Support in the Classroom
Learning Excellence Framework
A 2024 collaboration between the Center for Teaching and Learning and the Faculty Senate Teaching Enhancement Committee yielded this richly researched Learning Excellence Framework of best practices for the classroom that we encourage UNM instructors to use as a guide:
Classroom Conduct, Behavior, and Discipline
Dean of Students and the Office of the Provost and EVP for Academic Affairs developed this guidance to assist instructors in applying classroom conduct expectations and maintaining a positive learning environment:
- Communicating Expectations for Classroom Conduct and Sample Syllabus Language
- Classroom Community Agreements
- Progressive Approach for Addressing Disruptive Conduct
- Resources
Communicating Expectations for Classroom Conduct
University policy in Faculty Handbook D75: Classroom Conduct indicates that the classroom instructor is responsible for all classroom conduct, behavior, and discipline and has authority to set reasonable expectations for acceptable standards of behavior in a classroom setting. Defining expectations regarding classroom conduct at the beginning and throughout the semester is an important step in managing and addressing student behavior in the learning environment.
The instructor may include general guidelines about expectations regarding adherence to the Student Code of Conduct in the course syllabus, including the expectation that students subscribe to constructive actions and the cornerstones of C09: Respectful Campus. Under current university policy and relative to federal protections of a student’s right to educational access, an instructor may not simply drop a student from a class due to a one-time occurrence of disruptive behavior. An instructor may: insert conduct guidelines in the syllabus explicitly stating that: 1) disruptive behavior will result in a student being asked to leave a class meeting; 2) this will be recorded as an absence; 3) per the absence policy for the class, the student will be dropped after x absences.
absence; 3) per the absence policy for the class, the student will be dropped after x absences.
Sample Syllabus Language:
Respectful Conduc Expectations: I am committed to building with you a positive classroom environment in which everyone can learn. I reserve the right to interben and enforce standards of respectful behavior when classroom conduct is inconsistent with University expectations [and/or classroom community agreements]. Interventions and enforcement may include, but are not limited to, require meetings to discuss classroom expectations, written notification of expectations, and/or removal from a class meeting. Removal from a calss meeting will result in an unexcused absence. [Insert number] or more unexcused absences may result inpermanent removal and a drop from the couse (see attendance policy}. The University of New Mexico ensures freedom of academic inquiry, free expression and open debate, and a respectful campus through adherence to the following poicies: D75 Classroom Conduct, Student Code of Conduct, University Policy 2240 - Respectful Campus, University Policy 2210 - Campus Violence.
Classroom Community Agreements
Classroom community agreements can help prevent a significant proportion of disruptive verbal behavior. To build a classroom community agreement, an instructor will need to: 1) create a conversation with the members of the class in which students identify the behavior and actions that are necessary for a respectful and productive exchange of ideas and positive learning environment; 2) document the classroom community agreement in writing by adding it to a pre-reserved blank space in the syllabus, adding it to the syllabus in Canvas, and/or sharing it in written form with students with notice of how the community agreement was arrived at by the class. UNM’s Center for Teaching and Learning can assist you with developing classroom community agreements and here are some examples of resources from other universities:
- “ Creating Community Agreements,” Graduate Student Instructor Teaching and Resource Center, University of California, Berkeley
- “ Creating Community Agreements with Your Students,” Center for Teaching and Learning, Boston University.
Progressive Approach for Addressing Disruptive Conduct
The instructor has the authority to establish progressive remedial steps and respond to disruptions immediately. The instructor should document occurrences and interventions. Addressing disruptive behavior directly and immediately with a progressive approach can be more effective than letting something go, particularly in cases involving bullying.
Mild Intervention
Mild intervention involves reminding the student and/or class about standards of conduct and why particular conduct is deemed disruptive and unacceptable. This type of intervention is appropriate for an initial and/or isolated occurrences of disruptive conduct that may, or may not, be intentional. The instructor should address the disruption immediately, keeping in mind the appropriate setting in which to intervene. Extended discussion of the disruption in the presence of other students is not advisable. The responsible student should cease the disruptive conduct and use non-disruptive means for expressing disagreement or concern.
Sample language:
During the class: “We will talk after class about your concern/your experience/this challenge. I would also be happy to make an appointment to discuss this at greater length with you. Right now, we need to move on so that we can complete our goals for this class session.”
In discussion after the class: “In class, we were not able to complete our goals for the day because . . .
