Instructor Crises in the Classroom

The most effective way of dealing with problems in the classroom is to try and prevent them. The emphasis is on setting a positive, constructive, and respectful learning environment. Suggestions are presented for dealing with disruptive behaviors and issues with students.

Good Teacher-Student Relationships

Good teacher-student relationships are important in successful teaching, and positive relationships also help to avert potential classroom problems. On one hand, good teaching requires taking a personal interest in students, learning who they are as individuals, and caring about how and what they learn. On the other hand, the teaching role requires a detached professionalism, so that teachers can objectively evaluate students’ work and assignments without undue personal obligations or influence. Some general guidelines:

Treat all students with courtesy and dignity.
Strive to demonstrate your interest and curiosity in their perspectives and in their learning experiences.
Build relationships with students that focus on learning, not on developing social relationships.
Never use sarcasm, teasing, or sexually suggestive remarks with students, in or out of the classroom.
Do not, under any circumstances, date students in your class.

Set Clear Expectations

For Students. As the instructor, it is important to set clear expectations for students at the beginning of the course, both in the syllabus and on the first day of class. These include expectations about assignments, grading, class participation, class attendance, tardiness, leaving class early, civility, respect, and behaviors which are not focused on class activities (e.g., reading newspaper, shuffling papers, talking to others, eating). You could consider telling students the consequences of such behaviors. For example, "If I see someone reading a newspaper after class has started, I will invite that person to leave the class." Then, you need to be prepared to follow through. Such behaviors are disrespectful to the instructor and other students, and they disrupt learning for others. If students have special circumstances or difficulties, for example they come late to your class, encourage them to discuss the circumstances with you. Tell them your policy on late assignments and whether you will give “Incompletes” for the class.

For Instructor. It is also important to set clear expectations for you as the instructor and tell the students what they can expect from you. For example, I will start and end the class on time. I will return test grades one-week following the date you took the exam. Papers will be graded and returned two weeks after the due date. I will be available each week during my posted office hours and let you know about any exceptions.

For Class Discussions. Set a positive atmosphere for class discussions as a time to learn from one another about diverse points of view. In addition to setting the ground rules for effective class discussions, you may also wish to indicate the kinds of behaviors that will not be tolerated such as: psychologically abusive or physically aggressive behavior, name-calling, bigotry, intolerance, or jokes or comments that are disrespectful to other individuals or groups of people.

Tips for Teachers

These suggestions may help you to take on the authority of your teaching role, become a more confident teacher, and by your behavior, convey to your students your interest in them and their learning.

Dress professionally and appropriately for your role as teacher. Your manner of dress should set you apart; you should not look like one of the students nor should your dress call attention to you.
Be prepared and organized for class.
Anticipate what questions students might have from the readings and be prepared to respond.
Arrive early for each class so you can greet students when they arrive; this sets a positive tone.
Learn the names of your students the first week of class and call them by name.
Try to learn something about each student, for example, learn about any awards, achievements, or successes of your students.
Start and end class on time.
Treat students with civility and respect, and be consistent and fair in your behavior.
If you tell jokes in class, make sure they are not disrespectful or demeaning to any group of people.

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Problematic Student Behaviors

Despite your best efforts to build positive and productive teacher-student relationships, you will eventually encounter difficult student behaviors that threaten to disrupt the classroom or undermine your role as teacher. When you observe difficult behavior from a student, first try to think about what may be contributing to the problem. Here are some common problems encountered by teachers.

Attendance and Assignment Problems

If a student is consistently tardy, absent, leaving class early, or not turning in assignments, it is recommended that the instructor talk with the student individually to find out what’s going on. Problems with attendance and assignments may be indicative of other issues in students’ lives, for example poor adjustment to college life, depression, and other personal concerns. Your best approach is to get the student to talk to you, in private. Express your concerns in non-judgmental terms. For example, “ I’ve noticed you have missed three classes, and I am concerned” rather than “Where have you been?” Another example is “I would like to understand any problems you may be having with the material. How are things going for you?” If you demonstrate patience and understanding, students are more likely to feel cared about and to tell you if something is troubling them. If they mention any personal problems, you can mention that free and confidential Counseling Center services are available to them (882-6601). It is important that you never suggest to a student a diagnosis (i.e. “I think you are suffering from depression”) because this steps outside your role and may have negative legal implications. But if a student confides a problem to you, it is helpful to let that student know of campus resources. For more information, read “Assisting the Emotionally Distressed Student”

