Disruptive Students

Ever found yourself at the helm of a lively, energetic, and occasionally disruptive drama club? In search of practical strategies and teacher-tested tips to maintain positive energy and curb disruptions? We went straight to the source to get the inside scoop from those who’ve been there: drama teachers. We asked: How do you handle rowdy or disruptive cast members during rehearsals? Provide alternative roles or outletsAssuming much of the rowdiness/disruption is during their downtime, I give them a job/assignment/task, whether it’s to help design a prop, run lines with a beginning actor or struggling reader, take notes, learn the sound system, etc. But above all else, if I can’t keep the students engaged and busy with valuable contributions to the production 80% of the time I ask them to be there, then I haven’t created a very empathetic rehearsal calendar. (Barry H.) Downtime for long periods while you block shows organically and expect students to be quiet and focused is not good for anybody. Give idle students a task if you have to focus on small group scenes. Make sure they learn when it’s almost time for their cue when backstage. I have also learned that reward gets more students onboard with behaving. So have a reward system. (JS) Self-control, respect, and remaining on task are expectations and can be achieved. That being said, I try to remember the age of the students with whom I am working. I try not to push them past what is developmentally appropriate. We take breaks often and regroup so that everyone can refocus. Team building games really help everyone feel like they matter, whatever role they play during a production. (LB) Establish clear expectationsI was a high school English teacher at the start of my career and quickly learned “the look.” It would stop them in their tracks. In the beginning I would also firmly and quietly say, “Not acceptable.” The kids knew they had crossed the line and I never had a problem again. (Denise H.) We have a culture of respect. Our contract, which must be signed and turned in before auditions, lays out the ground rules for participation. Then, we have a point system, and kids who are top scorers earn tickets for friends and family. The stage manager handles all point totals. We have very few problems. (Buena HS) It is part of their grade. Parents see that up front as well as the students. Be up front about expectations/rubric. (FG) Implement a warning system & consequencesRepeat offenders who have already been talked to, redirected, given a chance, given tasks to combat boredom — they get the boot. Safety issues and blatant disrespect are the things that are zero tolerance for me. (Angela H.) They would be replaced. The theatre is a dangerous place and there is too much work to do for the production to put up with that nonsense. One reason for that behavior is boredom. High school kids inclined to do that need training and a lot of responsibility. My experience is that they tend to be good leaders if given the proper direction. (John H.) I am there to work and so are the rest of the cast and crew. If you need a minute to collect yourself, go for it. Can't? Come back when you can. (Cherish T.) I dismiss them from rehearsal immediately. (Lisa H.) Call their parents to come get them. (Roberta L.) Create a safe spaceI begin with understanding needs and creating an atmosphere of safety. From there, I work to create an environment that everyone, no matter their circumstances, can enjoy the process and experience and thrive within. What many directors fail to understand is that mental health issues or neurodivergence can ignite so-called disruption in rehearsals. However, knowing how to hold space for the rehearsals to be equitable and inclusive is important because we want to build opportunities for everyone, not just those who can meet all the needs of our subjective expectations. (Traci F.) Sometimes this is ADHD, spectrum, or neurodiverse behavior. I try to take my cues from the other young people. Are they bothered by the disturbance? Because sometimes I can’t concentrate when there’s too much disorder, but the students are fine, and sometimes I think what I am presenting isn’t holding their attention. And then, if all of that seems to not be the issue, then it’s time for a one-on-one chat, where I ask them questions such as, “If I ask you to do such and such and you don’t do it, what are you telling me?” and “If I have to ask you several more times what do you think I should do?” Then that way they are basically firing themselves if they do the behavior, assuming that they can control the behavior. (Barbara M.) I think it starts with relationships. You build on the relationship and leverage goodwill. (TT)

Keeping students focused and engaged is challenging enough in the drama classroom. It can be just as challenging trying to deal with disruptions in the virtual classroom, because you’re not physically there with them. We’ve got some tips for you to help navigate student behaviour in the virtual drama classroom and deal with distractions as best as possible. Remember that not all disruptions are inherently negative.We often think of disruptive behaviour as rudeness or bad attitudes. However, when students are in their homes, there will be more distractions and a stronger likelihood of students not thinking about how their behaviour translates online. Students don’t realize that getting up in the middle of class to go to the bathroom, grabbing a snack, snuggling their pet, or checking their phone – all regular home behaviour – can be distracting and disruptive, no matter how subtle they think they’re being. Be clear about your expectations, but know that you’re likely going to have to adjust and be flexible.Explain your virtual classroom rules and expectations right away, but be prepared to adjust them. There is a natural separation between you and your students when connecting online. Discuss with your students what their expectations are for distance learning etiquette, compare them with your own, and adjust from there. Know that some students won’t look at the camera, interact with you, or acknowledge that they’re paying attention or understanding the material. If they aren’t being outwardly disruptive, keep forging on with the lesson as best you can. Use the “mute” button liberally.Most online learning platforms have a “mute all” function. Learn how to use it, and know whether or not students are able to un-mute themselves. Have students make a gesture to indicate they’d like to speak, or use non-verbal feedback functions (such as “raise hand” or “thumbs up”) if your system has those features. Avoid repeating yourself.If a student chooses to be disruptive or not pay attention, let them figure out what they missed. Give limits on the number of questions you answer. It’s easy for students (particularly younger ones) to get you off track by asking questions or wanting to share an anecdote. If your video conferencing program has a written chat box, you may want students to submit questions there rather than asking them verbally to reduce distractions. Get active and take breaks.Drama class is normally a great way for students to get active and expend energy during a regular school day, but distance learning usually requires students to sit in front of a screen for long periods of time. To reduce the chance that students will get squirrely and disruptive, try to do warm-ups and exercises that get students up and moving, and take breaks when you can. You may also want to try giving students a few free minutes at the beginning of class to talk to their classmates, to avoid interruptions later in the class. Consider rewards versus consequences.You can’t exactly send a disruptive student to the principal’s office when teaching virtually. Try to focus on rewards and positive reinforcement for good behaviour, such as verbal or written praise (check out this post for 20 Ways to Praise Your Students), or virtual rewards such as time to play improv games or do another fun group activity. Get to the root of the disruption.Put on your detective cap and figure out the reason for the disruption. Does the student truly not understand the assignment? Are they having technical issues with their device and can’t hear you? Are they trying to impress their classmates? Are they only taking drama because they have to? Are they unhappy about the fact that they have to do distance learning, rather than going to school in person? Is there something going on at home? There’s always a reason for negative behaviour. Reach out to your student (privately!) to see if you can get a conversation going. Determine an action plan going forward, and check in regularly to see how they’re faring. Additional Resources:• Adjusting Your Expectations During the Rehearsal Process • Communicating Classroom Expectations vs. Rehearsal Expectations • “Act It Out” Game: Virtual Edition • Encouraging Active Listening in the Digital Classroom • Accountability: In Rehearsal, the Classroom, and as a Citizen