I use the silence method myself. It makes students uncomfertable when the realize why you stopped the lecture. I've had pretty good results with this and it seems to get the idea accross quickly.
Hi Sor Angel,
How do you handle disruptive students during your presentation?
Patricia
I use cooperative learning activities. After presenting the material, I allow them to work in groups. People with math phobia find it difficult to answer or participate in class; however in groups they are more relaxed. Try it. Grammar is not the most interesting subject either but this works for me. Good Luck
Angel
I like the technique of silence. Silence makes others uncomfortable and if the silence is due to a disruptive student, it will be quite apparent. Hopefully the student would realize why the silence has been enacted and the correct his behavior.
I feel like I do not handle disruptive students well. I teach math and many students are anti-math. When they tune out and talk frequently in the back of class, how can you engage them?
Hi Kathryn,
Simple, do not allow disruptive students to control the classroom. These students need to be removed quickly and swiftly. They need to be spoken to privately in a very firm manner during nonclassroom time. If the behavior does not change, administration needs to take action. It is not fair to those who want to learn.
Patricia
Hi Sor Angel,
This makes sense. I normally have a private firm conversation with the disruptive student, and this generally brings about acceptable behavior.
Patricia
I generally try to catch his attention by first facing him/her and then invite him/her to answer a question or give an opinion on the subject matter.
Generally I always have a talk with a disruptive student after class to try to understand the reason of his/her behavior and potentially help the student to change his attitude in class.
Hi Katrina,
Right now, the disruptions are minor. You must nip this in the bud swiftly and quickly before the disruptions become major.
Patricia
As a new adult instructor, I've experienced some disruptions during my lecture and I plan to add more emphasis on disruptions & consequences(similar to your method above) during the first class meeting. Even though the disruptions were minor, they still took away from the smooth flow of the lecture and that is unfair to the remainder of the class.
I engage the student by asking him/her questions or having the student read, give an opinion or participate in cooperative learning activities. Once the student has the center of attention status, he/she does not need to acquire attention by being disruptive. In 9 out of 10 times this procedure has worked and has assisted me in redirecting the student's behavior.
Hi Dorothy,
I remove the disruptive student from my class for the day, if there is a need, and I continue teaching without missing a beat. I then have a conference with the disrupitve student during nonclassroom hours to determine, if he/she is allowed to return. Do not tolerate this nonsense.
Patricia
My experience with disruptive students have been many. When a student is disruptive the first time I will politely ask the student to refrain from this behavior. On the second disruption I will ask the student to step outside of the classroom and sternly acknowledge my displeasure with this behavior. I will also reminded the student of the classroom behavior policy as outlined by our program. If the student disrupts the class again, the student will be given a student advisement form as a disciplinary tool.
One technique I learned, but haven't practiced too much, is to remain absolutely quiet. When the disruptive student (and class) realize that the instructor is no longer talking, they give you their full attention (because they are trying to figure out why you have stopped talking). At that point you take charge of your classroom again and remind students why they are there. If the disruptive student has a problem with that they should not take up your time and other students time and leave.
Another method is to have the class give the disruptive student feedback about the disruptive student's behavior -- how it is affecting their ability to focus and learn. Sometime "peer" feedback has more impact than the instructor. Because the disruptive student is trying to get the instructor's attention and not focusing on how it affects the other students.
Of course, the instructor could always ask the student to step outside the classroom and speak with them about their behavior. That would take the instructor away from their other students for a short time, but it may be the last resort.