Inattention During Class

If students are consistently exhibiting behaviors that indicate inattention such as shuffling papers, falling asleep, talking with others, or off-task behaviors such as reading the newspaper, it is recommended the instructor talk with students individually to ask what is going on. Inattentive behaviors could be indicative of other issues in students’ lives. For example, students aren’t getting enough rest because of jobs which require late night hours, noisy roommates, excessive partying on weeknights, or sleep apnea. Students who are ADD (attention deficit disorder) or ADHD (attention deficit disorder with hyperactivity) may have difficulty sitting still or concentrating. Students who are clinically depressed have difficulty with concentration and focus.

During the class, walking around the room and standing near offending students may discourage their behavior. Calling on students sitting near a disruptive student may also be effective.

Argumentative, Challenging Students

Sometimes students express disagreement in an overly aggressive manner. Occasionally a student will even be hostile, angry, and argumentative, challenging your authority or your ability to teach the class. Here are some tips for dealing with argumentative students and challenges to your authority:

If a student is confrontational, listen calmly, carefully, and respectfully to the student’s comments. Listening carefully to what the student has to say shows that you value that student as an individual and are committed to responding constructively to their concerns
Do not take the student's attitude or hostility personally. There are many reasons that students challenge authority: pressure to make grades, developmental need to be independent, and personal problems. These have nothing to do with you, and remembering this helps you remain calm and empathic.
Speak deliberately in a slow, calm voice in order to lower the tension in the room and set a reasonable tone for discussion.
Ask clarifying questions that help to define the issue. If the student’s challenge is related to the course subject matter, you can use this as a teachable moment, for example by asking the class to discuss what evidence might be needed to clarify or resolve the issue, writing down specific issues on the board, and having people argue each side of the issue.
If the student challenges you on assignments or exam scores, calmly explain your reasons for grading the questions the way you did. Explain what sort of knowledge you were trying to assess, and what sorts of answers were given high marks. You might ask for class input on the issue. You will demonstrate your commitment to student learning and gain a reputation for fairness. If you discover the student (or class) really does have a point, you can say you will take time to reconsider the matter and inform them of your decision at the next class.
If a student displays a consistently negative attitude, try to learn what the problem is as soon as possible. Ask the student to stay after class, or meet with you during office hours, and respectfully ask questions to learn how the student is feeling about the course, and about the college experience in general. Seek win-win solutions for any legitimate concerns or problems the student may have.
If a student’s attitude or behavior in class is disrespectful, meet with the student and, without anger or blame, make the student aware of the specific behaviors that are a problem for you (don’t assume the student knows their behavior is perceived as disrespectful by you) and tell that student specifically how the behavior is having a negative impact on the classroom learning environment. Ask directly for that student to stop the behavior. At the same time, emphasize that you value open communication, and encourage him or her to come to you privately with any complaints or concerns he or she may have about the class, your teaching, etc.
Comments that disrupt the class or hurt others’ feelings should be dealt with right away. Hopefully you will have established ground rules on the first day of class that include respect and civility, and you can refer back to those rules, stating their importance in maintaining a positive and safe learning experience for all.

Students Who Want A Personal Relationship

Teachers should never, under any circumstances, date their students. If a student wants to date you, politely but firmly tell that student that your professional role (teacher, evaluator) requires an ethical obligation to maintaining a detached, objective relationship with all of your students.
Occasionally a student will develop an infatuation with a teacher, either romantically or as a role model. This situation can give rise to several problems, including damaging rumors and misperceptions of your behavior. If you find that a particular student is taking up all your time, coming to all your office hours, or calling you at home, take action to be less available to that student. Be much more businesslike, and discourage social talk. Let other teachers or your advisor know about the problem and how you are dealing with it, in order to get their advice and to squelch any rumors that may arise.

