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MANAGING DISRUPTIVE CLASSROOM BEHAVIOR
PREVENTION STRATEGIES, EARLY INTERVENTION, AND
EMERGENCY MEASURES
Dr. Frank BabcockDean of Student Services
Dale Mabry CampusAugust 2004
CATEGORIES OF STUDENT
MISBEHAVIOR
• ABERRANT OR IMMATURE BEHAVIOR
REBELLIOUS EMOTIONAL
• INTIMIDATING OR AGGRESSIVE BEHAVIOR TOWARD THE PROFESSOR
• CLASSROOM BULLIES
• DISRUPTIVE BEHAVIOR
STUDENT MISBEHAVIOR
ARRIVING LATE
EATING OR DRINKING
TALKING ON CELL PHONES
BRINGING CHILDREN TO CLASS
• DISRUPTIVE BEHAVIORS
• DISRUPTIVE BEHAVIORS
STUDENT MISBEHAVIOR
CONDUCTING SIDE CONVERSATIONS
OFFENSIVE COMMENTS TO INSTRUCTOR OR OTHER STUDENTS
MAKING IMPUDENT REMARKS
CONSISTENTLY DISAGREEING
STUDENT MISBEHAVIOR
DEFIANT POSTURINGOBSCENE GESTURESHOSTILE ARGUINGCHALLENGINGMENACING PHYSICAL POSTURING INTIMIDATING STATEMENTS TOWARD THE
INSTRUCTOR
• INTIMIDATING OR AGGRESSIVE BEHAVIORS TOWARD THE PROFESSOR
STUDENT MISBEHAVIOR
HIJACKING THE CLASSRUDE INSULTING UNCIVIL IRRITATING BEHAVIOR TOWARDS
CLASSMATES INTERFERING WITH TEACHING AND
LEARNING
• CLASSROOM BULLIES
STUDENT MISBEHAVIOR
ACTING IN A BIZARRE MANNERACTING SPACED OUTUNDER CHEMICAL INFLUENCEENGAGING IN EXHIBITIONISMEMOTIONAL RESPONSESMAKING IRRATIONAL, INAPPROPRIATE,
UNRELATED STATEMENTS
• ABERRANT OR IMMATURE BEHAVIOR
POSSIBLE CAUSES
PURCHASING A COMMODITYDEMAND ACCOUNTABILITYDEMAND COURSES BE TAUGHT ON THEIR TERMS
• STUDENTS OFTEN ENTER COLLEGE WITH A “CONSUMER MENTALITY”
• STUDENTS BELIEVE THAT THEIR BEHAVIOR HAS NO BEARING ON THEIR FUTURE SUCCESS
POSSIBLE CAUSES
• STUDENTS BRING THEIR HIGH SCHOOL BEHAVIOR TO COLLEGE
• STUDENTS HAVE NEVER BEEN CONFRONTED BY THEIR INSTRUCTORS FOR INAPPROPRIATE BEHAVIOR
• STUDENTS RESORT TO INTIMIDATION TO RELIEVE STRESS
• UNDERPREPARED STUDENTS
• STUDENTS HAVE BLURRED PERCEPTIONS OF BOUNDARIES BETWEEN THEMSELVES AND COLLEGE FACULTY/STAFF
• MANY FACULTY AVOID EXPLICIT RULES TO AVOID LOOKING TOO RIGID
POSSIBLE CAUSES
POSSIBLE CAUSES
• COLLEGE EDUCATION HAS BECOME A MEANS TO AN END IN IT SELF
• HIGH TECH WORLD MAY RESULT IN STUDENTS WITH MORE LIMITED SOCIAL SKILLS
THE MILLENNIAL FACTOR
• STUDENTS ENTER COLLEGE WITH MORE EXPOSURE TO ADULT WORLD THAN PREVIOUS GENERATION
• STUDENTS RECEIVE EXPOSURE TO VAST LEVEL OF INFORMATIONAL ACTIVITY
• STUDENTS ARE EXPERIENCING HIGH LEVELS OF STRESS AND ANXIETY
• MORE STUDENTS ARE WORKING PART TIME
THE MILLENNIAL FACTOR
• STUDENTS ON THE CUTTING EDGE OF TECHNOLOGY PROFICIENCY
• STUDENTS HAVE AMBITIOUS CAREER ASPIRATIONS BUT UNREALISTIC EXPECTATIONS ABOUT WHAT IT TAKES TO ACHIEVE THESE GOALS
• STUDENTS AWARE OF THE RULES BUT SEEK TO FIND WAYS AROUND THEM “CHEATING IS OK IF YOU DO NOT GET CAUGHT”
PREVENTION STRATEGIES
PHONES AND BEEPERS OFF
NO LEAVING CLASS FOR CALLS
NO BATHROOM BREAKS
NO SIDE CONVERSATIONS
NO SLEEPING
• PROVIDE A CLEAR SET OF RULES
PREVENTION STRATEGIES
QUESTIONS TO BE DIRECTED TOWARD THE INSTRUCTOR
NO READING UNRELATED MATERIALSTAKE ATTENDANCE AND LEARN STUDENT
NAMESNO USE OF LAPTOPS EXCEPT FOR COURSE
WORKPROVIDE RULES BOTH VERBALLY AND IN
WRITING
PREVENTION STRATEGIES
• SERVE AS A ROLE MODEL FOR THE CONDUCT YOU EXPECT FROM YOUR STUDENTS
• START CLASS ON TIME
• END CLASS ON TIME
EARLY INTERVENTION
• DO NOT DEAL WITH STUDENTS WHEN YOU ARE EMOTIONAL
• DO NOT DEAL WITH STUDENTS WHEN THEY ARE EMOTIONAL
EARLY INTERVENTION
• INTERVENE EARLY
PRACTICE GOOD COMMUNICATION
SPEAK WITH STUDENT IN PRIVATE AFTER CLASS TO DISCONTINUE DISRUPTIONS
BE SPECIFIC ABOUT CONCERNS
FOCUS ON HOW BEHAVIORS AFFECT YOU AND OTHER STUDENTS
PROVIDE SUGGESTIONS OR DIRECTIVES
CONSIDER A DIFFERENT SEAT
EARLY INTERVENTION
• INTERVENE EARLY
BEHAVIOR INTERVENTIONS
REFOCUS ATTENTION BY RESTATING RELEVANT POINTS
RE-DIRECT QUESTIONS TO THE CLASS
ASK HOW TOPIC RELATES TO THE CURRENT TOPIC
“Would you summarize your main point please?”
