Savanna Hoffman
Dealing with sassy students at the university level can be challenging, but there are several strategies that can help manage disruptive behaviour and foster a positive learning environment. It is important to establish clear norms and expectations for classroom behaviour, utilising the syllabus to outline both productive and disruptive behaviours, as well as the consequences for ongoing issues. University professors can also model the type of behaviour they expect from their students and use amplification techniques, such as a bell, to gain attention without raising their voice. While it is important to show interest in students' studies, professors should be mindful of maintaining respect and authority, adapting their personality to address issues without escalating them. Ultimately, universities have policies against disrupting classes, and professors can refer to the student handbook or code of conduct when addressing persistent issues with individual students.
| Characteristics | Values |
|---|---|
| Be consistent with your personality | Don't try to be something you're not |
| Be in control of your classroom | Don't let students walk all over you |
| Outline expectations | Verbally address classroom expectations regarding behavior on the first day of class |
| Outline consequences | Outline consequences for ongoing disruptive behavior |
| Use amplification | Use your voice to overpower students' voices |
| Use proximity | Walk over to talking students and lecture by them |
| Use a bell | Use a bell to get students' attention |
| Be authoritative | Show students you're in charge |
| Be committed | Whatever you do, commit to it |
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What You'll Learn
Establish classroom norms and expectations
Establishing classroom norms and expectations is a great way to prevent disruptive behaviour and allows you to react effectively in the moment. Here are some strategies to establish classroom norms and expectations:
Utilise the Syllabus
Use the syllabus to set academic expectations and behavioural expectations. Outline both productive and disruptive types of behaviour, the process by which disruptive behaviour will be addressed, and the consequences for ongoing disruptive behaviour. It is also a good idea to verbally address classroom expectations regarding behaviour on the first day of class. Talk about the behaviour you want to see, as well as the type that is disruptive. Model the type of behaviour you expect from your class.
Be Yourself
It is important to do something that is consistent with your personality and not try to be someone you are not. For example, some teachers might give a certain look, use body language, or respond with humour. Find what works for you and deal with the behaviour without escalating it.
Maintain Authority
As an instructor, you have power and authority in the classroom. While you are not there to babysit the students, it is important to establish respect and authority. Keep your voice firm and use body language to command attention. You can also try cold-calling on students or using proximity by walking over to students who are engaging in conversation to get them to stop talking.
Use Attention-Grabbing Techniques
To get the attention of the class, you can use amplification by speaking loudly and clearly. You can also use a bell or chime to signal the start and end of class or to get their attention.
Follow-Up Outside of Class
If a student is being disruptive, you can send them an email outlining the disruptive behaviour and the expectations for their behaviour in class. This can be an effective way to address the issue without causing further disruption in the classroom.
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Use the syllabus to outline disruptive behaviour
The syllabus is a powerful tool for outlining disruptive behaviour and its consequences. Firstly, it is important to define disruptive behaviour and the types of behaviour that are unwelcome in the classroom. This can include talking during lectures, using disrespectful or disruptive language, excessive noise, defiance of authority, non-compliance with instructions, and physical aggression.
Secondly, the syllabus should outline the process for addressing disruptive behaviour. For instance, the syllabus could state that disruptive students will be asked to stop the behaviour and, if it continues, they will be asked to leave the class. It is also beneficial to include a reminder that disruptive behaviour can be a violation of university policy and the student code of conduct.
Thirdly, the syllabus should outline the consequences for ongoing disruptive behaviour. This could include further action, such as contacting university security or the student being asked to leave the course.
Finally, it is important to model the expected behaviour and address classroom expectations on the first day. This means that students are clear about the types of behaviour that are considered disruptive and the process for addressing it. This proactive approach can help to prevent disruptive behaviour and create a positive learning environment.
Overall, using the syllabus to outline disruptive behaviour is an effective strategy for managing classroom behaviour and promoting a respectful and inclusive atmosphere. By clearly communicating expectations and consequences, educators can address disruptive behaviour and support students' learning and success.
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Adopt a suitable demeanour
When dealing with sassy students at university, it is important to adopt a demeanour that suits your personality and teaching style. While it is essential to maintain respect and authority, this can be achieved in various ways that feel authentic to you. Here are some strategies to consider:
Firstly, establish clear norms and expectations for classroom behaviour at the outset. Utilise your syllabus not only to set academic expectations but also to outline behavioural guidelines. Specify the types of behaviour that are productive and disruptive, as well as the consequences for ongoing disruptive behaviour. By setting these expectations early, you establish your authority and create a framework for addressing issues when they arise.
Secondly, consider using non-verbal cues and body language to address sassy behaviour. A simple look or posture can communicate your disapproval without escalating the situation. Find an approach that aligns with your personality, whether it is disappointment, humour, or a firm stance. For example, some teachers might use humour by asking, "Do you need a hug?" while others might opt for a more direct approach, such as a stern look or standing in proximity to the disruptive student.
