Reporting Disruptive Behaviour in The Classroom

Reporting disruptive behaviour in the classroom
This behavior makes it difficult or impossible for me to continue my teaching. or I

cannot continue teaching under these circumstances.
She speaks out loud, off topic. Often makes noises and stares at other students.
Constantly challenges and blames others as the cause for his/her failure.
Inattentive rudeness: Was visibly not paying attention Engaged in other,

unrelated, activity (e.g., checked email, played games, listened to music) Talked
with other students Arrived late and/or left early without explanation Didn’t
attend class or scheduled office hours without explanation
Challenged expertise: Expressed doubt about your knowledge or expertise
Accused you of incompetence Challenged your credibility/knowledge
Showed disrespect: Gave you hostile looks, stares, or sneers Interrupted or
“spoke over” you Addressed you in unprofessional terms, publicly or privately
Sent an email to you that was inappropriate in form or content Made insulting or
disrespectful remarks about you Ignored you or failed to speak to you Made jokes
at your expense
Expressed anger: Yelled, shouted, or swore at you Targeted you with angry
outbursts or “temper tantrums”
tudent of Concern Report – Good Example
I am writing about John Doe, who is a student in my Writing 121 class. I am concerned about
repeated behavior on his part which is disruptive to my class.
Back in January when the term started John entered my class at least 20 minutes late 1 time during
the first week of classes and two times during the second week of classes (the class meets three
times per week).
The first time he walked into class late (January 7) he was talking on his cell phone and finished his
call just as he sat down in a chair in the back of the classroom. When he entered I had to stop
lecturing and the entire class followed John as he walked to the back of the room. He was smiling
when he sat down. I asked the class to return their attention to me. I didn’t say anything to John at
that time.
The next week John entered class about twenty minutes late on Monday, January 12. He opened the
door and stood in the doorway continuing a conversation with someone on the hallway. It lasted
about 30 seconds and then he said goodbye to that person and walked into the room, walked to the
back and sat. Again, I had to stop lecturing due to the noise and disruption. I had meant to speak to
John after class about his behavior but another student pulled me aside with a question and John left
before I could flag him down.
That Wednesday, January 14, John entered class about 20 minutes late again. He entered and very
slowly walked across the room between me and the front row of seats, and then went to the back
and sat down. He walked very slowly, much slower than what a normal walking pace would
be. Again, I had to stop lecturing until he sat down. As he passed me he smiled at me then turned
and looked at the class. As he sat down I said, “John, I need to talk with you briefly at the end of
class.” Then I returned to the lecture.
As the class ended John came up to me. His pace was fast, and he was moving his arms
aggressively. His expression was angry and he asked me in a raised voice what I wanted to talk to
him about. I asked him to wait a moment while the rest of the class left the room. He continued to
ask me what he had done wrong and the volume of his voice was way above normal talking
volume. He became more physically animated and stepped closer to me, invading my personal
space. One student who was leaving, Jason Brown, stopped and asked if everything was okay. I told
him that things were okay, that I just needed to talk to John in private.
After the students were gone John continued to behave in a physically and verbally aggressive
manner. I asked him to “calm down”, that I only wanted to talk to him about his late arrivals to
class. This seemed to make him more angry and I couldn’t understand why, because that was all I
had said to him so far. I couldn’t get a word in edgewise as he continued to talk over me as I tried to
speak. His behavior was ramping up as he was getting louder and angrier.
At that point I decided that we were not going to be able to have a discussion. I told John that I’d
send him an email with my concerns and he could respond that way. He continued to speak loudly,
making critical comments about me being an incompetent teacher, that I was on at “power trip” in
the class, etc. I packed up my things as he continued to yell at me. I walked out of the door and he
followed me out into the hallway. He turned and went down the opposite way and that was the end
of the altercation.
I do not feel threatened by John, but it is clear that he will not engage with me in a conversation
about his behavior. I will consult with my department chair and/or division dean and ask for their
help in confronting John about his behavior.
Prolonged Chattering: Small cliques of 2-3 students who engage in private
conversations or pass notes to each other.
. Grandstanding- students who use a classroom discussion as a chance to speak

about their favorite subjects despite the irrelevancy their comments may have in
regard to the discussion of the class as a whole. Other students use the classroom
as a place to communicate to their peers, tales of their personal lives, which is
also not appropriate to the setting. Some students attempt to soak up the
attention that they receive from their peers even though it may be annoying to
other students in the class.
These students use the class time to discuss their favorite dance hall artiste
Talking in Class
When a student talks to other students out of turn this becomes disruptive in a
classroom .It makes it difficult then for both the teacher and the class to concentrate on
the work .A uncooperative student can ask endless unimportant questions even argue
with a teacher.If this student dominates the class it is disruptive .
Cheating
When a student is found cheating in a classroom environment it becomes very disruptive

.Teachers normally have to take time away from other students to address this behavior and even
leave the classroom to involve senior teaching personnel .
Threatening behavior
Sometimes students can become rude disrespectful and abusive to teachers. This is obviously
disruptive and needs to be dealt with firmly . The whole process of disciplining or removing the
student from class will disrupt and cause anxiety in the classroom .
Teachers
Finally if you as a teacher consider your class as very disruptive ,then consider that part of the
problem could actually be with you the teacher .An effective classroom management program
should be instituted . Sometimes a teacher can help make a problem worse by seeing a class
generally as disruptive when in fact most of the class are behaving well . Try to identify problem
areas and triggers.
Disruptive behavior can have negative effects not only in the classroom environment but also on
the school experience as a whole .Taking time out to analyze why an individual or class is
disruptive will go a long way towards helping to ensure a quiet productive class.

Reporting Disruptive Behaviour in The Classroom

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Reporting Disruptive Behaviour in The Classroom

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Reporting disruptive behaviour in the classroom

This behavior makes it difficult or impossible for me to continue my teaching. or I

Inattentive rudeness: Was visibly not paying attention Engaged in other,

. Grandstanding- students who use a classroom discussion as a chance to speak

When a student is found cheating in a classroom environment it becomes very disruptive

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