Key Phrases: Term I Week 4 Block 1: Psychological and pedagogical foundations of interaction in small

 Your behavior has exceeded and large groups of foreign students in English See more
what is acceptable for this Key terms: Key Discussion Prompts: Cross Curricular
class and it is time for you to  Disruptive behavior  How to prevent disruptive behavior in class? Links:
leave.  Establishing norms  How to respond to a disruption in the moment? PSYCHOLOGY
 As an educator, I do not (will  Preventive strategies  What to do following a disruption? PEDAGOGY
not) speak to someone who Read more 2  What to do and what to avoid in critical situation? PSYCHOLINGUISTICS
uses vulgar/ The Lesson Context:
Best managing of disruptive behavior is effective prevention
inappropriate/disrespectful
Establishing norms helps prevent disruptive behavior and allows you to react effectively in the
language. Topic 3: How to keep
moment. In addition to using your syllabus to set academic expectations, you can also utilize it
 Your conversation is your students
to create classroom behavioral expectations. The factors that constitute appropriate and
distracting the class. Please motivated
inappropriate behavior can vary a lot from lectures to labs and seminars. Faculty considers it
save it for later.
 Your behavior has exceeded
helpful to: Topic 4: Dealing
what is acceptable for this
Outline both productive and disruptive types of behavior. with disruptive
Outline the process by which disruptive behavior will be addressed.
class and it is time for you to students
Outline consequences for ongoing disruptive behavior.
leave. Topic 5: Teaching
Explain classroom expectations regarding behavior on the first day of class. It is
 I do not (will not) speak with Slow Learners and
especially effective to talk about behavior you want to see, as well as the type that’s
another adult who is yelling Fast Finishers
disruptive.
(cursing, etc.).
Read more 1 Model the type of behavior you expect from your class. Read more 3
Listen more
Voc 4 Disruptive students
Teaching Strategies: SEN (Special Educational Needs): extra activities for fast learners*
Didactic Relevant articles: McGrath, K. F., & Van Bergen, P. (2019). Attributions and emotional competence: Why some teachers experience close relationships with
Task cards disruptive students (and others don’t). Teachers and Teaching, 25, 334-357. doi:10.1080/13540602.2019.1569511
Raza, Muhammad. (2014). Dealing with Disruptive Students. 1. 2348-2052. doi:10.6084/m9.figshare.11640276
Panel discussion Relevant videos:
Turn and Talk Read more 5 https://www.youtube.com/watch?v=uTDzLQ7bMZQ — example of dealing with disruptive students in class
https://www.youtube.com/watch?v=QuLaQoQP9oo — Cornell Professor outbursts at a student's 'overly loud' yawn Watch more 4

Homework: 1) Study the material of the lesson and do all the exercises
2) Learn by heart the key terms and phrases
3) Project. Describe an episode from your own experience when you had to face disruptive behavior. What strategy did you use to deal with the situation? Would
you have acted differently if you had known the material from our today’s classes?
Date
“Perhaps the best antidote for all forms of disruptive behavior is for
instructors to teach interestingly”
Read more 6

1. Key phrases to be used while dealing with a disruptive student:
Akanksha, your talking during class is disrupting the lecture and I need to ask you
to stop.
Shubham, now is not the time for discussion. There will be an opportunity for
questions and debate at the end of the lecture.
Prateek, you will note that in the syllabus (rules), talking during lecture is
considered disruptive behavior. If I need to ask you to stop talking again, I will
need to ask you to leave
Vishesh, I can see that this topic has you upset; however, we need to bring this
debate to a close
Ranjan, your behavior has exceeded what is acceptable for this class and it is
time for you to leave. I will be in contact with you via email to discuss future class
sessions
I like you, Jason. But right now, your behavior is unacceptable.
Your conversation is distracting the class. Please save it for later.
We’ve heard John’s opinion. What do others think?
It seems like we have two conversations going. Let’s come back to the topic at
hand.
I am happy to discuss this/speak with you about this matter, however … (see "a"
and "b," below)
I hear that you are frustrated, however … (see "a" and "b," below)
I am going to end this conversation… (see "a" and "b," below)
A. I do not (will not) speak with another adult who is yelling (cursing, etc);
B. as an educator, I do not (will not) speak to someone who uses vulgar/
inappropriate/disrespectful language.
Read more 1
Аканкша, ваши разговоры во время занятия мешает проведению лекции,
и я вынужден попросить вас замолчать.
Шубам, сейчас не время для дискуссий. У всех будет возможность задать
вопросы и высказать точку зрения в конце лекции.
Пратик, вы можете заметить, что наши правила считают разговоры во
время лекции недопустимыми. Если я еще раз попрошу вас замолчать, я
попрошу вас выйти из аудитории
Вишеш, я вижу, что эта тема вас огорчила; однако нам придется
прекратить обсуждение
Ранджан, ваше поведение вышло за рамки того, что допустимо в этой
аудитории, и вам пора покинуть класс. Я свяжусь с вами по электронной
почте, чтобы обсудить посещение занятий в дальнейшем
Джейсон, ты мне нравишься. Но прямо сейчас твое поведение
недопустимо
Ваши разговоры отвлекают класс. Пожалуйста, отложите это на потом
Мы услышали мнение Джона. Что думают по этому поводу другие?
Такое впечатление, что у нас параллельно идет две беседы. Давайте
вернемся к теме сегодняшнего занятия
Я рад обсудить это/поговорить с вам об этом, однако … (см. А или В ниже)
Я слышу, что вы разочарованы, однако … (см. А или В ниже)
Я собираюсь прекратить этот разговор. … (см. А или В)
А. Я не разговариваю (не буду разговаривать) со взрослым человеком,
который орёт (выражается, и т.д.)
В. как работник образования, я не разговариваю (не буду разговаривать)
с человеком, который использует ругательства / неуместные выражения /
неуважительные выражения
 Read more 2
Key terms:
 Disruptive behavior
 Establishing norms
Preventive strategies

