At its core, a positive classroom environment is one of mutual respect. While we strive to create the conditions for inclusive and respectful classrooms, challenges can arise – and how we respond matters.
We are increasingly encountering shifts in student behaviour that affect the quality of face-to-face and online learning. Since the COVID-19 pandemic, there has been a noticeable rise in disruptions in the Australian education sector, with anxiety and avoidance contributing to declining attendance.
Types of disruptive behaviour
Any behaviour that inappropriately disrupts the learning environment can be considered disruptive or challenging. This can range from minor distractions such as arriving late or texting, to more serious issues like hostility or non-participation. Here are 6 types of behaviour that would be categorised as disruptive:
- Naive – multi-tasking, distracting others, not paying attention, coming late or leaving early etc.
- Intentional – persistent questions/arguments, attention-seeking or derisive comments, posting/sharing inappropriate comments or visuals
- Challenging – also intentional but more aggressive or confrontational
- Refusal – not complying with expectations that the class have set as a code of conduct
- Threats and intimidations – infrequent but requires immediate action, this behaviour is intended to harm others
- Erratic – may suggest mental ill-health and requires deescalation
Safe and inclusive learning environments are central to the student learning experience student wellbeing, and teacher wellbeing. There are tensions in students’ lives and outside in society that can be reflected in our classrooms. We need to support and enable our teaching staff to recognise and manage this, and ensure that they know when to seek support for students, when and how to escalate, and look after themselves – vicarious trauma is real. Eva Cheng (Head of School, Professional Practice and Leadership, FEIT)
Managing Disruptive Behaviour: a new, self-paced course
In 2023, the Education Portfolio ran a workshop that explored behaviour types in the post-pandemic classroom. Strategies that stemmed from this included Jarnae Leslie’s tips for supporting student agency to alleviate disruptive behaviour in the classroom. After further reviewing, analysis and co-design, the need for a university-wide resource on this topic became apparent.
Managing Disruptive Behaviour is an introductory learning resource for teachers and tutors that includes real-world scenarios from faculty staff. Explore practical strategies and review UTS policies that support calm, constructive action to manage and mitigate disruptive behaviour.
This short (1-2 hours) module is part of a growing suite of training that is designed to be self-paced – a sustainable and scalable way of enabling professional development.
As well as the Managing Disruptive Behaviour module, the Education Portfolio’s Professional learning homepage features self-paced short courses on Generative AI and writing/refreshing rubrics.
Enrol for Managing Disruptive Behaviour
We all have a responsible for ensuring safety and wellbeing at UTS. We hope this new course will help you will feel more equipped to foster safer, engaging spaces for all students, where you can teach with clarity and focus.
Thanks to Beate Mueller for being instrumental in starting us on this process and her collaborative work on the Disruptive Behaviour Guide.