Additionally, it is crucial to maintain a firm voice and confident body language. As an instructor, you possess authority, and it is essential to embody that role. While you don't need to "maul yourself" over a few disruptive students, finding your niche of respect and authority is important. This can be achieved through a confident demeanour and a clear, amplified voice that commands attention without raising it.
Remember, each instructor is unique, and there is no one-size-fits-all approach to dealing with sassy students. Find a style that suits your personality and the dynamics of your classroom. While it may be tempting to try to be "nice" and overly friendly with your students, this can sometimes backfire and lead to a perception of being a pushover. Striking a balance between approachability and authority is key.
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Cite the student handbook
Dealing with disruptive or disrespectful students can be challenging, and it's important to maintain control of the classroom without escalating the situation. While it may be tempting to ignore the behaviour, this can send the wrong message to students and create a negative learning environment.
In such situations, it is advisable to refer to the student handbook or code of conduct, which outlines the expected standards of behaviour and the consequences of violating university policy. The student handbook is a valuable tool for both students and faculty, providing clear guidelines on acceptable behaviour and disciplinary procedures.
For example, if a student is being disruptive or rude during class, you can cite the specific section of the handbook that addresses disruptive behaviour and explain that their actions are in violation of university policy. This approach emphasises the importance of maintaining a respectful and conducive learning environment for all students.
Additionally, the student handbook outlines the procedures for reporting and investigating unacceptable behaviour. If a student's behaviour crosses the line into unacceptable territory, such as sexual misconduct, threatening behaviour, or criminal offences, it is crucial to follow the outlined steps for reporting and seeking support. The handbook also details the role of the Investigating Officer, who will be appointed to review the allegations and gather evidence. Depending on the severity of the behaviour, the student may face temporary suspension or other disciplinary actions as outlined in the handbook.
By citing the student handbook, you can effectively address disruptive or disrespectful behaviour while maintaining a professional and consistent approach. It is important to remember that the goal is not to prove authority but to create a positive and safe learning environment for all.
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Show students you care
Showing students that you care can be a great way to build respect and reduce disruptive behaviour in the classroom. However, it is important to strike a balance between being friendly and maintaining your authority. While it is important to be yourself, you should not let students walk all over you.
One way to show students you care is to get to know them. You could try showing up early and making small talk with students, asking them about their interests and what they hope to get out of your class. This can help students see you as a person, rather than just an authority figure. It can also help you understand their motivations and tailor your teaching to their interests. However, be aware that this approach can backfire, with students potentially taking advantage of your kindness and seeing you as a pushover.
Another strategy is to model the behaviour you expect from your students. This involves demonstrating respect and interest in your students, and expecting the same in return. By treating your students with respect, you can often earn their respect in return. This might involve responding to disruptive behaviour without escalating the situation, perhaps using humour or a particular look to let students know their behaviour is unacceptable.
It is also important to establish clear norms and expectations for your classroom. This could include outlining both productive and disruptive types of behaviour, as well as the consequences for ongoing disruptive behaviour. By setting these expectations early, you can prevent potential issues and address problems effectively when they arise.
Finally, remember that you are there to share your knowledge and expertise. While it is important to care about your students, you are not there to babysit them. Maintaining your authority and expertise can help students see you as a figure of respect, without needing to resort to harsh discipline.
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Frequently asked questions
It is important to establish norms and set classroom behavioural expectations to prevent disruptive behaviour. Outline both productive and disruptive types of behaviour, the process by which disruptive behaviour will be addressed, and the consequences for ongoing disruptive behaviour. Verbally address these expectations on the first day of class. You can also use amplification to ensure your voice overpowers the students' voices. If two students are engaging in a conversation, walking over and lecturing by them can help stop them from talking.
It is important to remember that you are in control of the classroom. While it may be tempting to ignore the behaviour, this can send the message that you are a pushover and that the student is in control. Instead, try to address the behaviour without escalating it. For example, you could use "the look" to let the student know that their behaviour is unacceptable. You could also try humour, for instance, by saying, "Do you need a hug?". Remember to stay true to your personality and find what works for you.
If a student continues to disrupt the class, you may want to cite the student handbook or code of conduct when speaking to them. Every university has a policy against disrupting classes, and reminding the student of this can be effective. You could also send an email outlining the behaviour that the student needs to refrain from and the consequences if it continues.
As a professor, you have more power than you think. While it can be helpful to show interest in your students' studies, be careful not to come across as a pushover. Find your own niche of respect and authority, and remember that you don't need to improve their behaviour—you are there to share your knowledge. Keep your voice firm and use body language to assert your authority.
