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Dealing with Disruptive Behavior in the Classroom A Workshop for Faculty Cape Fear Community College 2008 A Workshop for Faculty Cape Fear Community College.

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Presentation on theme: "Dealing with Disruptive Behavior in the Classroom A Workshop for Faculty Cape Fear Community College 2008 A Workshop for Faculty Cape Fear Community College."— Presentation transcript:

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2 Dealing with Disruptive Behavior in the Classroom A Workshop for Faculty Cape Fear Community College 2008 A Workshop for Faculty Cape Fear Community College 2008

3 IntroductionCarol Cullum Our Panel Our Panel John Schulte John Schulte Vivian Boykin Vivian Boykin Jackie Foster Jackie Foster Bill Parker Bill Parker Purpose of this Workshop Purpose of this Workshop

4 The Need for Intervention Does any of this look familiar? Does any of this look familiar? Thanks to: Thanks to: Tim Vandenberg, TV/Video Production Specialist Tim Vandenberg, TV/Video Production Specialist Jack Landry, Drama Instructor Jack Landry, Drama Instructor And the Acting for the Camera I Class, Fall, 2007 And the Acting for the Camera I Class, Fall, 2007 Video

5 The Need for Intervention CFCC Study: Most Disruptive Problems CFCC Study: Most Disruptive Problems Use of Extraneous Electronics: Cell phones, text messaging, I-Pods Use of Extraneous Electronics: Cell phones, text messaging, I-Pods Chatting, Whispering, Noisy Mannerisms Chatting, Whispering, Noisy Mannerisms Late Arrivals, Early Departures from Class Late Arrivals, Early Departures from Class Reading irrelevant material Reading irrelevant material Sleeping in Class Sleeping in Class Use of Profanity Use of Profanity

6 Rarely Seen but Almost Always Disruptive Verbal or Physical Threat to another student Verbal or Physical Threat to another student Verbal or Physical Threat to Instructor Verbal or Physical Threat to Instructor Impairment Due to Substance Abuse Impairment Due to Substance Abuse

7 How big of a problem is this at CFCC? 89% of Faculty report these behaviors have either remained as bad, or increasing in recent years. 89% of Faculty report these behaviors have either remained as bad, or increasing in recent years. 34% of Faculty have dealt with an aggressive student or dangerous situation in the past year at least once, 15% of faculty have dealt with this 2 or 3 times. 34% of Faculty have dealt with an aggressive student or dangerous situation in the past year at least once, 15% of faculty have dealt with this 2 or 3 times.

8 National Figures An increase in rudeness An increase in rudeness A generation of entitlement A generation of entitlement An increasing number of college students have mental health and/or drug and alcohol problems An increasing number of college students have mental health and/or drug and alcohol problems 42% of students over the past year at times felt so depressed it was difficult to function.* 42% of students over the past year at times felt so depressed it was difficult to function.* 9% of students over the past 12 months seriously contemplated suicide.* 9% of students over the past 12 months seriously contemplated suicide.* There are fewer community resources today to deal with mental health problems. There are fewer community resources today to deal with mental health problems. *American College Health Association *American College Health Association

9 Why should I have to deal with this immature behavior? Cant I just teach? Teaching is more than presenting information, it is setting an atmosphere of learning which allows a student to absorb information and to be inspired to learn. Teaching is more than presenting information, it is setting an atmosphere of learning which allows a student to absorb information and to be inspired to learn. If students are disruptive, we have to deal responsibly with this behavior so that these disruptions minimally affect the learning process. If students are disruptive, we have to deal responsibly with this behavior so that these disruptions minimally affect the learning process.

10 Remember Me? Im good enough, Im smart enough, and doggone it, people like me. Im good enough, Im smart enough, and doggone it, people like me.

11 When you struck out, the umpire robbed you. In the mid-1990s, self-esteem was touted as a leading importance in teaching and parenting children. In the mid-1990s, self-esteem was touted as a leading importance in teaching and parenting children. When children are told theyre brilliant, they often start thinking of effort as a sign of stupidity. When children are told theyre brilliant, they often start thinking of effort as a sign of stupidity. High self-esteem alone does nothing to improve grades or achievement, reduce alcohol or drug usage, or lower the incidence of violent behavior. High self-esteem alone does nothing to improve grades or achievement, reduce alcohol or drug usage, or lower the incidence of violent behavior.

12 When you struck out, you didnt keep your eye on the ball. Best results are from highly contingent praise and criticism. Best results are from highly contingent praise and criticism. Praise the process: Praise effort, strategy, perseverance, improvement. Praise the process: Praise effort, strategy, perseverance, improvement. We are teaching skills… life skills as well as educational skills. We are teaching skills… life skills as well as educational skills. Replace self-esteem with self-mastery Replace self-esteem with self-mastery

13 Why are they such a pain in the…? Sleeping could be the result of: Sleeping could be the result of: Late-night cramming Late-night cramming Late-night partying Late-night partying Long work hours in addition to school Long work hours in addition to school Chattering: Chattering: May relate to the topic May relate to the topic May never have been corrected before May never have been corrected before Tardiness: Tardiness: May be legitimate or not… May be legitimate or not…

14 Bottom Line Rules need to be clearly stated and enforced for all students. Rules need to be clearly stated and enforced for all students.

