Disruptive Student
How do you handle a disruptive student,and keep the other students on corse?
One technique I learned, but haven't practiced too much, is to remain absolutely quiet. When the disruptive student (and class) realize that the instructor is no longer talking, they give you their full attention (because they are trying to figure out why you have stopped talking). At that point you take charge of your classroom again and remind students why they are there. If the disruptive student has a problem with that they should not take up your time and other students time and leave.
Another method is to have the class give the disruptive student feedback about the disruptive student's behavior -- how it is affecting their ability to focus and learn. Sometime "peer" feedback has more impact than the instructor. Because the disruptive student is trying to get the instructor's attention and not focusing on how it affects the other students.
Of course, the instructor could always ask the student to step outside the classroom and speak with them about their behavior. That would take the instructor away from their other students for a short time, but it may be the last resort.
My experience with disruptive students have been many. When a student is disruptive the first time I will politely ask the student to refrain from this behavior. On the second disruption I will ask the student to step outside of the classroom and sternly acknowledge my displeasure with this behavior. I will also reminded the student of the classroom behavior policy as outlined by our program. If the student disrupts the class again, the student will be given a student advisement form as a disciplinary tool.
Hi Dorothy,
I remove the disruptive student from my class for the day, if there is a need, and I continue teaching without missing a beat. I then have a conference with the disrupitve student during nonclassroom hours to determine, if he/she is allowed to return. Do not tolerate this nonsense.
Patricia
I engage the student by asking him/her questions or having the student read, give an opinion or participate in cooperative learning activities. Once the student has the center of attention status, he/she does not need to acquire attention by being disruptive. In 9 out of 10 times this procedure has worked and has assisted me in redirecting the student's behavior.
As a new adult instructor, I've experienced some disruptions during my lecture and I plan to add more emphasis on disruptions & consequences(similar to your method above) during the first class meeting. Even though the disruptions were minor, they still took away from the smooth flow of the lecture and that is unfair to the remainder of the class.
Hi Katrina,
Right now, the disruptions are minor. You must nip this in the bud swiftly and quickly before the disruptions become major.
Patricia
I generally try to catch his attention by first facing him/her and then invite him/her to answer a question or give an opinion on the subject matter.
Generally I always have a talk with a disruptive student after class to try to understand the reason of his/her behavior and potentially help the student to change his attitude in class.
Hi Sor Angel,
This makes sense. I normally have a private firm conversation with the disruptive student, and this generally brings about acceptable behavior.
Patricia
Hi Kathryn,
Simple, do not allow disruptive students to control the classroom. These students need to be removed quickly and swiftly. They need to be spoken to privately in a very firm manner during nonclassroom time. If the behavior does not change, administration needs to take action. It is not fair to those who want to learn.
Patricia
I feel like I do not handle disruptive students well. I teach math and many students are anti-math. When they tune out and talk frequently in the back of class, how can you engage them?
I like the technique of silence. Silence makes others uncomfortable and if the silence is due to a disruptive student, it will be quite apparent. Hopefully the student would realize why the silence has been enacted and the correct his behavior.
I use cooperative learning activities. After presenting the material, I allow them to work in groups. People with math phobia find it difficult to answer or participate in class; however in groups they are more relaxed. Try it. Grammar is not the most interesting subject either but this works for me. Good Luck
Angel
Hi Sor Angel,
How do you handle disruptive students during your presentation?
Patricia
I use the silence method myself. It makes students uncomfertable when the realize why you stopped the lecture. I've had pretty good results with this and it seems to get the idea accross quickly.
I have had this to happen once in an adult class.
A group of four young students sat in the back of the class and carried on a quiet but annoying conversation.
I put an end to it by making a PowerPoint slide
that said in huge red lettering:
"Adult students do not interfere with the learning of other students!"
I projected the slide before any students entered
the room and waited until everyone was seated and
had read it. In a very calm but assertive tone,I simply said:
"If this applies to you, please listen carefully.
This should not even be necessary in an adult
level class. If I need to do this again, there
will be further action taken."
The students were very quiet after that.
After the class, some of the more serious students
said "Thank you for doing that!"
Hi Earl,
Students do get it whenever the instructor becomes silent and they are still talking. I also give a very unfriendly stare, they normally get this as well.
Patricia
I like this idea may have to make one. If and when it has happens I found that a nice quite chat with the student puts an end to it most times.
In a small class of 4 I have one student who says
negative comments under her breath. I stop and ask directly if she has something to comment on. Usually she says nothing, and I continue. Sometimes I have noticed once she starts another student will comment, yeah, in agreement and then I stop and address the comments. The problem I have is students separating class from the real world, not
connecting habits formed in school translate to on-the-job (sometimes bad) habits. We are a trade school so there is a direct mechanical connection between school and job. Any comments on how to
handle "school is school and job is job"? Thanks, Debbie E.
During every class I try to talk about how every step we do applies to the real world. I hold them to the same standard as students that an employer will as an employee. Comments under your breath aren't acceptable in the job force. If theres a problem you meet with your boss/instructor to discuss it before things get too off track. I've had pretty good luck with this so far.