3. Before reading, check whether you understand the meaning of the following (underlined) words and phrases:
disruptive – дезорганизующий (о поведении);
нарушающий дисциплину (о студенте)
establish – устанавливать
syllabus – учебный план
expectation – ожидание; ожидаемый результат
faculty – профессорско-преподавательский состав;
факультет
outline – обозначить в общих чертах
consequence – последствие
Read more 3
ongoing – непрекращающийся
concern – опасение; проблема
follow up – проследить; довести до конца; получить
обратную связь consistent – последовательный
firm – твердый, непоколебимый
comply with – подчиняться (правилам), исполнять (просьбу)
violence – насилие
keep smb in the loop regarding – держать кого-л. в курсе
относительно

Read about how to deal with challenging students:

Best practices for managing disruptive behavior
Effective prevention

Establishing norms helps prevent disruptive behavior and allows you to react effectively in the moment. In addition to using your
syllabus to set academic expectations, you can also utilize it to create classroom behavioral expectations. The factors that constitute
appropriate and inappropriate behavior can vary a lot from lectures to labs and seminars. Faculty considers it helpful to:
 Outline both productive and disruptive types of behavior.
 Outline the process by which disruptive behavior will be addressed.
 Outline consequences for ongoing disruptive behavior.
 Explain classroom expectations regarding behavior on the first day of class. It is especially effective to talk about behavior you
want to see, as well as the type that’s disruptive.
 Model the type of behavior you expect from your class.
 How to respond to a disruption, in the moment
Your direct intervention will work for a majority of situations; however, some students and situations are ongoing and will require
additional consultation and follow up. It is important to remember that if the disruption causes immediate concern for personal safety,
do not hesitate to call police.
What to do
Stay calm and listen to student concerns – identifying the catalyst for disruption can help you address the situation in the moment or in
a later meeting.
 Be steady, consistent and firm.
 Acknowledge the feelings of the individual.
 Remember that disruptive behavior is often caused by stress or frustration.
 Address the disruption individually, directly and immediately.
 Be specific about the behavior that is disruptive and set limits.
 Remove the student from that class session if the student does not comply with your actions. If the student does not leave after
being asked to do so, you can call police for backup.
 Ask the student to see you after class to address the disruption, explore the causes of the incident and discuss appropriate
behavior.
 Pay attention to warning signs that the situation is nearing escalation toward violence.
What to avoid
 Do not allow the behavior to continue.
 Avoid making it a class issue – address only the student who is causing the disruption.
 Avoid an argument or shouting.
 Do not blame or ridicule the student, or use sarcasm.
 Do not touch the student.

