This presentation is designed to help university teachers deal with disruptive student behaviour in practical, effective ways, improving classroom management in higher education.

1. Dealing with Disruptive Behaviour
Practical hints and tips
Dr Maxwell Addo and Dr Emma Kennedy

2. 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?
Is there a support framework (eg
DDS) to use?
Ground rules or “just in case” plan
Y
Y
Use it
Use it
Stay positive–
don’t go in
expecting the
worst

3. 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.

4. 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

5. 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.

6. 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

7. Four rules of classroom management
Get them in Get them out Get on with it Get on with them

8. What would you do?
Behaviour
Correction strategies
Consequences
How to repair relationship?

9. 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/