Managing Disruptive Behavior

Faculty members should set a standard for classroom behavior by establishing expectations specifically around topics such as:

• Use of electronics in class.
• Visitors to class.
• Tardiness.
• Use respectful and inclusive language.
• Acceptable class participation.
• Threatening statements and behavior. (If a student threatens or implies direct harm, call 911 immediately.)

Disruption behavior is conduct that significantly obstructs or interferes with a university activity or process, this includes but is not limited to the educational learning process in a classroom setting. Disruptive behavior is often a continuous action, which can include but is not limited to the following:

• Continuously talking out of turn
• Talking on the phone during class
• Causing disruption that interferes with the ability of the instructor to teach and or the students to learn
• Constant interruptions of the instructor or other classmates
• Continuous argument or debate at inappropriate times in the class
• Aggression towards others or threatening behavior

Providing information regarding behavioral expectations for students can be disseminated and communicated in a class syllabus. Stating this information in writing sets a clear expectation for how students should engage in the classroom.

Examples of effective syllabus policy communication:

• Classroom discussion should be civilized and respectful to everyone and relevant to the topic we are discussing. Everyone is entitled to their opinion. Classroom discussion is meant to allow us to hear a variety of viewpoints. This can only happen if we respect each other and our differences
• Any continued disruption of the class will result in a report to the Office of Student Conduct for investigation. After one warning, if the disruption continues, you will be asked to leave the classroom for the remainder of the class.
• Cell phone usage is prohibited during class unless otherwise stated. If you have a special circumstance, please discuss it with me in advance.

*Please contact your direct supervisor for further assistance regarding the syllabus policy.

Taking a proactive approach to handling disruptive behavior in the classroom is a preventative strategy to deter disruption before it happens.

• Set the tone for your expectations early on in the classroom.
• Establish a relationship with your students and make an effort to memorize their names or something about them.
• Model the type of behavior you want to see from your class. The student will often respond to the energy you bring to the classroom.
• Cultivate a space of mutual respect. Communicate that you recognize your students as individuals, that you are committed to their learning, that you are willing to listen carefully and respectfully, and that you expect the same from them
• Treat students with respect. Your students will never respect you if you do not respect them. Yelling, use of sarcasm, or singling out individual students will most often yield a negative response from the student.
• Handle conflict professionally and privately when necessary.
• Be fair and consistent when dealing with students.
• Incorporate different approaches to teaching to incorporate the various learning styles of the students in your classroom.
• Other helpful tips can be found on the Center for Innovative Teaching and Learning site.

• Try to talk with the student in a calm, respectful and professional manner and tell them to refrain from such behavior. Explain how it impedes your ability to teach and their classmates’ ability to learn.
• Stay calm and do not engage with the disruptive behavior, do not become defensive.
• Be direct and calmly ask the student to stop.
• Remind the student of any agreed-upon behavioral expectations that you may have discussed in the class and/or that are stated in the course syllabus.
• Invite the student to meet with you before or after class or during office hours to address the matter with the student.
• If you believe it is appropriate, calmly ask the student to leave the classroom and then contact them afterward to schedule a meeting. (ask a colleague or administrator to attend this meeting if deemed necessary)
• Document the behavior. After any meeting, provide the student with a summary of the discussion and notice of future expectations of behavior.
• Faculty members should refer incidents to their department chairs, who will investigate and make recommendations.
• While health conditions do not condone the behavior, you might be able to direct the students to a campus resource, such as the Disability Resource Center, Counseling and Consultation Services or the Center for Student Assistance. Advise the student that if the disruptive conduct continues, you will refer them to the Office of Student Conduct.
• Faculty members may also refer the incident to the Student of Concern Committee, which monitors and responds to reports of disruptive behavior and signs of distress in students. The committee helps connect students with the resources and services they need to succeed at NIU.