Self-Control and Diffusers

Activity Description
A table of simple and easy to remember diffusers (word or phrase responses that make continued
conversation close to impossible given the nature of the response) will be memorized (see attached document)
and I will employ in the classroom, when the nature of the discussion starts to tend toward complaints of work
load, assessment frequency, or material difficulty.
Learning Objectives
I will implement the usage of diffusers in the Physics class, with the goal of de-conflicting potentially
high energy discussions with students that could tend toward a negative result. While a serious discussion of the
methods of learning or the purpose of the class is always something I will make available to students with true
concerns, class time dedicated to lecture delivery provides an audience for any teacher-student conversations,
and is neither the time nor the place to move away from the schedule for content delivery.
Appropriateness of Activities for Targeted Students
The current 12th grade Physics class that I am teaching is an interesting combination of dynamic (and
very vocal) personalities coupled with a strong desire to excel academically, which is not necessarily tied to a
consistent and superior academic effort or ability. This class is one closer to my heart, as I served as their
homeroom teacher for 2 official years, and unofficially for another one and a half. They are very open with me,
and always tell me exactly what they thinksometimes to my internal frustration. They are a good hearted but
reactionary group, and they must have figured out that I respond very obviously to their complaints and
emotional upsets. Over the past academic quarter, they have become increasingly frustrated (and vocal) about
how disappointed they are with their grades and the difficulty level of the content material we are working
through. Due to my behind the scenes efforts and the idealism guiding my work with them (it is not all about the
grade!), my reactions have become much more visibly affected, as I know how much is going into their
education, and I know how much more important their effort is, as compared to the grade they receive on their
report card four times a year.
Correlation of Activities to the Seminar
In seeking to create an atmosphere of learning, teachers must beware their human tendencies. No one
wants to face constant criticisms that their work is worthless, or that they themselves are inadequate employees
at their job. In the classroom, this criticism sometimes comes from our students, although I assume it is usually
unintended. There is typically a large divide between the age and maturity of teachers and their students, so
critical comments hardly intentionally carry the weight that we may attach to them. Self-control is a necessity
for any leader, and teachers are no different. Self-control forms one of the core tenets of successful classroom
management, according to the Time to Teach program. Diffusers are one way of allowing teachers to help
themselves become more controlled, and certainly contribute to a more controlled demeanor in the classroom.
Diffusers can help control situations also, as the flammable part of a criticism or exclamation is deflated by
means of a comment that leaves no room for argumentation.
Student Evaluation and Assessment
I have to appreciate the fact that the students have been able to see right through my intention in using
the diffusers. The one that comes from my chart below that comes the most easily to me, and which I feel has
been usable in the most situations, is: That reminds me of __________. At that point, I reference what I was
planning on teaching next anyway. The students have been so good natured, but literally laugh out loud and
comment on how it has no connection to what they were saying at all. They are right! The point of the comment
it to diffuse and to pivot, and it has done just that. In addition to calming any escalating situation down, it has
not ceased to elicit laughs from almost all of the students on whom I use the line. This is a triple win in my
book: we move on, we stay calm, and we laugh. I couldnt ask for a better way to pivot back to the necessary
information.
Self-Evaluation
 This is a hard thing for a teacher to do, as we usually feel quite partial to our teaching styles, methods,
activities, etc. The thing to remember, however, is that engaging in a conversation with frustrated students about
the legitimacy of our teaching or the assessments we have created or delivered will only result in an escalation
of the negative energy in the room. There is always time to seek out the questioning student later in a one-on-
one setting and discuss the validity of our assignments. A full classroom with an agitated student and a vested
audience, however, is not the place or setting in which that conversation will be productive. I am not very good
at using diffusers, yet, as I tend to credit the students desire to really know the truth perhaps a little too much. I
am consistently trying, however, and I do think it helps move the conversation to the next teaching point. I can
verify that to stay and try to out-argue the point with the student stagnates the class.
Documentation
Diffusers
Good point, thank you!
Excellent; unrelated, please.
On the other hand
I can see that; please.
This is the truth; please
I see what youre saying; please.
That reminds me of the next part of the lesson