnicity impact our teaching approaches and how we are seen as teachers, instructors, adjuncts, and professors by the administration and our students.


From direct lecture style to entertaining and provocative video clips and images, the presenters engage the audience by demonstrating the techniques we are teaching. We discuss the use of stories, humor, and personal reflections alongside research-based rubrics to guide discussions and grading. We talk to you as colleagues and peers, sharing real advice from difficult experiences and mistakes we have made in our teaching careers. The most effective thing we can do as educators is to be grounded in opportunities for learning, whether more formally grounded in the syllabus or the things students bring to our attention.


From the authors of:

  • A Staff Guide to Addressing Disruptive and Dangerous Behavior

  • A Faculty Guide to Disruptive and Dangerous Behavior in the Classroom

  • How to Engage in Difficult Conversations on Identity, Race, and Politics in Higher Education


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