DISRUPTIVE STUDENTS AND CLASSROOM MANAGEMENT
Disruptive Behavior in the Classroom
Disruptive behavior is behavior that interferes with the instruction of classroom activities, including any behavior that disrupts or intimidates others within the classroom. Disruptive behavior in the classroom is covered in the Student Conduct Code and may include, but is not limited to;.
In order to address disruptive behavior in the classroom, it is important to set expectations for proper classroom behavior at the beginning of the term. Specific expectations may be included in the course syllabus. It is also important to inform students that disruptive behavior is not acceptable and will be referred to the Judicial Affairs office.
The following list outlines recommended actions you can take in addressing disruptive behavior.
- When disruptive behavior occurs within the classroom, it is best to address the entire class, rather than the individual student. In doing so, the instructor should remind the class of the expectations set out in the syllabus.
- If a specific student needs to be addressed regarding their disruptive behavior, it should be done after class. If a student's behavior needs to be addressed during class, ask the student to stop their current behavior and to speak with you after class, or during office hours.
- When discussing the behavior with the student, you should inform the student of the specific behavior that is being addressed. In addition, you should remind the student of the classroom expectations, as well as the expectations for future classroom behavior.
- After meeting with the student, you should follow up with an e-mail regarding the incident, as well as the information discussed during the meeting. You may also share this information with your division chair, or the dean of your division. In addition, it is helpful to document any incidents regarding disruptive behavior in the event that the behavior continues.
- If the behavior continues after it has been addressed, you may refer the student to the Judicial Affairs office. For more information on how to refer a student to the Judicial Affairs office, please click HERE for the 鈥淩efer a Student鈥� link.
Classroom Management
The classroom environment is a vital part of learning, whether you鈥檙e teaching in-person or online. Every individual, including each student, staff, and faculty, bring their lives into the academic spaces and there are times when what鈥檚 going on outside of the classroom will have an impact inside the classroom.
While each situation is different, we want to ensure that you know about and have access to resources to help you succeed. The Judicial Affairs office is here to support you and can be consulted to work through a current situation and to explore strategies and resources that might be helpful tools for you and your students.
Below are tips for having tough conversations with students in support of classroom management.
When dealing with a difficult student situation (adapted from University of Louisville):
- Try not to personalize the situation: take a breath and look at the situation as objectively as possible.
- Identify the specific behavior of concern.
- Look for the educational opportunity. An educational conversation from an instructor can have a lasting impact on a student. Look for the opportunity to dialogue about the situation.
- Address inappropriate, disruptive, or concerning behavior from the beginning. If you have a concern, do not wait to see if it happens again.
- Use 鈥滻鈥� statements:
- "I am happy to discuss this/speak with you about this matter, however鈥︹��
- "I hear that you are frustrated, however鈥︹��
- "I recognize how frustrated you are and I want to work with you. We need to take a step back for a minute so we can look at this situation together."
- Repeat the statement calmly two times. The third time, add, "I am going to end this
conversation. I do not鈥�
- "I do not/will not speak with another adult who is yelling (cursing, etc); and/or
- "as an educator, I do not/will not speak to someone who uses vulgar/crass/inappropriate/disrespectful language.鈥�
- Maintain notes and submit referrals of interactions with difficult students.
Tips
Establishing norms helps prevent disruptive behavior and allows you to react effectively in the moment. In addition to using your syllabus to set academic expectations, you can also utilize it to create classroom behavioral expectations. The factors that constitute appropriate and inappropriate behavior are often dependent on the nature of class and faculty comfort level, and can vary widely from lectures to labs and across content areas. Faculty have found it helpful to:
- Verbally address classroom expectations regarding behavior on the first day of class.
It is especially effective to talk about behavior you want to see, as well as the
type that鈥檚 disruptive.
- Outline both productive and disruptive types of behavior.
- Outline the process by which disruptive behavior will be addressed.
- Outline consequences for ongoing disruptive behavior..
- Model the type of behavior you expect from your class.
- Help manage expectations 鈥� Be clear about what you can and cannot provide. Include syllabus statements included on this page and consider adding our website link on your syllabus.
- Address behavior concerns promptly 鈥� Contact the Judicial Affairs office for support and fill out a report online. A Behavior Clarification Plan can often be a helpful step for students to understand what you鈥檝e noticed and how they can improve their behaviors in class.
- Follow up with students (in person or through email) 鈥� When possible, it is best practice to follow-up in writing around expectations so that both you and the student are clear about what is expected moving forward. Consider contacting the Judicial Affairs office for support with this if you aren鈥檛 sure how to best write this email.
- We all have a different lens we view the world through. Helping to see where your student is at 鈥� academically, socially, and environmentally 鈥� will help you to support this student and provide an environment where all of your students have equitable access to education.
- Sometimes in class, there are different belief systems and there is a difference at the college between hate speech and free speech- for further information, reach out to the Dean of your department/division or VP of Instruction.
Your Rights as a Faculty/Instructor
Faculty members have the authority to take appropriate action to maintain order and proper conduct in the classroom and to maintain the effective cooperation of students in fulfilling the objectives of the course.
An instructor has the authority to apply disciplinary action to a student that is being disruptive. Under the Student Conduct Code, , any student who significantly disrupts any college class and makes it unreasonably difficult to conduct the class in an orderly manner shall be subject to disciplinary action. An instructor/faculty member may impose any of the following actions for classroom conduct:
- Warning: An oral or written notice to a student that college and/or classroom expectations about conduct have not been met.
- Reprimand: A written notice which censures a student for improper conduct and includes a warning that continuation or repetition of improper conduct shall result in further disciplinary action.
- Summary suspension for a maximum of two days.
As defined in .
At any time, severe misconduct or continued misconduct shall be just cause for the matter to be forwarded immediately to the Judicial Affairs office for further action. Reporting of the incident should also include Campus Safety.
If the student persists in the behavior, please contact your dean and report the matter immediately to Campus Safety.
Campus Safety Phone: (253) 833-9111 x3350 Email: safetydispatch@greenriver.edu
Sample Syllabus Statement
As an instructor, one of my responsibilities is to help create a safe learning environment, thus I also have a mandatory reporting responsibility. It is my goal that you feel able to share information related to your life experiences in classroom discussions, in your assignments, and in any individual meetings with me. It is always my goal to keep information you share private, but in cases of certain disclosures I am required by law to share that information with the appropriate reporting entities. I must report all allegations of dating violence or domestic violence, child abuse or neglect, abuse of vulnerable populations, and/or credible threats of harm to yourself or others. Based on your disclosure to me, I may need to report this information to our Title IX Office or Campus Safety. Someone will contact you to offer support and connection to resources on and off-campus. If you wish to make a disclosure that could remain confidential, see Violence Prevention & Support.