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Special Problems

Drugs or Alcohol in the Classroom

On rare occasions students may come to class intoxicated or high on drugs. This can be very distracting, and even disruptive, to the learning environment. If the students are not disruptive, wait until class is over and ask them to stay after class. Then, arrange for them to meet with you later. If the students’ behaviors are clearly disruptive, ask them to step out with you, and then arrange to meet privately with them as soon as possible and send them home. (Do not try to have a productive conversation now because nothing will be gained.) In the private meeting, express your concerns in a respectful, non-judgmental way. Be firm in your expectations that students come to class sober, but also let them know you want them to succeed. Learn more about how to help students with drug or alcohol problems in on the online document Assisting the Emotionally Distressed Student

Threatening Behaviors

Ultimately, an instructor has the right to ask angry or disruptive students to leave the class on the grounds that their behavior is preventing other students from learning. If students refuse to leave and continue to disrupt, call the University Police (882-7201). It is probably a good idea to have a cell phone with you during class. Step outside the classroom to make the call, if that feels more discreet and less disruptive.
In any situation where students appear potentially violent or mentally unbalanced, seek immediate support. Call the University Police, who are well-trained to handle potentially threatening situations with speed and discretion. Call the University Counseling Center, where psychologists are on-call from 8:00 am - 5:00 pm, to get immediate consultation on helping emotionally disturbed students.

Students in Emotional or Psychological Distress

At some point you will encounter students whom you suspect have psychological problems, or students will confide in you about difficult personal problems. You will find practical information and more detailed advice in the on-line guide Assisting the Emotionally Distressed Student. Here are some brief tips:

Be alert for signs of psychological problems. These may include belligerence, moodiness, excessive anxiety, suspiciousness, tearfulness, emotional outbursts, lethargy, neglect of personal grooming, and signs of drug and alcohol abuse.
Reach out and try to get students to talk to you privately, during a time when you are not rushed. Often, just asking “How are things going?” or expressing your concern and empathy are enough to get them to confide in you.
Let students know about the MU Counseling Center (882-6601, 119 Parker Hall), which has a staff of licensed psychologists whose help is available to students. Let students know that getting counseling is not unusual or complicated, and you may even offer to call right from your office to schedule an appointment. The MU Counseling Center will carry out an initial interview with students who walk in to the Center, if they are in crisis (open Monday-Friday, 8:00am-5:00pm).
Call and consult with a psychologist at the MU Counseling Center about how to help students in distress.

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Instructor Know Thy Self

As an instructor, it is important to know what kinds of issues or comments from students will lead you to respond in defensive ways. Identify what you view as your strengths and vulnerabilities. Students will invariably say something that will push your buttons and lead you to personalize their comments e.g., interpret something as a challenge to your authority, threaten your feeling of competence or knowledge on a subject, question your ability to clearly convey concepts, demean the kinds of tests you design, challenge your grading or the relevance of a class assignment). Knowing your own vulnerabilities will help you to keep the focus on the issues being raised, be objective, and ask for clarification from the individual or the group rather than responding in a defensive negative manner. Hopefully, you can turn such challenges into teaching opportunities.

Resources

http://web.missouri.edu/~wrcwww/dir, Assisting the Emotionally Distressed Student, from the MU Wellness Resource Center.

http://counseling.missouri.edu, The MU Counseling Center’s website lists office hours, services, and has many on-line self-help brochures.

www.atsm.org, The website of the American Academy of Experts in Traumatic Stress. "A Practical Guide For Crisis Response in Our Schools" Although geared towards K-12, this guidebook is useful for colleges. It has a brief section on violent (weapon-wielding) students.

McKeachie, W.J. (2002 ). McKeachie’s teaching tips: Strategies, research, and theories for college and university teachers. Boston: Houghton Mifflin.

Contributed by Linda Wolszon (Director, MU Employee Assistance Program) and Kathleen Boggs (Director, University of Missouri Counseling Center and Associate Professor, Department of Educational, School, and Counseling Psychology)

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