15 Student Counseling Services Vivian Boykin, M.S., Director of Counseling Vivian Boykin, M.S., Director of Counseling Jackie Foster, M.S., Counselor Jackie Foster, M.S., Counselor To Whom should the instructor refer students for help? To Whom should the instructor refer students for help? Specialties of Counselors Specialties of Counselors Referral Short list of phone numbers Referral Short list of phone numbers Why the Instructor should not refer directly to community services. Why the Instructor should not refer directly to community services. When the Instructor is too involved. When the Instructor is too involved.

16 Why does faculty sometimes ignore behavior, choose not to act, or enforce inconsistently? Common Myths: If ignored, the behaviors will go away. If ignored, the behaviors will go away. The student knows what he/she is doing is wrong, and will correct it. The student knows what he/she is doing is wrong, and will correct it. Instructors Fears of receiving inadequate administrative support. Instructors Fears of receiving inadequate administrative support.

17 Sources of Doubt and Indecision Fear that we will be seen as incompetent if we ask for help. Fear that we will be seen as incompetent if we ask for help. We are afraid of punishing the student, afraid of not being liked by the problem student. We are afraid of punishing the student, afraid of not being liked by the problem student. Fear of harming the psychologically fragile student. Fear of harming the psychologically fragile student.

18 I dont want to be a disciplinarian. Review your goals…are they to teach and inspire, or just to be liked? Review your goals…are they to teach and inspire, or just to be liked? Is it more important to be liked by the problem students, or to assure an effective learning atmosphere for all students? Is it more important to be liked by the problem students, or to assure an effective learning atmosphere for all students? Discipline is not inherently cruel, immoral or counterproductive. Discipline is not inherently cruel, immoral or counterproductive. All students benefit from an orderly classroom. All students benefit from an orderly classroom.

19 Do we all have to use the same methods? Granted, different approaches by various faculty have made responses less than consistent. Granted, different approaches by various faculty have made responses less than consistent. What is important, is that each faculty state clearly rules and expectations, with consequences at the beginning and follow-through. What is important, is that each faculty state clearly rules and expectations, with consequences at the beginning and follow-through. Most importantly, serve as a model by demonstrating appropriate, respectful and responsible behavior in all interactions with students. Most importantly, serve as a model by demonstrating appropriate, respectful and responsible behavior in all interactions with students.

20 Effective Strategies Begin with Prevention Begin with Prevention C learly State expectations C learly State expectations F ast Response: First-Day Handout is a good place to start F ast Response: First-Day Handout is a good place to start C onsequences for breaking rules made clear C onsequences for breaking rules made clear C onsistency is vital with all students C onsistency is vital with all students Begin with Prevention Begin with Prevention C learly State expectations C learly State expectations F ast Response: First-Day Handout is a good place to start F ast Response: First-Day Handout is a good place to start C onsequences for breaking rules made clear C onsequences for breaking rules made clear C onsistency is vital with all students C onsistency is vital with all students

21 Psy 150 First Day Handout Psy 150 First Day Handout Effective StrategiesFirst Day Handouts Include Important, Most troublesome problems Include Important, Most troublesome problems Dont make a declaration of war Dont make a declaration of war Include consequences Include consequences Refer to the Code of Student Conduct Refer to the Code of Student Conduct

22 StrategiesTipsStrategiesTips Arriving Late and Leaving Early: Arriving Late and Leaving Early: Warning Warning Limited Warnings/Get out of Jail Free Card Limited Warnings/Get out of Jail Free Card Lock the Door: Isnt class at least as important as a stage performance? Lock the Door: Isnt class at least as important as a stage performance? Begin on Time Begin on Time Points Penalty Points Penalty One absence for every two tardies One absence for every two tardies

23 StrategiesTipsStrategiesTips Cell Phones, I pods, etc. Cell Phones, I pods, etc. Inform early, No Cell Phones in Class Inform early, No Cell Phones in Class Warning on first time Warning on first time Have everyone turn them off at the beginning of class Have everyone turn them off at the beginning of class Deduct points Deduct points

24 StrategiesTipsStrategiesTips Sleeping in class Sleeping in class Announce at beginning of semester Announce at beginning of semester Gently awake the student and remind them they have been warned, and ask them to leave (unless the student then promises to stay awake). Gently awake the student and remind them they have been warned, and ask them to leave (unless the student then promises to stay awake). Repeat offenders are reminded they have been warned and should be asked to leave. Repeat offenders are reminded they have been warned and should be asked to leave.

