Often, disruptions are the result of different expectations on the parts of faculty and students. What we as faculty members view as inappropriate behavior for the classroom, students may view as quite normal. For example, we might view texting during class as disrespectful. Students, by contrast, likely view this as a routine activity and quite normal.

In the spirit of "the best offense is a good defense," I offer these ideas on ways to prevent disruption before it occurs.

Keep the lines of communication open

A comprehensive syllabus that details all of your policies and expectations makes it easier for students to understand what you want. For example, include policies about attendance, late arrivals, and early departures from class; your turnaround time on grading; your expectations for participation in class discussions; and whether you allow assignments to be turned in late for partial credit. Make sure that your office hours are clearly indicated. Use Blackboard to post announcements so students can find them easily, and set up a discussion forum where they can ask questions.

Make your students your partners in creating an environment conducive to learning

At the beginning of the semester, tell your students that their participation is critical in creating a good environment for learning. Be clear about your expectations, and how they can help create that environment. Collaboration is a powerful tool: students become accountable to one another for coming to class on time and prepared to work. If you don't want to use teams in your class, punctuate your lectures with discussions and activities. Help students engage with and apply the content they are learning to real-life situations they will encounter in a professional setting.

Show the value of civil behavior

Relate students' behavior in class to their professional behavior at work. Some departments at NYIT include professionalism as an explicit student learning outcome at the program level. Make it clear to your students that in addition to teaching them valuable content, you are teaching them valuable collaboration and ‘soft' skills that they will need to succeed in today's job market.

Create and enforce a code of conduct

If your students work in teams, have them create the code of conduct as a negotiated document. This serves a dual function of team-building and gaining student buy-in. Consider including in your syllabus a list of academic and behavioral expectations — both for you and for them. Some faculty have students sign the last page of the syllabus and return it to affirm that they have read and will abide by the policies stated in the syllabus, including the code of conduct.

Practice reflective teaching

Make sure your students realize that you are interested in their learning. Collect midterm feedback from your students on your teaching. Use classroom assessment techniques as quick ways for students to find out if they have grasped the important content and know how to apply it. Ask the Center for Teaching and Learning to come into your class and conduct a Quick Course Diagnosis with your students. Ask your colleagues to come into your classroom and observe you teach, and give you feedback. Exchange your course syllabi with your colleagues and compare policies.

Respond, don't react

When confronted by a disruptive student in a classroom, model professional behavior. Whenever possible, do not have a confrontation in the middle of class, but instead ask the student to speak with you afterward. Think before responding to an angry email. Invite the student to come in to speak with you so there is less chance of misunderstanding each other.

Seek help when you need it

Talk to your department chair and more experienced colleagues about how they handle similar situations. Contact the campus dean, who can talk with the student if that's appropriate. Ask the staff at the Center for Teaching and Learning to review your course syllabus, looking at how you design assignments as well as at your policies. And always keep thorough documentation of difficult encounters, and keep your department chair apprised of what's happening.

Expert advice

We are fortunate to be hosting Dr. Thomas Grace at NYIT tomorrow, October 2, who will discuss "Disruptive Students: Legal, Educational, and Therapeutic Considerations for Faculty." Students whose behavior disrupts the campus or classroom represent significant challenges in managing student conduct. Faculty and staff will learn what to do when the students actions compromise the college experience for others. Please join us on Thursday, October 2, during free hour (12:45–2:10 p.m.) at the NYIT Auditorium on Broadway and at Rockefeller auditorium in Old Westbury. RSVP to reserve a seat.

I hope to see you at the session! To follow up on any of these ideas, please contact me at fglazer@nyit.edu.