dealing with disruptive student behaviour - practical tips for university teachers
TRANSCRIPT
Dealing with Disruptive Behaviour
Practical hints and tipsDr Maxwell Addo and Dr Emma Kennedy
Pre-empting disruption
Particular points to think about when planning
Certain students
Difficult parts of the lesson
Health and safety issues
The place – e.g. a large lecture hall, stuffy classroom
The time – e.g. Friday at 5pm
Ground rules
Make available in advance Create in conjunction with students
Is there a practical solution?
N
Is there a support framework (eg DDS) to use?
N
Ground rules or “just in case” plan
Y
Y
Use it
Use it
Stay positive–
don’t go in expecting the worst
Avoiding confrontation
Confrontation Defensiveness
Increased aggression
Student feels trapped
Winning becomes goal
Can you shut the situation down and move on? Suggest the
student talks to you one-on-one later.
If a situation gets threatening, call security – don’t endanger yourself.
Remind the students why they came to class – to learn
Reassure students that you will listen to them – just at a more appropriate time.
If there is low-level disruption use PPP – pause, peer and position
You can ignore things – but be consistent across students in this.
Healthy confrontation (where needed)
Focus on the behaviour,
not the student
Keep your voice and
body language
calm
Repeat established
limits (“broken record”)
Don’t get into a back and forth exchange
Make consequences clear and
stick to them
Limit time and energy – ask student to leave if necessary
Direct appeal to student to stop behaviour can work – especially if you use humour and/or
peer pressure
Take it out of class & Escalate
• Invite others if you think it would help –personal tutor or module convenor
Private meeting with the student/s involved
• Refer to Advice and Counselling or DDS
Do they need emotional or
other support?
• Who needs to know if a student is having trouble?
Know the disciplinary
procedures in your
department
Remember your rights
You have the right not to be harassed, degraded or subject to discrimination. If this happens escalate to your manager.
You should be able to have a student removed from your class if they subject you to harassment or discrimination.
Rebuilding and repairing the relationship
Allow the student to explain themselves
Always be prepared to apologise or admit you are in the wrong
Ask the student if they are OK
Show that you care, even if you can’t help
Express sympathy regardless of the situation
Forgive and forget; don’t hold a grudge
Offer help to catch up/make up missed work
Four rules of classroom management
Get them in Get them out Get on with it
Get on with them
What would you do?
Behaviour
Correction strategies
Consequences
How to repair relationship?
Specific Learning Needs – ASD, AD(H)D
May be more susceptible to distraction & less able to control evidence of distraction (e.g. chatting).
May also struggle with taking turns when speaking. You may need to cut them off gently but firmly.
Give instructions clearly and in concrete language
Make rules clear & be consistent in enforcing them.
Be willing to help where possible with auditory or visual distractions.
Students who start to argue repetitively may be struggling. Don’t prolong it – suggest the conversation ends & they take a break if needed.
Allow the student whatever s/he needs in order to participate – including breaks & sitting in a specific place.
Good practice guides: http://www.autism-uni.org/