25 StrategiesTipsStrategiesTips Obscene or inappropriate language or dress in class. Obscene or inappropriate language or dress in class. Take action if this behavior is disruptive to the class. Take action if this behavior is disruptive to the class. Inform the student that this behavior is not acceptable in class. Inform the student that this behavior is not acceptable in class. Discuss this behavior individually with the student whenever possible. Discuss this behavior individually with the student whenever possible.

26 StrategiesTipsStrategiesTips Regardless of the behavior, disruptions must be dealt with. Regardless of the behavior, disruptions must be dealt with. Act quickly: dont ignore or delay. Act quickly: dont ignore or delay. Act fairly: treat all students equally Act fairly: treat all students equally Act in proportion to the offense Act in proportion to the offense Refer when it is very disruptive or a repeat offense. Refer when it is very disruptive or a repeat offense. Consult with your peers: There are many of us to help each other. Consult with your peers: There are many of us to help each other.

27 Disability Services Bill Parker, M.Ed., Coordinator of Disability Services. ADA Title II ADA Title II Non-discrimination Non-discrimination Academic Standards Academic Standards Definition of Disability Definition of Disability Direct Threat, Title II, Sec Direct Threat, Title II, Sec Policies and Procedures Policies and Procedures Eligibility/documentation Eligibility/documentation Faculty accommodation forms Faculty accommodation forms Reasonable accommodations Reasonable accommodations

28 Virginia Tech Shooting Leaves 33 Dead Thirty-three people were killed today (April 16) on the campus of Virginia Tech in what appears to be the deadliest shooting rampage in American history, according to federal law-enforcement officials. Many of the victims were students shot in a dorm and a classroom building. Thirty-three people were killed today (April 16) on the campus of Virginia Tech in what appears to be the deadliest shooting rampage in American history, according to federal law-enforcement officials. Many of the victims were students shot in a dorm and a classroom building.Virginia TechVirginia Tech Tuesday, April 17: Suspect has been identified. Tuesday, April 17: Suspect has been identified. According to classmates and instructors, there were plenty of warning signs that indicated something was wrong. Thirty-three people were killed today (April 16) on the campus of Virginia Tech in what appears to be the deadliest shooting rampage in American history, according to federal law-enforcement officials. Many of the victims were students shot in a dorm and a classroom building. Thirty-three people were killed today (April 16) on the campus of Virginia Tech in what appears to be the deadliest shooting rampage in American history, according to federal law-enforcement officials. Many of the victims were students shot in a dorm and a classroom building.Virginia TechVirginia Tech Tuesday, April 17: Suspect has been identified. Tuesday, April 17: Suspect has been identified. According to classmates and instructors, there were plenty of warning signs that indicated something was wrong.

29 The Dangerous Student Take threats seriously Take threats seriously Report threats immediately Report threats immediately Document: Document: Date, Time Date, Time Name of Student Name of Student Location Location Nature of Threat Nature of Threat Remedy/Intervention used Remedy/Intervention used Refer Student to Student Development Refer Student to Student Development Call Emergency Number Call Emergency Number

30 Agitated or Aggressive Student If possible, speak with the student one-on- one If possible, speak with the student one-on- one Use few hand gestures. Use few hand gestures. Let the student vent if possible Let the student vent if possible Use your instincts to decide if you should call security Use your instincts to decide if you should call security Use good judgment in asking another staff/faculty member or department chair to be present. Use good judgment in asking another staff/faculty member or department chair to be present. Clearly document the incident. Clearly document the incident.

31 Defuse Formula D epersonalize: Dont lose your cool. D epersonalize: Dont lose your cool. E mpathize: encourage student to vent. E mpathize: encourage student to vent. F ind out the facts (ask questions). F ind out the facts (ask questions). U nderstand feelings U nderstand feelings S uspend your Ego…dont let your ego get in the way. S uspend your Ego…dont let your ego get in the way. E nd on a Positive note…that you will try to help. E nd on a Positive note…that you will try to help. D epersonalize: Dont lose your cool. D epersonalize: Dont lose your cool. E mpathize: encourage student to vent. E mpathize: encourage student to vent. F ind out the facts (ask questions). F ind out the facts (ask questions). U nderstand feelings U nderstand feelings S uspend your Ego…dont let your ego get in the way. S uspend your Ego…dont let your ego get in the way. E nd on a Positive note…that you will try to help. E nd on a Positive note…that you will try to help.

32 Achieving Serenity Change what you can and let go of what you cant. Change what you can and let go of what you cant. Refer students to Carol Cullum. Refer students to Carol Cullum.

33 Carol Cullum, B.S. Vice President of Student Development CFCC Policies and Procedures CFCC Policies and Procedures Reporting Students Reporting Students Resources: Who to call? Resources: Who to call? Code of Student Code of Student Conduct Pg of College Catalog Referral of Problem Students Referral of Problem Students When to refer When to refer How to refer How to refer Other tips: Office behavior, witness, code word Other tips: Office behavior, witness, code word

34 Wrap-UpWrap-Up This is just the beginning… This is just the beginning… Questions? Questions?


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