Dealing with Disruptive Behaviour

Practical hints and tipsDr Maxwell Addo and Dr Emma Kennedy

Pre-empting disruption

Particular points to think about when planning

Certain students

Difficult parts of the lesson

Health and safety issues

The place – e.g. a large lecture hall, stuffy classroom

The time – e.g. Friday at 5pm

Ground rules

Make available in advance Create in conjunction with students

Is there a practical solution?

N

Is there a support framework (eg DDS) to use?

N

Ground rules or “just in case” plan

Y

Y

Use it

Use it

Stay positive–

don’t go in expecting the worst

Avoiding confrontation

Confrontation Defensiveness

Increased aggression

Student feels trapped

Winning becomes goal

Can you shut the situation down and move on? Suggest the

student talks to you one-on-one later.

If a situation gets threatening, call security – don’t endanger yourself.

Remind the students why they came to class – to learn

Reassure students that you will listen to them – just at a more appropriate time.

If there is low-level disruption use PPP – pause, peer and position

You can ignore things – but be consistent across students in this.

Healthy confrontation (where needed)

Focus on the behaviour,

not the student

Keep your voice and

body language

calm

Repeat established

limits (“broken record”)

Don’t get into a back and forth exchange

Make consequences clear and

stick to them

Limit time and energy – ask student to leave if necessary

Direct appeal to student to stop behaviour can work – especially if you use humour and/or

peer pressure

Take it out of class & Escalate

• Invite others if you think it would help –personal tutor or module convenor

Private meeting with the student/s involved

• Refer to Advice and Counselling or DDS

Do they need emotional or

other support?

• Who needs to know if a student is having trouble?

Know the disciplinary

procedures in your

department

Remember your rights

You have the right not to be harassed, degraded or subject to discrimination. If this happens escalate to your manager.

You should be able to have a student removed from your class if they subject you to harassment or discrimination.

Rebuilding and repairing the relationship

Allow the student to explain themselves

Always be prepared to apologise or admit you are in the wrong

Ask the student if they are OK

Show that you care, even if you can’t help

Express sympathy regardless of the situation

Forgive and forget; don’t hold a grudge

Offer help to catch up/make up missed work

Four rules of classroom management

Get them in Get them out Get on with it

Get on with them

What would you do?

Behaviour

Correction strategies

Consequences

How to repair relationship?

Specific Learning Needs – ASD, AD(H)D

May be more susceptible to distraction & less able to control evidence of distraction (e.g. chatting).

May also struggle with taking turns when speaking. You may need to cut them off gently but firmly.

Give instructions clearly and in concrete language

Make rules clear & be consistent in enforcing them.

Be willing to help where possible with auditory or visual distractions.

Students who start to argue repetitively may be struggling. Don’t prolong it – suggest the conversation ends & they take a break if needed.

Allow the student whatever s/he needs in order to participate – including breaks & sitting in a specific place.

Good practice guides: http://www.autism-uni.org/