Part 2, Navigating Classroom Dynamics & Disruptions
Contents:
Current Events That Affect Students | Heated Discussion | Disruptive Behavior | Unauthorized Attendance, Recording, or Interruption of Class
In this part, you’ll find guidance for addressing several types of situations that can disrupt a class as well as links to specific campus resources. Think through what you might say in response to different challenging situations, to find the language that feels most comfortable and practice using it.
How to handle a disruption may not always be as clear as the guidelines here. Interpersonal conflict, microaggressions, incivility – all present several layers to consider. Regardless of the situation, it is important to pause and assess prior to taking action.
Current Events That Affect Students
It is human for all of us – students and instructors – to be affected by local, national, and global events. Acknowledging current events and offering support builds rapport and trust with students. However, prompting discussion about topics that may be emotional can cause discomfort and frustration. While some may welcome the dialogue, others may prefer to move on with regularly scheduled course content. And if the topics are not germane to the course content, discussion should be avoided. The examples and suggestions below can help you address the situation and connect students with support.
Acknowledge events
Written example (Canvas Announcement):
Hi, everyone –
I wanted to take a moment and share that several recent events in the news and around the world are weighing heavily on my mind and on my heart these days. If you are also feeling the weight of the world, please know that you are not alone. Please reach out to me if you need any help finding campus resources or contacts for support. Your Canvas homepage also has wellness resources listed under the hand with a heart icon. I’m just an email away if you need to connect.
Spoken example:
Good morning everyone,
Before we begin, I want to take a moment to acknowledge the (insert basic information, e.g., say if a UW–Madison student passed away).
Whatever emotions you may be feeling, know that you are not alone and please seek support in the ways that feel best for you. Your Canvas homepage also has wellness resources listed under the hand with a heart icon. We will do our best to move forward with coursework today, but please take breaks or step away as needed. I’m just an email away if you need to connect.
Provide support
Depending on the situation and its impact, consider offering the following support to all students:
- Assignment flexibility: If there is a deadline approaching that could shift a few days, consider offering an extension or other flexibility. For more information, see Accommodations for Life Events from the Office of Student Assistance & Support (formerly the Dean of Students Office).
- Remind students about campus resources: Student Support and Wellbeing resources can be found in Canvas through the icon of a hand with a heart.
- Offer additional office hours: Adding additional meeting time can make it easier for students to connect with you. When using Zoom, be sure to keep your waiting room turned on to keep conversations with students private.
If the university or your school/college sends an email message about the situation, be sure to review it for additional information and resources you can share.
Heated Discussion
“Every one of us has areas in which we are vulnerable to strong feelings. Knowing what those areas are in advance can diminish the element of surprise,” writes Lee Warren of Harvard University. “This self-knowledge can enable you to devise in advance strategies for managing yourself and the class when such a moment arises. You will have thought about what you need to do in order to enable your mind to work again.”
Consider the SOAR strategy – Stop, Observe, Assess, and React:
- Stop: Take a moment to calm and center yourself – your own emotions may be running high. Then let your students know that you are calling a pause in the discussion.
- Observe: Acknowledge emotions (“I see that you’re upset,” or “I understand that this is a powerful topic”).
- Assess: Think of the moment as a learning opportunity and present it as such to students.
- React: There are several possible next steps. You might give students a few minutes to write a reflection on the discussion to share with you or with one another. You might restate perspectives, especially if one student is receiving all of the heat (“What I think ____ is trying to say is…”). You might re-focus the discussion on course concepts rather than personal opinions.
Adapted from Getting Started with Managing Classroom Conflict (Cornell University)
This is an accordion element with a series of buttons that open and close related content panels.
Additional Resources
Making the Most of Hot Moments in the Classroom (University of Michigan)
Disruptive Behavior
When a student behaves in ways that interfere with teaching and learning, it is important to address it promptly in the moment and follow up after class as needed.
It’s helpful to refer to expectations you’ve already communicated – for example, “As the syllabus says, cell phones are not to be used during class – please put them away now” or “I’m hearing some interrupting – as a reminder, in our community agreements, we agreed to let one another finish a thought before making a new comment.”
The Office of Student Assistance & Support (OSAS) offers several resources:
- Addressing Disruptive Classroom Behavior
- Students Who Display Demanding Behavior
- Verbal De-escalation Techniques
- Supporting Mental Health of Students
- Students Who Display Disoriented/Psychotic Behavior
Meet with the student
Following up after class with the student to discuss what happened gives you an opportunity to understand what may be causing the behavior and what resources may be most helpful to address it. If you would like support preparing for a meeting, contact OSAS.
Follow up in writing
After that discussion, be sure to follow up with an email noting what was discussed, the resources offered, and the specific expectations for behavior going forward. If you would like more support or if a student continues not to meet expectations, contact OSAS.
After the Moment
Even when an event is addressed immediately, it can be helpful to take follow-up actions after class to get additional support for students who were affected and for yourself.
Within Your Department
For minor incidents, it’s often helpful to debrief with a thought partner such as a supportive colleague. For major incidents, promptly inform the appropriate person within your department – they can assist with additional action and consultation with campus resources. In the College of Letters & Science, use this process.
Referral and Reporting Options
- Student of concern – For any student displaying behaviors that may interfere with their ability to be successful or disrupt the learning of others
- Bias concern – Including slurs, degrading language, epithets, graffiti, symbols, assault, microaggressions, and harassment
For more, continue to Part 3 – After the Moment