A well-managed classroom is a place where students feel respected, know what’s expected, and can focus on learning. Most classroom challenges can be prevented with clear expectations, strong relationships, and A well-managed classroom is a place where students feel respected, know what’s expected, and can focus on learning. Most classroom challenges can be prevented with clear expectations, strong relationships, and engaging teaching. When problems do come up, a calm, consistent response keeps the focus on learning. Research on college classrooms has found that instructors’ own behaviors, such as warmth, approachability, and clear communication, strongly influence how often disruptions happen (Boice, 1996).
Prevention Is Key
- Be proactive. Include behavior expectations in your syllabus, present them on the first day, and revisit them as needed.
- Be specific. Instead of saying “be respectful,” give examples, such as “Put phones away during discussion” or “Let classmates finish before responding.”
- Plan ahead. You can’t predict every situation, but you can decide in advance how you’ll handle common ones.
- Be a model. Your own behavior shows students how to treat you and each other. Model the professionalism, respect, and work ethic you expect.
- Teach your routines. Explain how class runs, such as how to submit work, join discussions, or ask for help, and reinforce it in the first weeks.
- Set a device policy. State when phones, laptops, and other devices are allowed, and explain why.
Start Strong on the First Day
The first day sets the tone for the whole course.
Introduce Yourself and the Course
- Welcome students warmly. Introduce yourself by name and preferred title.
- Share your passion. Briefly explain what excites you about the subject and your work in the field.
- Make it personal. Mention an outside interest, especially one that connects to the course.
- Start with a hook. Use a question, image, or real-world example that shows why the course matters.
Get to Know Your Students
- Ask students why they’re taking the course and what they hope to gain.
- Use a quick index card activity or Canvas survey to learn about their goals and interests.
- Choose an icebreaker that connects to your course content.
Make Expectations Clear
- Review the essentials. Walk through the syllabus, grading, deadlines, late work, your device policy, and your generative AI expectations. See Syllabus Design.
- Explain how to reach you. Share your office hours, email, and how quickly you respond.
- Name the unwritten rules. Explain how discussions work, what collaboration is allowed, and how students will be evaluated.
- Start learning right away. Include a short activity tied to the course content, such as a think-pair-share. See Active Learning Techniques.
Expect to revisit key expectations several times during the course, not only on the first day.
Build Rapport with Students
Students who feel a positive connection with their instructor participate more and learn more. In one study, rapport with the instructor was the strongest predictor of student participation and learning (Frisby & Martin, 2010).
- Greet students and use their names.
- Build professional rapport. Be approachable while keeping clear professional boundaries.
- Check in. Ask students how they’re doing and what support they need.
- Be available. Arrive early, stay a few minutes after class, and invite students to office hours.
- Model what you want to see. Show the attitude and effort you expect from students.
Keep Students Engaged
Engaged students are far less likely to disrupt class.
- Spark curiosity with questions, problems, and real-world examples.
- Show students why the material matters.
- Assign tasks that are challenging but achievable.
- Give students some choices in how they learn or show their learning.
- Break up lectures with short activities. See Active Learning Techniques.
Respond to Common Challenges
| Challenge | What to try |
|---|---|
| Sleeping or disengaged students | Move around the room, use a short activity, or check in privately after class |
| Side conversations or off-task devices | Stand near the students, or ask the group a content question to bring them back |
| A student who dominates discussion | Thank them, then ask to hear from others, or use think-pair-share so everyone contributes |
| A student who challenges your knowledge | Stay calm, acknowledge the question, and offer to follow up after class if needed |
| Repeated disruption | Talk with the student privately, restate expectations, and document the conversation |
Keep these principles in mind:
- Address problems privately when you can. Never use embarrassment.
- Avoid power struggles. No one wins.
- Stay consistent, so students know what to expect.
Recognize Outstanding Work
Recognition motivates students and reinforces the behavior you want to see.
- Praise specific effort and improvement, not only results.
- Encourage persistence when students take on challenging work.
De-escalate Tense Moments
When a situation becomes tense, take time to understand before you react.
- Listen. Let the student speak without interrupting.
- Repeat and clarify. Restate what you heard to make sure you understand the real issue.
- Respond. Focus on a solution, not on winning the argument.
As you respond:
- Keep your voice calm and your pace slow.
- Watch your body language, and notice the student’s.
- Use “I” statements instead of “you” statements.
- Avoid going around in circles. If the conversation isn’t moving forward, offer to continue it privately later.
If you ever feel that anyone’s safety is at risk, contact the Department of Public Safety right away.
Connect Students with Support
Sometimes a classroom issue is a sign that a student is struggling outside of class. A private, caring conversation can open the door to help. These campus offices can support students:
- Counseling Services, provided by MUSC Health at The Citadel
- Student Success Center, including academic coaching, tutoring, the Mathematics Lab, and the Writing Lab
- Services for Students with Disabilities, for academic accommodations
- Academic Advising, for help with academic planning and goals
Classroom Management and AI
- Include AI in your device policy. Tell students when they may use AI tools on their devices during class, and when devices should be put away.
- Make in-class work visible. For activities meant to show students’ own thinking, have students work on paper, at the board, or in discussion.
- Address concerns privately. If you think a student is using AI when it isn’t allowed, talk with them one-on-one, as you would with any other concern.
For more, see Teaching in the Age of AI.
Online and Hybrid Classes
- Set expectations for respectful discussion posts and replies.
- Model the tone you expect in your own posts and announcements.
- Address problems with a private message, not in a public discussion.
- In Zoom sessions, explain expectations for cameras, chat, and microphones.
See Online and Hybrid Teaching.
Want to talk through a classroom challenge? Schedule a course design and teaching consultation.
Sources
Boice, B. (1996). Classroom incivilities. Research in Higher Education, 37(4), 453–486.
Frisby, B. N., & Martin, M. M. (2010). Instructor–student and student–student rapport in the classroom. Communication Education, 59(2), 146–164. https://doi.org/10.1080/03634520903564362
Have a question? Contact CEITL by phone, email, or in person in Bond Hall, Room 363.