Navigating Disruptive Behavior

To foster a positive and productive learning environment, all students must adhere to the following expectations and rules for behavior: Communicate respectfully with peers and instructors, focusing on ideas rather than individuals. Actively participate in discussions and activities to ensure all voices are heard and valued. Stay on topic during class and minimize distractions by silencing electronic devices. Arrive on time and remain for the entire class period, notifying the instructor if you must leave early. By following these guidelines, we show respect to the instructor and peers.

Action

• Ask clarifying questions to help you understand intentions.
• Come from curiosity, not judgment.
• Tell what you observed in a factual manner.
• Impact exploration: ask for and/or state the potential impact of such a statement or action on others without putting anyone on the spot.
• Own your own thoughts & feelings about the statement’s impact.
• Next steps: Request appropriate action be taken.

HEART

• Hear what the student is saying
• Empathize with the student’s situation
• Assess what the student’s needs are
• Refer to campus resources
• Tell the appropriate campus official or department

Calmly explaining the specific disruptive behavior and how it impacted the class.

“Hi [Student’s Name], I wanted to talk to you about something that happened in class today. During our discussion, I noticed that you were frequently interrupting your classmates. This made it difficult for others to share their thoughts and for the class to stay focused on the topic.”

Listen to the student’s perspective:

1. Actively; make eye contact, nod, and use engaging body language.
2. Avoid interrupting: let the student share their perspective freely.
3. Reflect and paraphrase: "It sounds like you were frustrated because…".
4. Ask open-ended questions: "Can you tell me more about what happened?".
5. Recognize and validate the student’s feelings: “I can see that this situation upset you."
6. Stay calm and neutral and avoid judgment or criticism.

After a classroom disruption, an instructor should follow a structured process to address the issue effectively:

1. Private Follow-Up with the Student:
   1. Meet with the disruptive student privately to discuss the behavior and its impact on the class. Listen to their perspective and explain the expectations for future behavior. Offer support and resources if needed.
2. Class-Wide Communication:
   1. Address the class to acknowledge the disruption without singling out the student. Reinforce the established classroom norms and expectations and emphasize the importance of maintaining a respectful and productive learning environment.
3. Documentation:
   1. Document the incident and the steps taken to address it. This can be helpful for future reference and if further action is needed.
4. Ongoing Monitoring:
   1. Keep an eye on the classroom dynamics and the student’s behavior to ensure that the issue has been resolved and that the learning environment remains positive.

1. Be Specific: Highlight particular aspects of their performance, such as clarity of speech or the strength of their arguments.
2. Be Positive: Start with positive feedback before addressing areas for improvement to keep students motivated.
3. Encourage Self-Reflection: Ask students to reflect on their performance and identify areas they think need improvement.

1. Use a Rubric: Provide a clear rubric that outlines the criteria for grading so students understand what is expected.
2. Be Detailed: Offer detailed comments on their work, pointing out both strengths and weaknesses.
3. Provide Examples: Show examples of good work to illustrate your points and help students understand how to improve.

1. Focus on Effort and Progress: Acknowledge the effort and progress made, not just the final outcome.
2. Be Timely: Give feedback as soon as possible after the performance to ensure it is fresh in the student’s mind.
3. Set Goals: Help students set realistic and achievable goals for their next performance to encourage continuous improvement.