[provide specific objective description, ex.:
- you repeatedly left the classroom and slammed the door;
- you showed a lack of politeness and respect in discussion;
- you attacked my qualifications to teach the class. The university has validated my credentials.
Please do not repeat this disruption, which is in violation of the Student Code of Conduct. If you do so, I will have to ask you to leave the class. This will then count as an absence. [Remind student of absence policy].
Offering support resources, such as a referral to LoboRESPECT Advocacy Center, can be an effective part of an intervention.
Follow up with non-judgmental documentation of the discussion in an e-mail to the student.
Report Hate/Bias, Bullying, Title IX violations to the Office of Equal Opportunity.
Intermediate Intervention
Intermediate intervention may be appropriate for persistent disruptions, an escalation in the disruption, and/or more serious disruptions of the learning environment. (See also, the guidelines above on mild intervention).
At the time of the disruption, or as soon as practicable thereafter, the instructor should: inform the student that they are disrupting, or continuing to disrupt, the educational environment; instruct them to stop the disruptive conduct immediately or they may be asked to leave the learning environment.
It may be helpful to include the Department Chair, academic advisor, or other designee when meeting with a student to discuss the disruptive conduct. This may reinforce the importance of expectations for classroom conduct and to keep the conversation focused.
Sample language for use during the class: “Right now, we need to move on so that we can complete our goals for this class session. As you know from the syllabus policy, you will have to leave the classroom if you cause another disruption. I will follow up with you by setting an appointment to discuss your concerns.”
Emergency Intervention
Most incidents of disruptive conduct can be resolved through a progressive approach. When instances require emergency intervention, the UNM Police Department (UNMPD) is available.
Emergency intervention is appropriate when disruptive conduct threatens or endangers the safety of individuals, for example when the instructor believes that they or another person are in imminent danger or when the instructor believes that the student may engage in imminent self-harm. Emergency intervention may also be appropriate when the disruptive conduct prohibits the continuation of the class or when a person enters or remains in the learning environment after being instructed by the instructor to leave. In these situations, the instructor, or someone designated by the instructor, should call UNMPD immediately at 505-277-2241. In cases of emergency, a call should also go to 911. Threats and risks to the health or safety of individuals should be reported to UNMPD and the Dean of Students Office.
Sample language for use during the class, in case of possible threat and only if it is necessary to make a comment: “I want to make sure that we can help with your concern. Let’s work together to get you support on this.” After the class, call UNMPD and submit a CARE Report.
Documenting Interventions and Disruptive Behavior
Written documentation is important and should include time, date, brief description of the incident, and what actions were taken. Documentation should always be factual and avoid personal interjections or conjecture. For mild and intermediate interventions, maintain a record of the incident and what actions were taken and share this with your departmental chair or program director. For cases involving concerning behavior, repeated disruption, or possible threat, please submit a Campus Assessment Response Education (CARE) report.
Removing the Student from the Learning Environment
If a student engages in disruptive conduct, the instructor is authorized to require the student to leave the current course meeting. The instructor is authorized to drop the student from the course for continued unexcused absence related to removal due to classroom disruption. The instructor should consult with the Department Chair or Dean as needed for subsequent, continued, or permanent removal from the learning environment.
Returning the Student to the Learning Environment
Before the student returns to class, it is important to review expectations. The instructor should inform the student of conditions of the return, expectations regarding conduct, and of opportunities to make-up, or not make-up, missed work.
Referring for Consideration of Student Code of Conduct Charges
The classroom instructor is responsible for all classroom conduct, behavior, and discipline and may also consider whether the conduct should be referred to the Dean of Student Office for review and consideration of additional action under the Student Code of Conduct. Examples may include further incidents of disruption upon return to class or a disruption that required emergency action.
Attendance by Persons not Enrolled in a Course
Any person or persons in unauthorized attendance or causing a disturbance during scheduled academic activity shall be identified by the instructor and asked to leave. Persons refusing such a request may be removed by the University Police.
Resources
For support addressing a complex student behavior, consult your departmental chair or program director and your college/school/branch Associate Dean or Dean of Student Success. You may also determine that you should file a report with Campus Assessment Response Education which will trigger action from a coordinated care and threat assessment team. All CARE reports are assessed. It will not always be possible to provide a faculty member with specific information about actions taken by this team.
University Policies and Guidelines
D175: Undergraduate Student Conduct and Grievance Procedures
D176: Graduate and Professional Student Conduct and Grievance Procedures
Web Resources
