1. Dealing with Disruptive Students
Office of the Dean of Students
Montana State University

2. Communication
Students need clear communication regarding expectations and guidelines
The syllabus- a contract between you and the student
Classroom guidelines and rules
Student Code of Conduct

3. Student Conduct Code “120.00 Course Expectations
A. Classroom Behavior Instructors may establish additional reasonable rules for classroom behavior and must articulate such rules as part of the other course materials provided to the students. In the absence of any such written expectations, the expectations outlined in Section AF, and Section shall apply.”

4. Student Code of Conduct
Section
“The primary responsibility for managing the classroom environment rests with the faculty.”

5. Pushing Boundaries and Rules

6. Disruptions vs. Concerning Behaviors
Some classroom disruptions can be a sign of a student in distress
Most are simple acts of disrespect or ignorance
These often do not warrant a high level of concern
Arriving late to class
Interrupting a lecture or discussion
Sharing your concerns in a private setting allows you to assess whether the student would benefit from additional support

7. Confronting Disruptive Behavior
A four step approach:
Ask for a private meeting
Inform the student of disruptive behavior
Inform the student about your expectations for the future
Ask the student if they can abide by your expectations

8. 1. Ask for a Private Meeting
Asking after class or during a break is OK
Key is to find a time that is least disruptive
Do not let time slip
Ask to meet during or immediately after class
Ask to meet in a private location to prevent embarrassment

9. 2. Inform the student of disruptive behavior
Focus on the behavior rather than your judgement of the student themselves
Remember that you do not know what is causing the behavior
Use some sensitivity and leave room for the student to talk about any struggles they may be having
Express concern but also stick to the facts/behavior

10. 3. Inform the Student of Your Expectations
Describe the behavior observed and ask them not to continue
Frame the conversation in terms of what you want them to do

11. 4. Ask if they can abide by your expectations
A crucial step that is often forgotten
Communicates that you are going to hold them accountable
Offers the student the opportunity to object or share concerns
Emphasizes the contract/agreement you have with them

12. Questions to ask yourself after the meeting
How did he/she react to your feedback?
Were they defiant or apologetic?
Did they become overly-emotional or over-react?
Did they share a personal issue that explains the behavior?
Do they need additional outreach?
Was the student acting/responding in a logical grounded way or were they confused and disorganized?

13. When can a student be removed from class?
Refer to the Student Code of Conduct
Section
“Students who engage in prohibited or unlawful acts that result in disruption of a class may be directed by the instructor to leave the class for the remainder of the class period.”
“Longer suspensions from a class or dismissal from a class on disciplinary grounds must be preceded by a charge of a violation of the Student Conduct Code…”
These are issued by the Office of the Dean of Students

15. Cases for discussion

16. Case Example 1.
Ed is a non-traditionally aged student who is not officially registered in your class. He arrives at the beginning of the semester stating he was having issues with financial aid and he is not able to “officially” register until the issue is resolved. He asks to sit in your class in the interim. You agree. Ed continuously arrives late to class and is increasingly disruptive (talking to himself, blurting out opinions as you lecture). Students are also reporting that they are not comfortable with him and that he smells of alcohol.

17. Case Example 2.
Kate is a first year, traditionally aged student, who is in your seminar class. She does not participate in the discussions and often sits with her arms folded. She arrives to class with her sunglasses and headphones on. You and other students can hear her heavy metal music playing as you attempt to start the class discussion. You wave your hand to get Kate’s attention and she immediately storms out of the classroom. You hear some of the other students whisper about an incident that occurred in the residence halls over the weekend but you are not able to hear them clearly.

18. Office of the Dean of Students
Academic Misconduct
Office of the Dean of Students

19. The Academic Misconduct Reporting Process