Journal of Research in Innovative Teaching - National University

Conclusion
Research has supported the use of relevant real-world examples in the classroom (Merta et al.,
1988; Glenwick & Chabot, 1991; Boaler, 1997; Bouillion & Gomez, 2001; Wu, 2003; Lee,
2004; Lakin & Wichman, 2005; Brinson et al., 2008). There is also support for the idea that
those examples can be of a sociopolitical nature (Sue et al., 1999; Grove-McCrea et al., 2004; Henry,
2005; Lating et al., 2009; Torney-Purta et al., 2009). Yalom’s (2005) approach to training group
counseling students through the use of a classroom therapy group is one easily accessible way
such discussions can be moderated in the counseling training classroom.
The author recommends that instructors use the wealth of issues present in today’s
society, even when they are potentially reaction provoking, to engage students in a dialogue that
both encourages them to be more socially aware and gives them opportunity to apply critical
thinking skills. The author additionally recommends the following guidelines for using examples
based on social or political issues drawn from a charged sociopolitical environment.
The first guideline is that the classroom should be a supportive atmosphere. The students
should be comfortable expressing themselves within reason as the example is provided and the
discussion develops. The second guideline is that the discussion should be limited to issues
relevant to the course and the goals of the program. The instructor should be ready to redirect
discussion if it is not serving the academic end. The third guideline is to protect the students from
embarrassment or nonproductive disclosure. Students can present their personal viewpoints and
reactions, but they should be processed in a supportive fashion and the goal should remain to
analyze the example in light of the course and the program’s goals.
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