The document discusses the ART technique for managing classroom arguments. It defines the difference between classroom interactions and arguments, with interactions involving a respectful exchange of views and arguments reflecting hostility aimed at imposing one's view. The ART technique involves: A) Avoiding arguments by resisting participation, even if a student's view seems unrealistic. B) Researching the causes of arguments to understand recurring issues and anticipate questions. C) Teaching to clarify misconceptions, without announcing views like election results or using confrontational language. The goal is exchanging information respectfully.

1. Topic: How to manage classroom arguments.
Target audience: Classroom teachers and academic instructors.
Written by: Jones Oluwatosin.
jonesayodeji@gmail.com

2. I taught the topic ‘transport’ one day and the lesson virtually turned into an intense argument
but luckily, the school bell ended it. Actually, a student asked a question on the topic, which
I tried to answer explicitly then it happened; another student in class disagreed with my
opinion and got support from other students. While i was doing my best to justify my
response to the question, I only got more criticism and regrettably a divided class with some
students on my side and others against me. To make things worse, none of the sides won the
argument, more arguments surfaced in subsequent lessons and in some cases; it had negative
effect on students’ collaboration as well as leading to interpersonal conflicts.
I shared my experience with a colleague who happened to be facing a similar situation but in
his own case, a particular student was often responsible for the arguments. Then I questioned
all my friends who are teachers and they all reported that they had endured a classroom
argument at one time or the other. I also asked them for the ways they handled their various
classroom arguments and discovered a technique from their ideas, which I termed as the ART
technique.

3. The ART technique for dealing with classroom argument is an effective way of controlling the
situation, minimizing the risks of reoccurrence and ensuring that no one gets emotionally
hurt, especially the students.
Firstly, some teachers cannot distinguish classroom interaction from an argument while some
who can are unaware of how classroom interaction can lead to argument. Classroom
interaction or discussion involves students sharing opinions about a particular topic in form
of a conversation while classroom argument represents a verbal dispute or quarrel over a
subject matter. The goal of a proper classroom interaction is to exchange views to acquire
information while a classroom argument might reflect hostility and aimed at imposing a
conviction on others. Specifically the goal of a classroom argument is winning or having the
last word and in more cases, no matter the cost.

5. Avoid
The first thing to consider as soon as a teacher senses an argument is about to break loose in
class, or realizes that it had begun, is to avoid the argument completely by resisting the urge
to participate. No matter how unrealistic the students’ opinion is, or how much you know
about the subject matter or who and who is involved, just end it before it escalates. A teacher
should discern when a student is listening, when a student comprehends and most
importantly, when the student agrees with you. It is quite tricky to believe that as teachers,
students must agree with us all the time or respect us enough not to protest openly in a rude
manner. What if they agree with us but do not agree with other students because of many
factors and are willingly to push the limits to prove a point. Moreover, teachers are not
supposed to take sides in an argument no matter who is right or wrong since they should not
be allowing it in the first place.
Consider the following statements by different students carefully,
 There is a train faster than all cars.
 Most cars are usually faster than most trains.
 Trains are faster than cars.

6. Statement 1, it is quite difficult to say no or yes since you might not be very sure of the fact
or the source of the information so you should tell the students to give more information or
you make a promise to get more information.
Statement 2, it is quite easier to accept the statement but should in case other students have
contrary opinions, you should listen to them and encourage them to present their facts for
classroom deliberation so please do not assume the statement should be unchallenged.
Statement 3, allow the student to express his/her opinion and others to respond if necessary
before you share your facts with the class. Be careful to understand the difference between
a statement and a question before responding. While a question reveals a confusion, a
statement reveals a supposition.

8. Research
Carry out your investigation about the reasons for the arguments as you work out a
permanent solution and ask yourself the following questions. Who usually starts the
argument? Is he/she trying to impress the class or wants to prove a high level of intelligence?
Is there a group in class that does not agree or there is an unresolved hidden conflict among
the students?
Find out a lot about the cause of disagreement in order to present a cogent answer and
anticipate likely questions that your students would ask because you might not be the only
one carrying out a research on the topic.
Teach
A teacher is not a debater so how you deliver the information matters. There should not be
any statement like “I told you so” or “next time, be factual” or “this is a proof you should
never argue with your teacher.” Take your time to teach the clarification of the misconception
and not simply announce it like an election result.

9. References
https://www.smartclassroommanagement.com/2010/01/23/why-you-should-never-argue-with-students-and-how-to-
avoid-it/
https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=&url=https%3A%2F
%2Fwww.andertoons.com%2Fteacher%2Fcartoon%2F0104%2Fno-we-cannot-agree-to-
disagree&psig=AOvVaw182WZwJAwFF696wTQBQozR&ust=1540588072776256
https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwihg4S2wKL
eAhWO11MKHfuLB8EQjhx6BAgBEAM&url=https%3A%2F%2Fthesocietypages.org%2Fcyborgology%2F2011%2F12%2F
13%2Fresponsible-googling%2F&psig=AOvVaw2-qIEfcMcdb5BfhaKbDo3V&ust=1540588082960122