Addressing Classroom Disruption
The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is
essential to this learning environment that respect for the rights
of others seeking to learn, respect for the professionalism of the
instructor, and the general goals of academic freedom are
maintained. Occasionally, faculty members find that they can
not provide effective classroom instruction because of
disruptions. Examples of disruptive behaviors include: loud
or prolonged side conversations; exaggerated movement of papers,
books, or other materials; use of disruptive mechanical devices
(e.g., pagers, cell phones); repeatedly leaving class early or
coming to class late; and unnecessary or repetitive questions or
comments which seek to delay the normal instructional
process. Classroom behavior, such as this, that seriously
interferes with the instructor's ability to conduct the class or
the ability of other students to benefit from the instruction need
not be tolerated. A student engaging in such behavior may be
subject to student conduct action. The University considers
conduct conversation as a tool to educate students to the
acceptable standard of behavior for the community.
The following guidelines are intended to suggest alternative
methods of addressing student misconduct in a classroom
setting. Because University instruction and human behavior
vary greatly, these guidelines are not intended to be
exclusive. Accordingly, faculty members should exercise their
best judgment in setting standards of conduct for their classes and
taking a reasonable approach in responding to disruption in their
classroom. The Dean of your College and/or Department
Chairperson may have specific recommendations or processes for
reporting and responding to disruptive behavior.
Guidelines
1. Faculty members are responsible for management of the
classroom environment. Teachers in some respects can be compared to
judges: both focus on relevant issues, set reasonable time limits,
assess the quality of ideas and expression, and make sure
participants are heard in an orderly manner. While their ultimate
goals and formalities may be different, both judges and teachers
need to exercise authority with a sense of fairness, and with
appreciation for the reality of human fallibility.
2. Classroom disruption may constitute a student conduct
offense, as defined by the University's Rules of Conduct (Student
Handbook). The term "classroom disruption" means behavior a
reasonable person would view as substantially or repeatedly
interfering with the conduct of a class. Examples include
repeatedly leaving and entering the classroom without
authorization, making loud or distracting noises, persisting in
speaking without being recognized, or resorting to physical threats
or personal insults. Faculty members are strongly advised to keep
records of dates, times, names of those present, and objective
details of disruptive incidents.
This documentation is an integral and indispensable part of the
disciplinary process. It usually constitutes the primary
source of evidence for student conduct action. Also, when
documentation is received from various sources, the Student Affairs
office is able to determine if the student is engaging in an
ongoing pattern of disruptive behavior, act on the multiple
violations and impose a more serious sanction. Any questions
regarding the University's student conduct intervention should be
discussed with the Dean of Student Services as early as
possible.
3. Both students and faculty members have some measure of
academic freedom. University policies on classroom disruption
cannot be used to punish lawful classroom dissent. The lawful
expression of a disagreement with the teacher or other students is
not in itself "disruptive" behavior.
4. Rudeness, incivility, and disruption are often distinguishable,
even though they may intersect. In most instances, it is better to
respond to rudeness by example and suasion (e.g. advising a student
in private that he or she appears to have a habit of interrupting
others). Rudeness can become a disruption when it is repetitive,
especially after a warning has been given.
5. Strategies to prevent and respond to disruptive behavior
include the following (from Gary Pavela, J.D., Synthesis: Law and
Policy in Higher Education, Spring 2000):
a. Clarify standards for the conduct
of your class. For example, if you want students to raise their
hands for permission to speak, say so, using reminders as needed.
Generally, faculty members encounter fewer problems when they
clearly state their expectations of respect in the classroom at the
beginning of the semester. Some instructors have found
including behavioral expectations in their course syllabus helps
reduce disruptive behavior.
b. Serve as a role model for the conduct you expect from your
students.
c. If you believe inappropriate behavior is occurring, consider a
general word of caution, rather than warning a particular student
(e.g. "We have too many simultaneous conversations at the moment;
let's all focus on the same topic").
d. If the behavior is irritating, but not disruptive, try speaking
with the student after class. Most students are unaware of
distracting habits or mannerisms, and have no intent to be
offensive or disruptive. If the discussion with the student raises
concern of substance abuse, a disability, or psychological
disturbance the faculty member is encouraged to consult with the
Dean of Student Services.
e. There may be rare circumstances when it is necessary to speak
to a student during class about his or her behavior. Try to do so
in a firm and friendly manner, indicating that further discussion
can occur after class. Public arguments and harsh language must be
avoided.
f. A student who persists in disrupting a class may be directed to
leave the classroom for the remainder of the class period. This is
a serious step and not to be taken lightly. Whenever
possible, prior consultation should be undertaken with the
Department Chair, Dean of your College, and the Dean of Student
Services.
g. If a disruption is serious, and other reasonable measures have
failed, the class may be adjourned, and Student Affairs or the
campus police contacted. Teachers must not use force or threats of
force, except in immediate self-defense. Prepare a written account
of the incident. Identify witnesses for the Campus Police, as
needed.
6. The Dean of Student Services can help by reviewing university
student conduct regulations with you, and meeting with accused
students formally or informally. It is better to report disruptive
incidents promptly, even if they seem minor. A preferred strategy
is to develop behavioral contract with students, so they have clear
guidelines about what behavior is expected of them. In the most
serious cases, we can suspend students immediately, pending student
conduct proceedings, or medical evaluation.
Special Situations
Students with Disabilities
Some disruptive students may have emotional or mental disorders.
Although such students may be considered disabled and are protected
under the Rehabilitation Act of 1973, they are expected to meet the
same standards of conduct as any student. This is true even if the
disruption is directly related to his or her physical or mental
disability. It is important that an instructor establish the
standards for his or her classroom and enforce them for all
students, in conformance with the principles of academic
freedom.
Referral to Counseling
Counseling can be a helpful experience; however, it is not a
substitute for student conduct action. The goal of the
conduct program is to effectively and quickly correct student
misconduct and to educate the student as to appropriate conduct in
the college community. Counseling is an ongoing process and,
generally, not designed to bring about prompt behavior
change. In fact, the student's behavior may not change or, in
fact, deteriorate. Lastly, psychotherapy is predominantly
elective.
Consultation
Some students' behavior may seem to be bizarre, but not
threatening. The instructor may want to discuss the student's
behavior with professionals, such as a member of the counseling
staff. Please contact the Counseling & Consultation
Services if you would like to consult with the Director or
Associate Director.
If you have questions regarding appropriate responses in these or
other situations, please contact the Dean of your College, the Dean
of Student Services and/or the Director of Counseling &
Consultation Services.
(Adapted from Coping with Misconduct in the Classroom: A
Practical Model, Gerald Amada, 1999)