Preventing and Managing Disruptive Classroom Behavior
NFTS Luncheon, November 8, 2006
Carl Burns, Ph.D.
Counseling & Academic Support Programs
204 Norwood, x4211
Faculty at UMR and at most other universities have expressed concern in recent years that more incidents of inappropriate behavior are occurring among students. A body of literature has begun to develop as a result of the increased attention that this concern has generated. This brief paper presents a few of the reasons for the occurrence of inappropriate student classroom behaviors and offers suggestions for the prevention of these before they might arise, and how to respond if they do arise. Various forms of cheating will not be dealt with herein, as these are usually disciplinary matters to be handled according to specific protocols.
Conditions favoring development of undesired behaviors
First, a definition of undesired behaviors. Prior research has classified these into the two broad groups of disrespectful disruption (e.g., talking too much in class; preparing to leave before class is dismissed) and insolent inattention(e.g., sleeping in class; coming to class while intoxicated), the primary difference being that the former is more active behavior, and the latter, more passive. Most faculty probably witness quite a few more incidents in the first category than in the second. Behaviors in either category are seen as violations of typical norms of classroom decorum. Several factors may favor the development of these kinds of behaviors.
A classroom is a social setting in which certain “rules of engagement” apply. Most faculty and students see relationships in the classroom as governed by these rules, which in turn flow from and reinforce normative expectations. Social power is an important ingredient in this formula; students assume that faculty wield much power and that they possess very little (faculty may not always agree). As such, students may perceive themselves as an “out group”. This perception can sometimes lead to acting-out behavior on the part of students, and students’ individual histories and predispositions may be activated in a way that makes them more likely to engage in such acting out.
An increasing number of students with significant mental health issues are attending college. At times, some students’ conditions can lead to classroom behavioral problems or out-of-class concerns. If, in speaking with a student, it becomes clear that he/she is dealing with such an issue, it is appropriate to make a referral to Counseling & Academic Support Programs for supportive assistance for the student.
Faculty behavior is also important; some behaviors on the part of faculty tend to accentuate students’ feelings of powerlessness, which may then lead to displays of inappropriate behavior. Some of the kinds of behavior by faculty which have been identified as potentially problematic in this regard are:
- inattentive planning
- condescending negativism
- idiosyncratic grading practices
- failure to communicate course details
Inattentive planning is the most-often cited complaint by students, of those listed. Faculty who engage in one or more of these kinds of practices, or who do so more often, may encourage the development of inappropriate student behaviors.
Consistently placing students in a passive observer role (i.e., using mostly a lecture format) places much greater demands on their attentional resources and makes it much more likely that some students will try to find ways to entertain themselves that are distracting. Our minds require a fair degree of stimulation, and not all lectures provide adequate amounts :)
Obviously, students’ backgrounds, developmental levels, and interest in the subject, as well as factors such as class size, have great bearing on the possible emergence of undesired behaviors. These are uncontrollable elements, and our focus here will be on elements that are more controllable. So, what has been shown to be more helpful in both preventing and dealing with problematic classroom behavior?
Preventing negative student behaviors
Probably the best medicine for prevention is for instructors to use methods in which power is shared; collaborative methods, for example, distribute power among all or most of the actors in the classroom. The more tightly an instructor wishes to wield power in the classroom, the more likely it is that some students will resist being controlled. This was less an issue in the “old days”, when students had fewer choices. Now, students can easily vote with their feet if they find an instructor too harsh or inflexible, and they are more inclined to express their disfavor than in years past. A more tightly-controlled classroom in which students feel relatively powerless also tends to reduce student engagement in the learning process (learning for a test vs. learning for life).
The next consideration in preventing negative behaviors is to **be well prepared, both in terms of the overallcourse structure and in how each class period is used. Students dislike feeling as though their time is unimportant (as do faculty), and poor preparation by an instructor sends the message that this is, indeed, the case. Using a shared-power model usually provides a little more “cover” in this regard. **Providing clear information about course expectations, from the very first day of class, is critical. It appears that most students decide whether they consider an instructor to be well prepared (and the course worth their time and effort) within the first few class meetings. Sometimes this decision is made the first day, although most students allow some “margin for error”. **Describing acceptable and unacceptable behavior in the class, preferably in writing, is helpful—as long as the instructor does not consistently violate one or more “rules of engagement”. An instructor who appears to have somewhat higher standards for students than for his/her own behavior may be seen as capricious, and this invites reduced engagement and possible misbehavior. Lastly, **be fair. Students will tolerate a lot from an instructor who treats them fairly; being fair conveys that the instructor cares about the students and the classroom environment.
Now, if a class is being conducted within the above-mentioned margins, and one or more students display the kinds of inappropriate described previously, how best to respond? The first factors to consider are the type of misbehavior and whether it is only one, or more than one, student involved. If one student displays disrespectful behavior, such as preparing prematurely to leave, it is usually best to speak privately to the student. This particular type of behavior often occurs “en masse”, however, and in this instance it is better to state (or re-state, if this has been covered the first day of class) the expectation to the entire class. Although it is often tempting to publicly “shame” a single student who acts out in class, it is more appropriate to speak with such students individually.
Behavior displayed by a group (three or more) of students can take on “pack” characteristics. It is not uncommon for friends to take a class together, and sometimes this greater familiarity can lead to sub-group behavior that is less than desirable. Using collaborative methods and arranging groups so that such sub-groups are split up can lessen these effects a great deal. The syllabus is a good tool to use in this regard also. You can specify from the outset that if such behavior occurs, you will ask that the individuals involved not behave in a disruptive manner, and that if it persists, you may require that they not sit together.
Helpful Words and Phrases
When you speak to a disruptive student/s, it is usually better to be as calm as possible and try to avoid anything resembling escalation. Beginning with the assumption that the student is a responsible young adult (perhaps contrary to some evidence) who can change his/her behavior is a helpful framework. In speaking with the student,
- describe the undesirable behavior clearly and succinctly (“Today was the third time that you were talking excessively”)
- describe the effects (“Your talking disrupted the flow of the class”) and
- state clearly what your expectation and any consequences might be (“If this happens again, I will ask that you sit where these conversations cannot occur”)
For some kinds of inappropriate behavior, such as the student smelling of alcohol in class, a private conversation after class is indicated. It is best, again, to state only the facts (“You smell strongly of alcohol”) and your expectations and possible consequences (“If you come to class in this condition, I will make a disciplinary referral”). The student might well deny having been drinking that day, and he may be telling the truth. That is not your concern. All you can know factually is that if she smells noticeably of alcohol, she is impaired to some extent, and other students will realize that as well. In essence, you do the entire class a favor and create a more positive learning environment in limiting such undesirable behaviors.