Reaction Paper
By Licda. Guiselle Weelkly W.
Effective Ways of Dealing with Disruptive Students
- Never attribute to malice what can be attributed to ignorance (V. Ruggerio)—most of the time students are not trying to be malicious and often are not aware that they are being disruptive. A simple request for them to return to the task at hand is all that is needed.
- More traditionally aged college students exhibit behaviors that were acceptable in high school or at least went uncorrected. They are often surprised that college teachers are bothered by these behaviors. Help explain that the college learning environment expects more adult like behavior.
- See all conflicts as an opportunity to educate the student(s) involved.
- If at all possible deal with any significant issues of disruption or disagreement in private (your office with the door open, after class or in the hall way). Dealing with an issue in front of others can unwittingly, bring others into the discussion. You don’t need others taking sides.
- Use I statements to address the concern …this way you are owning the problem and giving the student an easy opportunity to save face and get back on task. I statements avoid the issuance of consequences. “I would appreciate it if you would not talk when I am talking…”
- Stay calm– at all cost, stay calm—if necessary declare a cooling off period. Delays speaking with the student until you are calm.
- Put yourself in the student’s shoes—try to see what their motivation is, what would cause them to be disruptive, or have this problem or issue.
- Listen carefully—ask clarifying questions that help to define the issue. “I want to make certain that I understand what you are saying is this what you mean?”
- Think win-win. Ask the students how they would resolve the issue—this will give them some ownership. Also ask how they would handle the situation if they were the instructor.
- Make certain that your position is clearly defensible. Just because “you say so” is not always a good reason.
- Avoid the introduction of side issues. Keep bringing the student back to the issue at hand. Other issues can be dealt with at another time.
- Write down the issue/concern/problem. This can bring clarity to the issue and help focus you and the student on the issue.
- Write down the solution/agreement. Get a signature that the student agrees to the solution.
- Be as consistent as you can in how you handle each individual occurrence. This includes how you handle even small disruptions in class. Students really take note of inconsistencies in this area.
- Offer the student the option of taking the issue to the next level. Tell him/her who to talk to and where they can find them. If the rule or policy in question is a university rule or policy say so—indicate you are not in a position to alter these.
- Keep notes of the conversation(s) that you have with the student. This will help to protect you and make it clear to the students that you want an accurate record of the interaction(s) you have with them.
Some Key Instructions Could Be:
Talkto the student
publicly and privately. When students disrupt the classroom with incessant
talking or getting out of their seats, tell them immediately to stop and inform
them of the consequences per your class rules and expectations. Talk to them
again separately after class or in a conference with the principal if
disruptions continue.
Determine causes of
misbehavior and address them if possible. If a student suddenly starts disrupting
class after being quiet and studious all year, the behavior may indicate a
problem at home or at school with peers. Talk to your school's counselor about
meeting with the student to find out additional information. If you have a
rapport with the student, talk to him yourself and offer assistance if
appropriate.
Meet with the student's parents if disruptions continue. This allows you
to collaborate with caregivers and discuss ways to help the child conform to
classroom expectations. Ask parents for their input and advice. Do not use a
parent conference as a forum for your opinions about how bad their child is or
to criticize their parenting style.
Establish a behavioral
plan and contract for repeat offenders. A counselor or behavioral interventionist
at your school can help you with this. A behavior contract outlines specific
ways the student will act in class. It also lists possible rewards for meeting
behavioral goals. Get the student's, parents' and your signature on this
document as a way to demonstrate that this plan is a team effort.
Enforce school and
classroom rules as stated. If a student continues to display disruptive
behavior after enacting a behavioral plan, follow your discipline plan in the
order you presented it at the first of the year. Do not let anger and
frustration cause you to exact a more severe punishment than the offense
warrants. When students see that you treat everyone fairly and respectfully, it
can have a positive impact on future behavior.
Charts can contain positive and negative entries
A good Behavior Intervention Plan (BIP) an
make a big difference in how a student with special needs acts and reacts in a
school setting. However, getting the appropriate school personnel to do the
necessary behavior analysis and put a plan together can be a frustratingly
lengthy process. You may want to try proposing a behavior plan of your own --
particularly if you have a good relationship with your child study team, and
your child's teachers are as frustrated by the delays as you are. At the very
least, seeing behavior plans that others have put together can help you be an
active participant in the planning process. Here are some examples of
successful behavior plans -- and blank forms that some school districts use to
make them.
