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March 2000

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Solve problems by using common sense and staying true to your own values.

How should I handle incivility?
Think of responses to predictable types of incivility ahead of time, so you won’t need to make up something on the spot. If you regard classroom chatter as uncivil, how will you dis-courage it? If a student uses racist or sexist language in class, how will you respond?

That’s good advice, but how do I know what the right response should be?
It isn't easy, but you should rely on three sources of support. First, be true to your own principles. Think how you would like to have someone respond if you had misbehaved. Second, learn from experience. Every failed attempt to deal with incivility is an opportunity to learn for the next time. Third, learn from the experience of trusted colleagues.

Aren’t there some general guidelines?
Few guidelines are universal. One general rule, though, is that you should focus attention on behavior, not on a person.

It is more effective to comment that background chatter makes it difficult for every- one to pay atten- tion, for example, than it is to say, “Jessica, stop talk- ing!” It is also a good idea to avoid using class time to debate with a stu- dent who is mis- behaving. The de- bate itself will sabotage learning and may generate ill will with other students. Better to wait until after class.

What about students who become uncontrollable or violent?
I don’t want to trivialize the danger that such a student may pose, but violence or even verbally threatening behavior is unusual in the classroom.

Not only are most students inhibited by peer pressure and the possibility of punishment, they have also learned that passive disobedience and other milder forms of incivility are more effective.

That said, you may still encounter students who have mental health problems or are behaving irrationally under the influence of alcohol or controlled substances. In such cases, remain as calm as possible, create distance between the student and others, and send for help from campus security or other professional support.

References & Resources

Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, Massachusetts: Anker.

Holton, S. A. (1996). “Academic mortar to mend the cracks: The Holton model for conflict management.” In S. A Holton (Ed.), Mending the cracks in the ivory tower. Bolton, Massachusetts: Anker

Kearney, P., & Plax, T.G. (1992). “Student resistance to control,” in Virginia P. Richmond and James C. McCroskey (Eds.). Power in the classroom : Communication, control, and concern. Hillsdale, New Jersey: Erlbaum.

Kuhlenschmidt, S. L. (1999). “Promoting internal civility: Understanding our beliefs about teaching and students.” In S. M. Richardson, (Ed.), Promoting civility: A teaching challenge. New Directions for Teaching and Learning, no.77. San Francisco: Jossey-Bass.

Richardson, Steven M. (Ed.) (1999). Promoting civility: A teaching challenge. New Directions for Teaching and Learning, no. 77. San Francisco: Jossey-Bass.

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