Get to know your students’ names as quickly as possible – by the end of the first or second week of class. Getting to know your students quickly not only decreases the likelihood of disruption by reducing anonymity, but often students are appreciative that you have taken the time to do so. You can get to know students’ name by using a roster (if you have a very big class) or by having an ‘ice –breaker’ activity in the first class. You can ask your students to complete an index card with their name, e-mail address, their interest in the class, or have them pair up, tell each other their names, major, interest in this class and then have one student of the pair introduce the other to the class. And don’t forget to ask that students with special needs talk to you individually after the first class.
Is it okay for students to: Eat in class? Sleep in class? Talk out of turn? Have cell phones on in class? Bring children to class? Leave early? Arrive late? And how late is late - 5 minutes? 15 minutes?
If someone’s cell phone rings too often what will you do? Take the cell phone? Ask them to turn it off? If someone comes late frequently what will you do? Ignore the lateness? Speak to her/him individually? Lock the door 5 minutes after the beginning of class? How will you document the lateness, and whose watch will you be using?
Expect to spend time on this. Some instructors cut short their first class, but that class could also be spent having a class discussion about the ground rules. Most of the time you and your students will agree on what constitutes disruptive behavior and the consequences of non-compliance. If students hesitate to talk, have them write their suggestions on index cards and submit them anonymously. Provide prompts such as: What kind of behavior do you find disruptive? Is it okay to eat in class? Incorporate the suggestions you and your students have agreed to and distribute them in the next class, as an addendum to your syllabus.
If you do not want lateness, then you should not be late. If you expect politeness, then always be polite.
If an individual’s behavior continues to be seriously disruptive, you may ask the him/her to leave the classroom for the remainder of the period. Ask to speak to the student individually after class. Always be clear and courteous (e.g. “Please come to my office after class at 10.30.”). When you speak to the student individually, explain the reasons the behavior is disruptive. Acknowledge emotions if he or she seems upset, angry, frustrated, or otherwise emotional. Allow the student to respond, and listen to what he or she has to say. Ask politely for clarification. (“I’m not sure that I understand this. Can you tell me more?”). If the student does not want to respond, let the student know that your door is open and you are available to talk at another time. Clearly state your what you want the student to do and what you want the student to stop doing. Clearly state the consequences: “If you continue to do ‘x’ I will have to do ‘y’.” Document the meeting.
If you and the student cannot come to an agreement, or if the student’s behavior continues to be disruptive, contact the office of the Dean of Students at 201-200-3525.
For further information on dealing with disruptive students, please refer to the university's Emergency Protocol, available online in the Student Policies section of the Dean of Students' website.