Problem Students and Disruptive Behavior

As with discussions of sensitive topics, the best defense against problems students and disruptive behavior is to be prepared.

Handling Specific Disruptive Behaviors is an excellent article that provides concrete suggestions for college faculty. Talking in class, packing up early, arriving late/leaving early, cheating, wasting time, asking problematic questions, showing disrespect, attending class irregularly, asking for extension and missing assignment deadlines are all covered here.

It is your right to expel a disruptive student from your classroom--but only for that day's session. The student has the right to return to class the following day, and may remain so long as the disruptive behavior is not repeated.

At a recent meeting of Berkeley faculty to discuss this issue, the group had several excellent recommendations:

1. Always make deadlines--and consequences of missing them--clear in the syllabus. And then stick to them. Some faculty also include expectations for classroom behavior.
2. Know your rights and responsibilities as outlined in the Faculty Code of Conduct. Know students' responsibilities as outlined in the Student Code of Conduct.
3. In serious cases, rely on your department chair for support and advice. That's what the chair gets paid for.
4. You do NOT need to respond to a demanding student email.
5. If you wish to respond to an email, you can say, "I looked at this briefly, and it looks important. Please come to my office hours." The group agreed that this eliminates 50% of complaints, because, as one student told a professor, "It's not worth the trouble to go to office hours."
6. In severe cases, keep written records (including all email, etc.)
7. In general, don't correct or criticize students in class; talk to them privately after class, if necessary.
8. Think in advance how you might respond to various behaviors so that you'll not be blind-sided and can remain calm.

Here are a few responses to particular behaviors, gleaned from "Teaching at Its Best," by Linda Nilson (from Tomorrow's Professor).

Talking in class. Try for a long dramatic pause in your lecture when students are chatting to each other.

Packing up early. Reserve important activities and points for the end of the class. [And we might add, have a real end to the class. Don't let it drift off or run over time.]

Arriving late and leaving early. Make your policies clear on the syllabus. Set aside an area near the door for these people. Have something very important at the beginning and/or end of class.

The following is information from the Faculty Guide to Campus Life:

UC Police's Threat Management Unit is available to advise and assist in cases of harassing, threatening, or aberrant behavior. They can answer questions, provide referrals, or give presentations. Contact them at 642-6760.

For help with addressing disruptive, threatening, or violent behavior, call CARE Services (643-7754), which coordinates the campus' Behavior Risk Assessment Team. For immediate threats of violence, call 9-1-1.

The Office of the Ombudsperson for Faculty and Non-Senate Academics (642-4226) can consult with you about problems arising from threats to your safety.

The Title IX/VI Compliance Officer (643-7985) in the Campus Climate and Compliance Office handles sexual/racial harassment and discrimination complaints from faculty, staff, and students.

Please see both Teaching in Difficult Times and Sensitive Topics in the Classroom for additional information and suggestions about this topic.

Other Resources:

"Managing Hot Moments in the Classroom"

How to Assist the Distressed Student from Berkeley's University Health Services

Assisting the Emotionally Distressed Student [pdf] is an excellent and comprehensive booklet from Berkeley's University Health Services

When New Teachers Meet the Classroom Terrorist

University of Minnesota
Center for Teaching and Learning Services
Online Workshops and Tutorials
Scenes from a Classroom: Managing Conflict
A series of short videos that outline what to do and what not to do

Scene 1; Why did you take points off?
Scene 2: I'll never get it!
Scene 3: Could you talk to the professor for us?
Scene 4: It's a Zoo in here!
Scene 6: I had to go to a funeral
Scene 7: Sorry, but I can't always understand you
Scene 8: Do the problem for us
Scene 9: I had a sick child!
Scene 10: You never told us that!

The acting is not great, but the advice is good.