Level 1 or naïve disruptions include accidental or unintentional disruptions like tapping and fidgeting, using a cell phone, or passing a note. Below we offer ideas from UMBC faculty, staff, and the literature on best practices.
Classroom Management Techniques | Continue to Level 2 | Resources
- Set ground rules for student behavior on the first day of class and in the syllabus. Frame your limits in positive, learning community language. Seek buy-in from students by having them help create the rules. Refer back to the rules when issues arise. Model respectful behavior.
- UMBC faculty suggest managing disruptive students with the Vortex of Failure. Research shows that when one student indulges in laptop multitasking in class, it impacts the surrounding students, even reducing their test scores. Warn students by putting the Vortex of Failure in your syllabus and explain how it works: one student can pull surrounding classmates into the vortex. When a student breaks the rule, use humor to call them out, “It feels like a vortex of failure is forming here!” The surrounding students may also contribute to keeping everyone focused, since they have a clear motivation to avoid the vortex.
- To discourage cell phone use in class, UMBC faculty suggest requiring students to stand up and sing the alma mater. Of course, this means you, too, must sing if your cell phone rings during class. (Practice here.)
- Schultz (2008) says to address naive disruptions immediately, for example, ask the student to stop, or point out that he/she is being disruptive. Document the behavior and your response.
- Deering (2011) recommends that you use the broken record technique to redirect students who argue with your limits. Start by saying no, then give a brief reason. (Be brief, offer just one reason.) Use a calm, ordinary tone and repeat the brief reason each time the student argues back.
- To handle problematic nonverbal behaviors, Deering (2011) suggests doing a perception check with the student in private after class:
- Describe the behavior in neutral terms (I noticed you were rolling your eyes during my presentation today.)
- Give two different interpretations, one should be benign. (Perhaps you objected to what I was saying or maybe you were thinking of something else.)
- Ask for feedback. (Could you tell me what was happening?)
- Nilson (2010) encourages instructors to remain calm, breathe deeply, even count to ten to avoid losing your temper in response to student incivility (p. 79). Staying composed helps the other students view the situation sympathetically, and they might even use social pressure to support you (p. 79). Below, we capture Nilson’s suggestions for a range of naïve disruptions:
- Talking in class: pause, let their voices fill the silence, stare at them with a smile; walk over to them; refer to ground rules.
- Packing up early: reserve an important point or activity for the end of class; have students turn in papers at the end.
- Arriving late/leaving early: state your policies and enforce them; talk to chronic offenders outside of class.
- Using a computer but not taking notes: set a policy in the syllabus, control activities in classroom using group work and short time periods.
- Cutting classes: set a policy in the syllabus, take attendance and base part of the grade on participation; have frequent in-class graded activities.
- Missing deadlines/asking for extensions: set a policy in the syllabus for late work, but assess each instance on a case-by-case basis; meet with students who make this a habit.
- Being disrespectful: talk to the student privately; refer repeat offenders to counseling or ask them to leave class; seek help from security if 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.