Disruptive Student Behavior

Nancy Tribbensee

Deputy General Counsel

trib@asu.edu

Disruptive behavior

How do you define disruptive behavior?

Does acceptable behavior vary from context to context?

How do you communicate your expectations to students?

How do you encourage students to behave appropriately?

Do you have institutional policies that address disruptive behavior and its consequences?

Classroom conduct

Whenever possible (i.e., early and often), outline and discuss what is acceptable and what is not.

∑ You can ask students not to interrupt in class

∑ You can designate the instructor as leading the discussion (deciding who can speak, and when)

∑ You can limit the topic of discussion to matters you deem relevant to the class

Include a notice on the syllabus. For example:

Students are required to read and act in accordance with university and Arizona Board of Regents policies, including:

The Academic Integrity Policy: http://www.asu.edu/studentlife/judicial/integrity.html

The Student Code of Conduct: Arizona Board of Regents Policies 5-301 through 5-308: http://www.abor.asu.edu/1_the_regents/policymanual/index.html#5

The Computer, Internet and Electronic Communications Policy

http://www.asu.edu/aad/manuals/acd/acd125.html

Describe all expectations in behavioral terms. Donπt forget to address electronic conduct, especially if your class relies on chat rooms or other electronic forms of communication.

Try to address an individual problem after class or during a separate appointment. Develop a script to facilitate this: ≥I see that you are raising some issues that go beyond the scope of the class discussion. I would like to continue this discussion with you [after class / during office hours] but we need to limit the class discussion to [topic].

If a problem continues, consider ways to restructure the learning experience to work around the problem. For example, you may choose to avoid unstructured class discussions. [It may be better to go with your second choice of format than to spend unproductive time on a discipline issue that will distract from what you are trying to teach.]

Conduct outside of class

Consider what rules make sense in the environment and give students notice of the rules.

• In your office, do you want students to sit when they speak to you rather than standing and leaning over you or your desk?
• Can a student expect to see you when he or she drops by or should each student make an appointment?
• Are there features of the physical environment that contribute to your sense of safety? (For example, should your door be open, are other offices/people close by, do you feel isolated, are you closer to the door than the student?

Does your office have a code word you can use to indicate that someone needs assistance without attracting too much attention?

Talk to counselors, conduct officers and police/security for your institution to understand available services and the best way to access them.

Consider factors that may contribute to a stressful environment for students (e.g., long waits, inefficient processes) and streamline where possible

Student Interests

Safe learning environment

Protection of individual student rights

Privacy rights in student records (FERPA) and medical records

Nondiscrimination (ß 504, ADA)

Due process

Resources to facilitate dispute resolution

College/University/Employee Interests

Safe work environment

Protection of individual employee rights

Maintain service to other students and employees

Retain academic and administrative control

Duty to warn others of foreseeable risks

Resources to facilitate dispute resolution