What to do following a disruption

While many disruptions are minor and can be managed in the moment, it can be beneficial both to document the incident and follow
up with the student. Documenting what you experienced and the steps you took will be helpful if you need to pursue a violation of the
student conduct code. Clear communication with the student helps to set expectations and prevent further disruption. The following
are suggestions to consider following an incident:
  Document the details about the incident, including the time/date/location, the behavior of the student, the actions you took and
how the situation was resolved in the moment.
 For minor disruptions, an email can serve as both a tool to remedy behavior and to document the incident. In the email, you
should include the observed behavior, your expectations for class and how they differ from the observed behavior, and the
consequences of continued disruption.
 If the disruption is more severe or a behavior is ongoing, you should contact your departmental leadership for appropriate next
steps. Keeping them in the loop regarding behavior of concern is always recommended.
 In some cases, a meeting with the student is required to discuss the behavior in more depth, explore appropriate solutions and
set clear guidelines and consequences.
Many thanks to Ohio State University for supplying best practice guidelines for managing disruptive classroom behavior.
Some suggestions for intervening in a disruption
 Keep your focus on the student. Rather than say, “Class, we all know that talking during lecture is disruptive,” say, “Jane,
your talking during class is disrupting the lecture and I need to ask you to stop.”
 Be clear about the behavior. If the student is talking out of turn, tell them. Rather than ask, “Do you have a question?” say,
“Jane, now is not the time for discussion. There will be an opportunity for questions and debate at the end of the lecture.”
 Nip the situation in the bud, referring to the syllabus regarding expectation and behavior. “Jane, you will note that in the
syllabus, talking during lecture is considered disruptive behavior. If I need to ask you to stop talking again, I will need to ask
you to leave.”
 Distress is often the cause of a disruption. It is important to recognize the stress while still addressing the behavior. Rather
than say, “John, you are clearly emotional right now and you need to stop arguing,” say, “John, I can see that this topic has
you upset; however, we need to bring this debate to a close.”
 If you need to ask the student to leave, do so clearly and directly. Rather than say, “Get out! Go! Get out of here!” say, “John,
your behavior has exceeded what is acceptable for this class and it is time.
 Watch more 4

4. Now, watch the videos and do the tasks:

4.1. https://www.youtube.com/watch?v=uTDzLQ7bMZQ — example of dealing with disruptive students in the class
Write down the expressions which were used in:
A. light version ___________________________________________________
B. too heavy _____________________________________________________
C. just right______________________________________________________

4.2. https://www.youtube.com/watch?v=QuLaQoQP9oo — Cornell Professor Outbursts at a Student's Loud' Yawn

Answer the questions:
a) What was right and wrong in this professor’s speech?
b) What is the difference between informal and impolite?
c)
4.3. https://www.youtube.com/watch?v=YUZjOHqjDrQ — 7 Tips to Deal with Defiant Students
Which of the 7 tips to handle a difficult student can you remember? Use key words or pictures to help you memorize these hints:
1) 2) 3) 4)
5) 6) 7)

4.4. https://www.youtube.com/watch?v=WoE0mNn6V9A — Some strategies to use for defiant or oppositional behavior.

Explain the following expressions
A culture of trust and respect
Focus on personal best
Add missing words, we need consciously say to ourselves at this «in the moment»
calm …… speak …. low your ……… move ………
Name 3 possible strategies which should be used by teacher «in the moment»
4.5. https://www.youtube.com/watch?v=lXSJKIRpmHs — There is always a reason for every behavior (TED talks)
Name the main reasons which lead to the disruptive behavior of a student (orally)
 Read more 5

5. The methods to be used to teach the topic

Didactic
This form of teaching encourages consolidation of knowledge with multiple elements such as ideas, formulae, facts, phenomena, and laws.
The information is organized better to make it logical and accessible to students. As part of this method, students are asked to find a
solution to cognition tasks, take part in curricular and extracurricular activities and more.
Task cards
The objective of using task cards in classrooms is to develop students as independent learners. Basically, a task card will have tasks or
questions on them. Students can use whiteboards to reveal the answers. These are one of the best tools for reinforcement and assessment. It
can also be used as part of class activities. Teachers can mix up the tasks to make the game interesting.
Panel discussion
This approach aims at showcasing factual information and conceptual knowledge for a given topic. The technique can take different forms.
In classroom panel discussions, the panel may contain a group of students or student representatives who discuss a certain topic after
thorough preparation. The panel may otherwise contain subject experts who discuss about all areas regarding the topic and thereby, giving
the student audience a chance to gain deeper knowledge on the subject.
Turn and Talk
This is an oral language support strategy in which students are given scaffold interactions in order to formulate ideas on a subject. They can
share it with others. In this method, all students get a chance to share their thoughts on the subject in a low-risk setting. The teacher’s role is
to ensure that partnering of the students is not random but strategic.
 Read more 6

6. Quotes and saying on the topic.

Translate into Russian. Which of these would you like to use in class with your students?

Some quotes

Perhaps the best antidote for all forms of disruptive

behavior is for instructors to teach interestingly.
Gerald Amada,
Learning is not the product of teaching. Learning is the
product of the activity of learners.
John Holt
I have always had the greatest respect for students. There is
nothing I hate more than condescension-the attitude that
they are inferior to you. I always assume they have good
minds.”
Mark Van Doren

Many of the differences that cause students to be excluded

in school are actually the same qualities or skills that other
people are going to admire, respect or value about that
person in adulthood.”
Alexandra Robbins