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Dealing With The Unexpected: Classroom Disruptions

Dealing With The Unexpected: Classroom Disruptions

USC Center for Teaching Excellence

1:01:31

Overview

This webinar, "Dealing With The Unexpected: Classroom Disruptions," provides educators with strategies and resources for managing disruptive student behavior. Presenters Elisa Liggett and Aaron Kitchell, from Student Conduct and Academic Integrity, emphasize understanding the root causes of disruption, which often stem from student stress, lack of self-awareness, or developmental stages. They outline a spectrum of behaviors from concerning to disruptive to threatening, offering practical advice for each. The session highlights the importance of setting clear expectations, addressing issues promptly, remaining objective, and de-escalating situations. Key takeaways include leveraging university resources, documenting incidents, and maintaining a focus on student development and learning, even in challenging circumstances. The goal is to equip instructors with the confidence and tools to handle unexpected classroom conflicts effectively and professionally.

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Chapters

  • •Welcome and introduction of presenters Elisa Liggett and Aaron Kitchell.
  • •Overview of the webinar's focus on managing unexpected classroom disruptions.
  • •Learning outcomes include understanding redress options, identifying disruption types, and articulating strategies for addressing behavior.
  • •Emphasis on the importance of de-escalation and maintaining professionalism.
  • •Discussion on why individuals avoid conflict and the benefits of engaging constructively.
  • •Conflict in the classroom is presented as a safe space to practice resolution skills.
  • •Common fears include negative student responses, lack of supervisor support, and saying the wrong thing.
  • •Strategies for overcoming conflict avoidance include objectivity, fairness, and respect.
  • •Establishing clear academic and behavioral expectations in advance is crucial.
  • •Emotional grounding is necessary to prevent conflicts from feeling personal.
  • •Five common reasons for student conflict: lack of self-awareness, poor understanding of others' perspectives, aggressive personality, dualistic thinking, and stress management issues.
  • •Most conflicts are not personal attacks but stem from the student's internal struggles.
  • •Disruption is defined as behavior that hampers learning and teaching, and persists after being addressed.
  • •Behaviors are categorized into concerning, disruptive, and threatening.
  • •Concerning behaviors are common and may not meet expectations.
  • •Disruptive behaviors interfere with orderly classroom functions.
  • •Threatening behaviors involve verbal threats or erratic actions, requiring institutional support.
  • •Examples include chat box disruptions, inappropriate background content, persistent talking, and declining academic performance.
  • •Mitigation strategies include setting clear expectations, using inclusive environments, and recording lectures.
  • •Utilizing Teaching Assistants or colleagues can help manage online instruction.
  • •Redirecting students to appropriate communication channels like discussion boards is effective.
  • •Teaching students professional communication skills can be beneficial.
  • •Disruptive behaviors include refusing to comply with directions, challenging authority, raising voices, and academic misconduct.
  • •Reworking ground rules and having open dialogues can address persistent issues.
  • •Documenting behavior and having direct one-on-one conversations with students is essential.
  • •Responding to emails neutrally, considering potential student stress, and using rubrics can be helpful.
  • •Addressing academic misconduct, including issues like Course Hero or GroupMe, is important.
  • •Threatening behaviors are direct and specific, potentially involving harm to self or others.
  • •Immediate involvement of campus police or emergency services is necessary for direct threats.
  • •Utilizing the Rave Guardian app and programming campus police contact information is recommended.
  • •Threatening behavior often occurs online due to the perceived anonymity of the screen.
  • •In cases of potential self-harm, prioritize care and concern through referrals to the Student Care and Outreach Team.
  • •Key strategies include de-escalation, involving others, and documenting concerns effectively.
  • •Setting expectations, explaining concerns and impact, exploring alternatives, and referring to resources are part of a roadmap for resolution.
  • •University resources include Student Disability Resource Center, Counseling Center, and Health and Wellness.
  • •Follow up via email to document conversations and agreed-upon solutions.
  • •Remembering the situation is not personal and reducing the power dynamic can disarm students.

Key Takeaways

  1. 1Proactively set clear expectations for behavior and communication at the beginning of the semester.
  2. 2Understand that most disruptive student behavior stems from underlying issues like stress or lack of self-awareness, not personal attacks.
  3. 3Categorize behaviors (concerning, disruptive, threatening) to guide your response and know when to involve institutional resources.
  4. 4Document all interactions and incidents thoroughly and professionally.
  5. 5Prioritize de-escalation and maintaining a calm, objective demeanor, even when feeling personally challenged.
  6. 6Leverage university resources such as Student Conduct, Academic Integrity, Student Care and Outreach, and Counseling Services.
  7. 7When dealing with potential threats or self-harm, involve campus police and specialized support teams immediately.
  8. 8Focus on the behavior and its impact, rather than making assumptions about the student's intent, and aim for educational outcomes.
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