Student disruption in a global college classroom: multicultural issues as predisposing factors.

Abstract

University and college faculty members may face inappropriate student behavior in a global classroom. This situation can complicate the maintenance of a positive effective learning environment. Student disruption is seen as disturbing behavior that interferes with the faculty member's academic or administrative ability to conduct class, or the ability of other students to profit from the class instruction. Disruptive behavior may threaten or endanger the physical or psychological health, safety or welfare of others. Various types of disruptive behavior and disrespect that university or college faculty are likely to experience include: grandstanding (use the classroom for themselves by monopolizing class discussion with no regard to relevancy to the discussion); prolonged chattering (small cliques of students who engage in private conversations or passing notes to each other); noisy electric devices (cell phones ringing in class, or students talking or text messaging during class time); leaving and entering class (frequently in the absence of notice to professor of illness or other extenuating circumstances); and disputing the professor's authority or expertise (students may be disappointed or unhappy over a grade and may debunk or devalue the professor's judgment, authority and expertise). This action may be in the form of comments in the class or memos to department chair or dean. Persistent speaking without permission and verbal or physical threats to faculty members or other students are also disruptive mannerisms. Working with a diverse student population can present unique challenges. Multicultural issues related to race, ethnicity, gender, physical, emotional or socioeconomic status and sexual orientation might require increased sensitivity, knowledge and self-exploration.