• RAMBLING
BEHAVIOR INTERVENTION
CHANGE TEACHING STRATEGIES FROM GROUP DISCUSSIONS TO WRITTEN EXERCISES
PROVIDE STRONG REINFORCEMENT FOR ANY CONTRIBUTION
INVOLVE DIRECTLY BY ASKING A QUESTIONMAKE EYE CONTACT
• SHYNESS OR SILENCE
BEHAVIOR INTERVENTION
ACKNOWLEDGE COMMENTS MADEGIVE LIMITED TIME TO EXPRESS
VIEWPOINTS AND THEN MOVE ONMAKE CONTACT WITH ANOTHER PERSONPROVIDE ATTENTION AFTER CLASS OR
DURING BREAKS “THAT’S AN INTERESTING POINT. LET’S SEE
WHAT OTHERS THINK!”
• TALKATIVENESS
BEHAVIOR INTERVENTION
ADMIT THAT YOU DO NOT KNOW THE ANSWER AND REDIRECT THE QUESTION TO THE GROUP OR THE PERSON ASKING
ACKNOWLEDGE THAT THIS IS A JOINT LEARNING EXPERIENCE
IGNORE THE BEHAVIOR
• SHARPSHOOTING
BEHAVIOR INTERVENTION
REDIRECT QUESTION TO GROUP OR SUPPORTIVE INDVIDUALS
RECOGNIZE PARTICIPANT’S FEELINGS AND MOVE ON
ACKNOWLEDGE POSITIVE POINTS
“IT LOOKS LIKE WE DISAGREE”
• HECKLING/ARGUING
BEHAVIOR INTERVENTON
REMAIN CALM AND POLITEKEEP YOUR TEMPER IN CHECKDON’T DISAGREE, BUT BUILD ON OR
AROUND WHAT IS SAIDMOVE CLOSER TO THE PERSON,
MAINTAINING EYE CONTACTTALK TO HIM/HER PRIVATELY IGNORE BEHAVIORASK HIM/HER TO LEAVE
• OVERT HOSTILITY
Student Code of Conduct and Classroom Behavior
STUDENT CODE OF CONDUCT
CAUSING PHYSICAL OR PSYCHOLOGICAL HARM
INTERFERING WITH NORMAL COLLEGE ACTIVITIES
VERBAL OR PHYSICAL DISRUPTION OF TEACHING
INTERFERING WITH THE FREEDOM OF EXPRESSION
• PROHIBITED CONDUCT
STUDENT CODE OF CONDUCT
FAILING TO COMPLY WITH THE DIRECTION OF COLLEGE OFFICALS
ALL FORMS OF ACADEMIC DISHONESTY
LEWD, INDECENT, OR OBSCENE CONDUCT, FACE TO FACE USE OF FIGHTING
WORDS, AND/OR PROFANE EXPRESSIONS
• PROHIBITED CONDUCT
NEXT STEPS
INFORM STUDENT HE/SHE CANNOT RETURN TO CLASS WITHOUT A LETTER FROM
THE DEAN
PROMPTLY INFORM THE DEAN OF THE ISSUES, SO THAT DEAN IS PREPARED TO SPEAK WITH STUDENT
• YOU MAY REDIRECT DISRUPTIVE STUDENTS TO THE DEAN OF STUDENTS’ OFFICE
CRISIS MANAGEMENT
SECURITY WILL COME TO ESCORT STUDENT FROM CLASS
STUDENTS ARE ALWAYS BROUGHT TO THE DEAN OF STUDENTS’ OFFICE
COMMUNICATE WITH DEAN OF STUDENT SERVICES ABOUT WHAT HAPPENED
DEAN OF STUDENT SERVICES WILL COMMUNICATE WITH THE FACULTY
REGARDING RETURN TO CLASS
• CALL SECURITY FOR ASSISTANCE253-7911
QUESTIONS AND CONCERNS
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