Class management
Back to Teaching Matters table of contents
Disruption
Although the majority of students are here by their own choice, and have a vested interest in ensuring that classes are orderly and productive, there are sometimes students who seem bent on creating disruption. This can take the form of carrying on loud conversations, calling out 'smart' remarks, or even throwing paper aeroplanes. Talking in lectures, particularly large lectures, is extremely common but can be minimised by adopting teaching techniques which engage and motivate students. It is important to distinguish between occasional quiet talking and that which is irrelevant and disruptive.
Many new staff assume that discipline problems do not exist at university and are too taken aback to adopt a firm approach. In fairness to the majority of the class it is best to respond quickly and decisively to the first manifestation of disruptive behaviour in a class, no matter how much it goes against the grain. This will make the ground rules clear to everybody, and will reassure the majority, who dislike having their classes disrupted. Often it is only necessary to remind the student(s) that it is difficult for the class to learn when the disruptive behaviour occurs. Make it clear that it is not them to which you object, but merely the fact that their behaviour in class is making your task unnecessarily difficult. Point out, if necessary, that they have the option of absenting themselves from the class.
If all else fails, staff are empowered to exclude a student from a class for that session. If students persist with disruptive behaviour, they may be excluded from the class for the whole semester, following consultation and appropriate warnings. It is wise to discuss the matter with a senior colleague before doing so. Whatever steps you intend to take against a student, warn the student first. Conversely, do not make threats which you do not intend to carry out.
Difficult Students
More difficult to deal with than outright disruption is behaviour which intellectually or psychologically intimidates other students. A student may tend to dominate discussion by interrupting others, by rubbishing their ideas, or by conveying an impression of far greater knowledge and intelligence than his/her fellows. Such students often mean well, or are genuinely unaware of the consequences of their behaviour. This is no consolation for you or the other students, as such behaviour can simply destroy discussion or problem based classes. It can help to use techniques such as breaking students into smaller groups to discuss first, then asking individuals to report back to the class.
It can also help to talk to a difficult student privately. Avoid criticising the student, but try to make plain why his/her behaviour is creating difficulties and how s/he can prevent this. Emphasise the value you place on his/her contribution and the need for other students to have opportunities to participate equally. To help prevent this situation arising in the first place, it is a good idea to outline, at the beginning of the semester, what the ground rules for discussion are. Invite the students themselves to provide their views of what norms should govern discussion based classes.
UTS rules regarding student conduct can be found on the Governance Support Unit rules siteand relevant policies on disruption o campus and exclusion of students from classes can be found at the Governance Support Unit policies site