The resources below offer insights into how to manage disruptive classroom behavior. We discuss these resources in more detail in Classroom Management Techniques: Redirecting Disruptive Students.
Deering, C. (2011). Managing disruptive behaviour in the classroom. College Quarterly. (14)3. http://collegequarterly.ca/2011-vol14-num03-summer/deering.html
Deering shares the broken record and perception check techniques discussed in the companion text.
Faria S., Weston, T., & Cepeda, N.J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62 (March 2013), 24-31. Available at http://www.sciencedirect.com/science/article/pii/S0360131512002254.
The authors demonstrate that when people multitask on a laptop during a lecture, they score lower on a test compared to those who did not multitask. People in direct view of their multitasking peer also scored lower on a test compared to those who were not.
Holdcroft, B. (2014, May-June). Student incivility, intimidation, and entitlement in academia. Academe. https://www.aaup.org/article/student-incivility-intimidation-and-entitlement-academia
Holdcroft defines incivility, intimidation, bullying, and entitlement; explores examples and possible origins of the behaviors; then offers potential responses.
Lampman, C. (2008). Contrapower harassment on campus: Incidence, consequences, implications. In K. Landis (Ed.). Start talking: A handbook for engaging difficult dialogues in higher education. (pp. 18-20). Anchorage: University of Alaska Anchorage and Alaska Pacific University.
Contrapower harassment “occurs when a person of lesser power within an institution harasses someone with greater power.” Lampman surveyed faculty at University of Alaska Anchorage to ascertain the scope of the problem—most have experienced contrapower harassment, few report it, and negative consequences are more likely for female faculty than for their male colleagues.
Langford-Von Glahn, S. J., Zakrajsek, T., & Pletcher-Rood, S. (2008). Teaching students with Asperger syndrome (and other disabilities) in the college classroom: Creating an inclusive learning environment. Journal on Excellence in College Teaching, 19(2-3), 107-133.
This article defines Asperger Syndrome and discusses ways to create an inclusive classroom for all students. Additionally, it offers a series of charts that outline ways to support students with cognitive disabilities in classroom activities like collaborative learning projects and testing.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors. (3rd ed.) San Francisco: Jossey Bass. (pages 71-82).
Many of Nilson’s suggestions appear in the companion text, but we suggest you consult this chapter for additional examples and details about each of her ideas.
Schultz, B. (2008). Recognizing and responding to disruptive students. In K. Landis (Ed.). Start talking: A handbook for engaging difficult dialogues in higher education. (pp. 22-25). Anchorage: University of Alaska Anchorage and Alaska Pacific University.
Schultz defines disruptions by level—from naïve to threatening—and offers suggestions for responding and seeking additional help.
Pittman, C. (2016). 10 in the moment responses for student incivility & other “uh oh/sigh/say what now” classroom moments.
Pittman offers 10 responses for sticky classroom situations to help faculty prepare manage disruptions.
Spalding, D. (2014). How to deal with difficult students. Tomorrow’s Professor e-Newsletter. Stanford University Center for Teaching and Learning. In How to Teach Adults: Plan Your Class. San Francisco: Jossey-Bass.
Spalding offers several ideas for helping students to focus their disruptive energies more productively.
UMBC Division of Student Affairs office of Student Judicial Programs. (n.d.) A guide to helping faculty and staff deal with disruptive student behavior. https://conduct.umbc.edu/resources/resourcesfaculty-staff-disruptive-student-behavior-guide/.
This brochure offers instructions and resources for managing disruptive behavior at UMBC.