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Frequently Asked Questions

• What are UM’s expectations for classroom behavior and participation?

  We expect all students to contribute to a respectful, inclusive, and engaged learning environment. This includes arriving on time, being prepared, listening actively, refraining from side conversations, and engaging constructively with peers and instructors. Disruptive behaviors—whether verbal, physical, or technological—undermine the learning environment and may result in disciplinary action.

• How should I address disruptive or disrespectful student behavior?

  You are encouraged to address minor disruptions directly and promptly during or after class. For repeated or serious disruptions, you should document the behavior and report it to the department chair or the Dean of Students. The goal is to address the behavior while preserving the educational environment for all students.

• What if a student’s comments in class are offensive or make others uncomfortable?

  Classroom discussions can involve complex and sensitive topics. As the instructor, you should foster open dialogue while setting clear expectations for respectful communication. If a student makes offensive or discriminatory remarks, you have the authority to intervene, redirect the conversation, and follow up with appropriate conversations, referrals or conduct reporting if necessary.

• How does UM support freedom of expression in the classroom?

  UM is committed to protecting academic freedom and free speech. Students and faculty have the right to express diverse viewpoints, even those that may be unpopular or controversial. However, this right does not include speech that constitutes harassment, true threats, or targeted disruption of the educational process.

• Can I remove a student from class for expressing a controversial opinion?

  No. Expressing a controversial or unpopular opinion is not grounds for removal from the classroom. However, if the manner of expression violates classroom norms, disrupts learning, or violates university policies, then you may take appropriate action, including asking the student to leave the class session and initiating a conduct review.

• What resources are available to help me build a strong classroom community?

  The Office of Organizational Learning and Development and the Writing Center offer workshops and consultations on inclusive pedagogy, classroom management, and creating community. The Office of Conflict, Resolution, and Policy offers trainings on managing difficult conversations in the classroom. You are also encouraged to include clear community guidelines in their syllabi and to model respectful discourse in all classroom interactions.

• How can I address these topics in my syllabus?

  A syllabus statement is a great place to start. Syllabus language will have more impact in your classroom if you talk about it with students at the beginning of the semester and refer to it in assignments or conversations throughout the course.

   

  Draft language for a syllabus statement on classroom community:

  This course is a collaborative learning environment grounded in mutual respect, intellectual curiosity, and open dialogue. You are encouraged to express your ideas, ask questions, and engage critically with course materials and each other. We will sometimes discuss complex or sensitive topics, and disagreement is a natural—and valuable—part of academic inquiry. However, participation must remain civil and respectful at all times. Personal attacks, discriminatory language, or behavior that disrupts the learning environment will not be tolerated. Freedom of expression is a core value of the university, but it carries with it the responsibility to engage others with care and integrity. If any classroom interaction causes concern or discomfort, please reach out to me directly. I am committed to fostering a classroom where all students feel safe, heard, and able to learn.

• What should I do in the moment if a student says something disruptive or offensive? In the moment:

  Pause and Breathe. Give yourself a second to ground your response. A brief silence is okay. You might say:
  

  “I didn’t expect you to say that.”

  “Let’s pause for a moment.”
  “I want to take a moment to reflect on what was just said.”

   

  Acknowledge and Defer: If you’re unsure how to respond right away, you can say, “I hear that this topic has brought up strong feelings. I’d like to pause here and return to it next class, after I’ve had time to think more carefully.”

   

  Set/Reinforce Boundaries: Calmly reinforce classroom expectations. You can say,

  “In this classroom, we engage ideas respectfully—even when we disagree.”
  “Let’s remember that personal attacks are not acceptable here.”

   

  Reframe or Redirect: Guide the conversation back to a productive space:

  “That comment raises a larger issue—can we explore that constructively?”
  “I’d like us to step back and consider how this fits within our course framework.”

   

  Invite Reflection (Carefully): If appropriate and safe, you might ask, “Can you say more about what you meant by that?” (This can reveal whether the student was deliberately offensive or simply unaware.)

   

  Short-Term (Immediately After Class)

  • Follow up privately with the student involved. Ask what they intended, explain how it affected others, and clarify expectations going forward.
  • Check in with students who may have been affected by the comment or behavior.
  • Document the incident while it’s fresh. Include what happened, how you responded, and any follow-up you’ve done.

   

  Long-Term and Preventive Strategies

  • Discuss community norms early and often—not just in the syllabus but throughout the semester.
  • Practice “difficult dialogues” using case studies, hypotheticals, or role-playing exercises to build collective resilience.
  • Use anonymous reflections or mid-semester feedback to surface concerns early.
  • Consult with campus resources like the Dean of Students.