Level 3 or Challenging Behaviors include students questioning your credentials, grading policies, or expectations. Below we offer ideas from UMBC faculty, staff, and the literature on best practices.
Classroom Management Techniques | Continue to Levels 4 & 5 | Resources
- Schultz (2008) says to give clear instructions to stop the behavior and remind the student of the consequences. Call for backup when the “challenge changes from the topic to you.” You might need a dean/counselor/advisor to set up a behavioral agreement for the student (Schultz, 2008).
- UMBC faculty, staff, and administrators advise faculty to be aware of UMBC policies and where you can seek assistance. Keep the UMBC Guide to Helping Faculty and Staff Deal with Disruptive Student Behavior handy and ask for help. You can also turn to colleagues and supervisors for help, for example, ask a colleague to observe your class and offer suggestions for handling student behavior. If necessary, you can take this further by bringing in an outside disrupter—someone with perceived authority who can impact the class dynamics.
- Deering (2011) recommends that you defuse power struggles with naysayers by turning the argument back to the students with a question, i.e., “What do you think about this issue?”
- Spalding (2014) suggests creating a pressure valve for students, for example, encouraging students to offer constructive criticism in journaling exercises.
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.