Michelle Hughes Miller
and
Catherine Field
Department of Sociology
1) Students WITH problems
2) Students AS problems, or Disruptive Students

What kinds of “problems” do students
bring with them to our classrooms?

What kinds of “problems” can students
cause for teachers or in our classrooms?
 Most



disturbing forms of CI:
Student conversations
Students who make sarcastic or critical
comments
Students who have emotional and unpredictable
outbursts
FACULTY PERSPECTIVES
STUDENT PERSPECTIVES
1. Side Conversations
1. Side Conversations
2. Arriving late/leaving early
2. Cell phone issues
3. Inappropriate laptop use
3. Group project issues
4. Cell phone issues
4. Over-the-top participators
5. Newspapers/Sudoku
5. Inappropriate laptop use
6. Sleeping in class
6. Food issues
7. Failure to prepare for class
7. Unprepared for class
 Students’
problems may become class
problems.
 Class
problems may create student problems.
 Listener
 Source
of referral
TRIAGE
 Student
Health Center, 453-3311
 The Counseling Center, 453-5371
 The Clinical Center, 453-2361
 Financial Aid Office, 453-4334
 Students’ Legal Assistance, 536-6677
 International Programs and Services, 536-7771
 Disability Support Services, 453-5738
 The Women’s Center, 529-2324
 You
can PREVENT their problems from
affecting your class and you; or
 You
can INTERVENE to stop or prevent
further class problems.
 Class
disruptions affect you and the other
students in the class.
 Class
disruptions sometimes reflect
underlying class problems– find out!
 Class
disruptions or responses to class
disruptions may lead to frustration or anger
in the student, their peers, or the instructor.
 Students’
dislike of a class or a teacher
 Students’ and Teachers’ disrespect of
each other
 Teachers’ alienation of students through
poor teaching strategies
 Teachers who fail to deal with class
disruptions
Teachers can PREVENT and/or REDUCE
classroom incivilities
by changing their own
behaviors.
1) Place all of YOUR important class rules in
your syllabus.
•
Violations should have stated consequences.
2) Model respect and interest in your
students.
•
•
•
•
Learn names
Begin and end class on time
Engage the students; use positive motivators
Involve students in a discussion of class
expectations
3) Pay attention to class dynamics (body
language, comments, grades) and adjust
class activities accordingly.
•
Is the material difficult? Do students need a
break? Are you moving too quickly?
4) Respond to minor disruptions quickly and
politely by reminding students of class
rules
 Be
TIMELY.
 Choose
a response that is STUDENTFRIENDLY.
 Be
FAIR.
 Don’t
duck controversy.
 Listen, and get students to listen to one
another.
 Keep your cool.
 Paraphrase, question, and summarize.
 Talk to colleagues. Ask what they do.
 Remember that your problem students
are human beings
Two or three students in your class seem to
enjoy talking to each other more than listening
to you. You asked them once to pay attention,
but the next day they went back to their
private conversation. Some of the students
who sit near them appear to be bothered by
the distraction, but others act like they enjoy
the conversation. You are afraid you are losing
control of that part of the classroom.
You believe that arriving late to
class is a sign of disrespect to the
teacher and the other students. It
is also very distracting. Every day,
at least five students arrive late to
your large introductory class. So far
you have not said anything to the
late arrivals.
You do not have to put up with threatening or
rude behavior just because you are a
Teaching Assistant!
Keep your cool! Do NOT engage in a heated
debate with the student during or after class.


If you can not defuse the situation, arrange to
meet with the student later in your office.



Humor and active listening can often defuse
situations.
Be sure a third party is available to sit in on that
meeting.
If you are worried about your immediate safety
or the safety of others, call 911 immediately.
Before
a problem becomes
serious.
After an exchange with a
student.
Any time you need advice on
how to deal with a disruptive
student.
 Students may be disruptive because of
personal issues or classroom or teaching
dynamics.
 Teachers CAN and SHOULD respond to
disruptive students.
 It is easier to PREVENT class disruptions
than to INTERVENE once they have begun.
 Teachers can prevent or reduce class
disruptions through their syllabus or by
changing their own classroom interactions.
 Teachers can intervene to prevent further
class disruptions by being timely, studentfriendly and fair.