by Mitch Lorenz, Instructional Developer, Reinert Center
As we initially wrote in April (in this blog post introducing the topic), the topic of classroom disruptions is one that seems more at the forefront of instructors’ minds and the types of disruptions seem to be continuously changing. These disruptions to the expected flow of class time can be mundane and without a malicious intent, such as annoying habitual pen clicking habits or a tendency to rush to answer every question. They can also be much more acute, intense, and with specific intent; like recording a lecture to frame the instructor in a negative light or a broader protest interrupting class.
Within the wide variety of student behaviors that may fall under the umbrella of “disruption,” there are some things that might be a disruption to some (e.g., tardiness) while other disruptions would be considered disruptive to every instructor across all contexts (e.g., aggressive verbal altercations). With this in mind, we’ve added another resource dedicated to helping add clarity to what you find disrupting that may not have been flagged as disruptive in other classrooms. The resource guide, Pedagogical Strategies to Mitigate Classroom Disruptions, emphasizes co-creating norms and expectations and then clarifying them further prior to engaging in sensitive topics. While framed for first-time instructors, the suggestions within hold value for people with all levels of teaching experience.
Tips for how to respond to classroom behaviors that are more acute and universally disruptive can be found in our resource guide, Addressing Acute Disruptions in the Classroom. This resource discusses in the moment reactions while a second resource guide tackles the question: how do you prepare for a highly emotional disruption? This resource guide, Classroom Provocations: Steps to Prevent and Ways to Prepare for Emotional Moments, echoes the importance of establishing classroom culture, but works from an intergroup perspective as many “gotcha” moments, like recording a teacher, have their foundation in perceived intergroup differences (e.g., politics). Taking time to imagine the overwhelming stress and panic that is inevitable in an intense moment of classroom disruption can help turn panic into thoughtful responses and calm actions if faced with an unlikely but not unfathomable situation in which your class is disrupted.
For more case-specific exploration of this challenging pedagogical topic, consider scheduling a consultation with the Reinert Center.
The Notebook 