Difficult Classroom Situations


3.4 Difficult Classroom Situations

Why is it important?

Developing strategies for navigating difficult classroom situations can help instructors maintain a respectful and inclusive learning environment. Faculty are able to handle conflicts constructively, fostering a positive and productive classroom and equipping their students with tools and strategies they can implement in their personal and professional careers. Conflict management can be categorized into three types: cooperative and problem-solving strategies, avoidance strategies, and punishment strategies (Mahvar et al., 2018). Emphasizing on cooperative strategies, Mahvar et al. (2018) highlight the importance of effective communication with students, training teachers to handle disruptive behaviors, and using varied teaching methods tailored to the classroom situation as a way to face difficult classroom situations. Hughes, et al. (2010) identified strategies including pausing to collect thoughts, encouraging active listening, and addressing issues respectfully as effective ways to manage “hot moments.” Similarly, Sedlovskaya (2020) reported that establishing norms, encouraging vulnerability, recognizing spontaneous moments as learning opportunities, being aware of cultural differences and language barriers, and building trust with the students is crucial to creating an atmosphere where students feel comfortable sharing and learning from each other.

How can we implement it?

Dealing with disruptive behavior in the classroom requires a combination of proactive and reactive strategies. Start by setting clear expectations and rules for behavior for your class as a class policy. Feel free to refer to the Illinois Student Code. When disruptions occur, address them calmly and promptly. Use strategies like ACTION to structure your intervention. The office of the Dean of Students has additional resources on Responding to Threatening Student Behavior. Redirect the disruptive student’s attention back to the lesson or activity, and if necessary, speak with them privately to discuss their behavior and its impact on the class. When needed, follow up with the students or the class after a classroom disruption.

References

Hughes, B., Huston, T., & Stein, J. (2010). Using case studies to help faculty navigate difficult classroom moments. College Teaching, 59(1), 7–12. https://doi.org/10.1080/87567555.2010.489076

Mahvar, T., Ashghali Farahani, M., & Aryankhesal, A. (2018). Conflict management strategies in coping with students’ disruptive behaviors in the classroom: Systematized review. Journal of Advances in Medical Education & Professionalism, 6(3), 102-114. PMID: 30013994; PMCID: PMC6039817.

Sedlovskaya, A. (2020). How to lead uncomfortable class discussions. Harvard Business Publishing Education. Retrieved from https://hbsp.harvard.edu/inspiring-minds/how-to-lead-uncomfortable-class-discussions

Resources 4.1: Navigating Difficult Classroom Situations

Checklist for this section:

Expectations and rules for behavior

Syllabus Statement for Classroom 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.

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Strategies for Addressing Student Disruptions

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 and 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.
DIE (Describe, Interpret, Evaluate)
  • Describe: Describe the situation or issue without inserting personal opinions or judgments. This focuses on the facts and context.
  • Interpret: Offer interpretations or perspectives on the situation, considering various viewpoints and explaining how they understand the issue.
  • Evaluate: Assess the issue based on the interpretations, expressing their own judgments and feelings while respecting differing opinions.

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Discussing Disruptive Behavior

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.

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Following Up After a Classroom Disruption

Approach the conversation with empathy and clarity. Start your classroom disruption follow-up by calmly explaining the specific disruptive behavior and how it impacted the class. Listen to the student’s perspective and try to understand any underlying issues contributing to their behavior. Show empathy for the situation. Clearly outline your expectations for future behavior and discuss potential strategies to help the student meet these expectations. Offer support and resources if needed and emphasize your commitment to their success in the class. Finally, document the conversation to ensure there is a record of the discussion and agreed-upon actions.

Classroom Disruption Follow-Up

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. Monitor the classroom dynamics and student behavior to ensure that the issue has been resolved and that the learning environment remains positive.

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