Level 2, or intentional disruptions, include asking persistent questions, or making disrespectful or attention-seeking comments. Below we offer ideas for addressing these types of disruptions from UMBC faculty, staff, and the literature on best practices.
Classroom Management Techniques | Continue to Level 3 | Resources
- Schultz (2008) says give students a clear directive with consequences for the behavior, document the incident, and hold an after-class conference in a place where colleagues are nearby.
- Deering (2011) suggests responding non-defensively to criticism by agreeing with any element of the student’s comment that contains the truth. This can disarm the student and stop the argument.
- To manage monopolizers, Deering (2011) recommends assessing the situation first—does the rest of the class perceive this student as a monopolizer? Interrupt the student, then offer a “face saving statement” combined with an invitation for others to talk. For example, “You are making a good point, Linda, and I wonder what others think about this issue.” If this doesn’t work, try meeting with the student after class to devise a plan for acceptable behavior.
- Nilson (2010) offers suggestions for a range of intentional disruptions:
- Dominating discussion: interrupt and invite the rest of the class to comment.
- Asking questions already covered: answer quickly, noting that you already covered it, or ask the student to see you after class.
- Asking wheedling questions: try to engage the rest of the class in responding; ask questions that lead students to think through the question and develop an answer.
- Asking argumentative questions: acknowledge the input and move on; talk to student outside of class if it continues.
- Asking loaded questions: try to turn it back to the student with a question.
- Demanding a grade change: set a policy in your syllabus; schedule a meeting, but not immediately; begin discussion with a positive empathetic statement and offer to review the work; give the student the chance to back away from the demand. Do not be intimidated into changing the grade. Seek assistance as needed.
Link here to view an annotated resources list.
Please note that student behaviors in the classroom may result from any number of factors, and each situation is a singular case. Suggestions offered in FDC resources may not be appropriate in every instance.