{"id":1347,"date":"2018-04-10T19:35:40","date_gmt":"2018-04-10T23:35:40","guid":{"rendered":"https:\/\/affiliate.wcu.edu\/cfc\/?p=1347"},"modified":"2021-11-03T12:33:47","modified_gmt":"2021-11-03T16:33:47","slug":"minimizing-disruptive-behaviors-to-facilitate-student-learning","status":"publish","type":"post","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2018\/04\/10\/minimizing-disruptive-behaviors-to-facilitate-student-learning\/","title":{"rendered":"Minimizing Disruptive Behaviors to Facilitate Student Learning"},"content":{"rendered":"

Minimizing disruptive behaviors to facilitate student learning<\/strong><\/p>\n

by Jack Caldwell, John Hawes, and L. Scott Philyaw, PhD<\/p>\n

Effective classroom management is rarely part of our formal training as faculty members. Yet, we are still expected to respond to a variety of external pressures impacting campus climates across the nation. Whether a student is passively disinterested or actively disruptive, their behaviors can impact the learning experience of the entire class.<\/p>\n

The following tips are intended as a starting point to facilitate further conversation and consideration. In addition, we invite you to consult the CFC Educational Development team for further guidance.<\/p>\n

    \n
  1. Much disruptive behavior arises from students who feel alienated from the class. This can be minimized by creating a sense of community in the classroom. Know and use your students\u2019 names. A professional classroom atmosphere also facilitates positive student learning.<\/li>\n
  2. Model the behavior you expect from students. \u00a0For example, speak in a normal voice. \u00a0Listen to student\u2019s questions and comments and respond respectfully.<\/li>\n
  3. Have a contagious positive attitude. \u00a0Treat every day as a new opportunity for success in your classroom. \u00a0Don\u2019t assume the worst of your students.<\/li>\n
  4. Boredom can contribute to disruptions. If your lessons are unclear, disorganized, or not engaging, students may shift their attention elsewhere.<\/li>\n
  5. Move around your classroom throughout the class period when you\u2019re teaching and when students are doing group or individual work. \u00a0Students notice when you\u2019re engaged with their progress. \u00a0Give hints and suggestions to students as they work on problems.<\/li>\n
  6. Prepare students for critical feedback by helping them to expect it\u2013such as when the instructor announces that for this activity they will be the devil\u2019s advocate in responding to students\u2019 comments.<\/li>\n
  7. Not all disruptions are worthy of a response. If it is minor, ignore it. If needed, you might consider a nonverbal cue, such as a raised eyebrow, an inquisitive look, or walking toward the student. Alternatively, engage the student with questions about the topic at hand.<\/li>\n
  8. If you have concerns about negative changes in a student\u2019s behavior or performance\u2014such as a formerly engaged student who seems to be increasingly disinterested in the class and their studies, consider using the\u00a0Issue Alert system<\/a>.<\/li>\n
  9. Use appropriate interventions.\u00a0 Do not embarrass students in front of their peers. \u00a0If you need to talk with a student about their behavior, do so in a way that is respectful and encourages more positive behavior. \u00a0Consider talking to the student privately.<\/li>\n
  10. For more serious disruptions reiterate your expectations and consequences. Then follow through as warranted.<\/li>\n
  11. If needed, separate the disruptive student(s) from others. Invite them into the hallway for a private conversation.<\/li>\n
  12. If a student becomes a threat to themselves or others, your first priority is to keep the other students safe. If necessary, you may send another student to request assistance from a colleague or campus security.<\/li>\n
  13. In all cases, remain calm. Do not show negative or angry emotions. Remaining in control of your reactions helps maintain your authority in the classroom.<\/li>\n
  14. You should always document troublesome incidents and notify your department head.<\/li>\n
  15. Be clear about classroom norms and your expectations of appropriate behavior in a university environment.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

    Minimizing disruptive behaviors to facilitate student learning by Jack Caldwell, John Hawes, and L. Scott Philyaw, PhD Effective classroom management is rarely part of our formal training as faculty members. […]<\/p>\n","protected":false},"author":1483,"featured_media":1161,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[57,111,102],"tags":[],"class_list":["post-1347","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog","category-eddev","category-university-support"],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2018\/06\/home-office-04.jpg?fit=800%2C800&ssl=1","jetpack-related-posts":[{"id":14005,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2020\/03\/18\/olc-webinar-keeping-student-engaged-in-a-transition-to-online-learning\/","url_meta":{"origin":1347,"position":0},"title":"OLC Webinar – Keeping Student Engaged in a Transition to Online Learning","author":"John Hawes","date":"March 18, 2020","format":false,"excerpt":"The Online Learning Consortium is offering a webinar on Friday that may be helpful.\u00a0 Click on the date to register. 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A workshop will be offered each week until the beginning of fall courses, following a Tuesday \u2013 Thursday format.","rel":"","context":"In "Blog"","block_context":{"text":"Blog","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/category\/blog\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":4611,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2018\/09\/08\/what-does-student-engagement-mean-in-your-discipline-2\/","url_meta":{"origin":1347,"position":5},"title":"What Does Student Engagement Mean in your Discipline?","author":"Terry Pollard","date":"September 8, 2018","format":false,"excerpt":"A summer 2018 volume of New Directions for Teaching and Learning\u00a0focuses on student engagement. Ten chapters worth! One interesting chapter, Students Engaged in Learning, is worth a close read. (the link to the full article can be found at the bottom of this post). 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