• Some examples of difficult student situations are:
• "Prevention is better than cure"
• What to do when a student confronts you
• Resources and Contact Information

• You are in the middle of teaching your class about z-scores. A student’s cell phone rings, your train of thought breaks, and you are very annoyed. To make matters worse, the student answers the phone and keeps talking in whispers. What do you do?
• You are returning graded midterms, and one student starts complaining that a particular question was very badly worded, confusing, and totally unfair. A few others follow his/her lead and very soon there is group of very angry students complaining. What do you do?
• You are teaching the class how to make histograms using software. A couple of students are continuously chit-chatting, giggling, and very evidently surfing the net. After you are done giving the class instructions, you ask the class to work on some similar problems on their own. Now these two giggly students raise their hands and declare that they have no clue what’s going on. What do you do?

The best way to handle classroom conflicts and difficult student situations is to prevent them from happening in the first place. Here are a few suggestions on how:

• Define your expectations from the class on the very first day- Make good use of the first day of class. Let the students know what kind of behavior is acceptable, and what will not be tolerated. For example:
  • Is eating or drinking in class okay?
  • Is talking to other students during lecture okay?
  • Is late arrival okay? Is early departure okay?
  • Is late submission of assignments acceptable?
  • Are there re-grade policies for assignments and exams? If yes, how are these handled?
  • Is talking on cell phones okay?
  • Is web-surfing or playing games on the computer during class okay?
  • Is missing class okay?
  • What happens when a student misses an exam?
• Define the consequences of unacceptable classroom behavior. Follow through.
• List your expectations on the syllabus, and the consequences if any student fails to meet them. That way, expectations are documented, and in case of any conflict, you can produce evidence of having given the students a fair warning.
• Learn student names. Reducing student anonymity goes a long way when it comes to promoting a healthy classroom environment. Knowing that the instructor takes enough interest in the students to learn their names encourages students to reciprocate and take an active interest in the class.
• Create an environment where students feel welcome to ask questions and discuss issues, and do not feel threatened or belittled by you.
• Ask students for feedback. This helps in figuring out what works and what needs attention. If you can solve problems in their nascent stage, it could prevent a conflict situation.
• Be a good role model. For example, if you say you will not tolerate tardiness, make sure to be punctual yourself. Be consistent in handling your agenda and deadlines.

Sometimes, no matter how many precautionary measures you take, conflicts may arise. They may be unforeseen circumstances, or different manifestations of the situations discussed above. What do you do then?

• The most important thing to remember is to not lose your cool. If you get flustered, it is very likely that things will get out of hand.
• Remember, you are the one who is running the show. You are the authority in that room.
• Be rational when deciding whether a student is being “difficult” or not. For example, if a student comes to class late everyday, take her/him aside and try to find out what the reason may be. There could be valid reasons such as, gets out of another class five minutes before this one. Or totally unacceptable ones, such as, lives an hour away from campus- well then, maybe they should start from home earlier.
• Decide on whether you want to confront the student in class or outside. Is there a way to avoid a confrontation in class, and deal with it later?
• If a student presses in class, ask to continue discussion after class.
• Do not become defensive. Explain the situation.
• Be honest if you realize that you might be in the wrong, but watch out for manipulations.
• Be assertive, NOT aggressive or submissive.

• Arrange to meet the student in a neutral setting.
• Let the student air his/her opinions. Be calm, and listen. Try to understand if there really is a problem, and if yes, what it is.
• Let the student know that you recognize his/her feelings.
• Do NOT argue or walk away.
• If you don’t want a face-to-face confrontation, write a letter/email to the student explaining why you find his/her behavior in class disruptive. Repeat your expectations and request behavior change. Copy the letter to your course coordinator.

Examples of classroom behaviors that may seem troublesome to some instructors

• Eating or drinking.
• Wearing hats.
• Challenging grades.
• Talking with other students.
• Reading newspapers or material that is not related to the class.
• Receiving or making cell phone calls.
• Coming late or leaving early.
• Missing class.
• Making inappropriate comments about other students.
• Packing up before class is over.
• Treating instructor as if he/she were their counselor.
• Sleeping.
• Hitting on instructor or another student.
• Doing homework.
• Demanding special treatment.

Department Contacts:
The Department Vice-Chair is available to help with situations involving problem students, such as, grade disputes and serious complaints. See the “Main Resources” page for the contact information of the Department Vice-Chair.

Some ideas adapted from:

1. University of North Carolina, Greensboro- Classroom Management Tips, Fall 2006
2. "Dealing with Troublesome Behaviors in the Classroom”, Mary Deane Sorcinelli
3. “Insubordination and Intimidation Signal the End of Decorum in Many Classrooms: Professors see rise in uncivil behavior by students- from talking during lectures to physical assaults”, Alison Schneider
4. “Strategies for Dealing with troublesome Behaviors in the Classroom”, Courtesy of Rosalind Reed, Ph.D., Department of Health and Community Services, College of Behavioral and Social Sciences, California State University, Chico.
5. “Dealing with Issues of Control, Power, and Authority in the College Classroom”, Virleen M. Carlson, Cornell University.