In recent years, faculty have seen an increase in latecomers, sleepers, cell phone addicts, and downright disruptive students in their courses. Classroom incivility is the disruptive behavior that occurs in higher education learning environments at an alarming rate. Incivility is often a reciprocal process; both students and faculty may contribute to a climate of disrespect and disregard for the learning process. University students are increasingly diverse, unprepared for academic work, juggling multiple life roles, and facing tremendous pressures to perform in large, impersonal classrooms. Moreover, faculty are often trained as researchers and struggle to effectively manage their classrooms. The purpose of this paper is to review academic literature about classroom disruptions, including the causes of incivility and strategies to manage negative student behaviors. In particular, young, female, low-status, and minority instructors face the greatest challenges. Recommendations for faculty include presenting engaging lectures at a moderate pace, respectfully interacting with students, communicating clear expectations, returning assignments at the end of class, and maintaining consistent office hours.