Presentation on theme: "Handling Distracting & Annoying Behavior In & Out Of The Classroom"— Presentation transcript:
1Handling Distracting & Annoying Behavior In & Out Of The Classroom Dr. Brian Van BruntDirector of Counseling WKULaura Bennett, M.EdStudent Conduct Officer at Harper
2Understanding Motivation IntroductionButton Pushing!Understanding MotivationCustomer ServiceCase 1. Student has grating, difficult personalityCase 2. Student fails to listen and follow instructionCase 3. Student spends too much time in office spaceCase 4. Student body odor has impact on classroomCase 5. Student is late, unprepared and unmotivatedCentral principals that will be explored will include:How to be aware of your buttons and emotional reactionsUnderstanding motivationCustomer service model and classroom managementCaring limit settingCreative problem solvingCaring Limit SettingCreative Problem Solving
3IntroductionWelcome to the third of a three-part series addressing student behavior in and out of the classroom:(1) DangerousDisruptiveDistracting/AnnoyingAnnoyingDisruptiveDangerousThrough a series of case scenarios and practical advice, we will share with you useful tools needed to identify, intervene and manage annoying student behaviors.
4Introduction Annoying Behaviors: Student is restless during community programs and lecturesStudent monopolizes staff/faculty timeStudent shows up late for class and is unprepared for the assignments being coveredStudent texts during classStudent passes gasStudent calls office continually,won’t be redirected
5Introduction Annoying Communications: Frequent asking of similar questions over and over again in class, doesn’t listen and comprehend, tunes out of conversationsInterrupting others and talkingabout unrelated thingsStudent sends multiple swith poor grammar and selfish tone within secondsChallenges you publicly, threatens to sue you
6Introduction Dangerous Behavior Examples Disruptive Behavior Examples Physical assault such as pushing, shoving or punchingThrowing objects or slamming doorsStorming out of the classroom or office when upsetDirect communicated threat to professor, staff or another student such as: “I am going to kick your ass.”Disruptive Behavior ExamplesStudent misuse of technology in the classroom.Yelling/fightingPoor personal hygiene/body odor that “significantly disrupts learning environment”Sexual harassment
7Button Pushing! Michelle Michelle often talks to her friends in class and comes unprepared for class discussions and quizzes.She often participates in classroom discussion, but her comments are off-topic and ill-informed.She talks back to the instructor in class and in her office and says, “I’m paying your salary. So you just stand up there and teach. Don’t worry about what I’m doing. You worry about yourself.”
8Button Pushing! As the instructor, what bothers you most? Lack of being prepared for classThe way her behaviors can frustrate others in the classroomRude communication with the professorWasted time on classroom management, taking away from content instructional timeLack of participation and then when she does participate it is ill-informed and off-topicThe admissions department and the students they seem to be admitting to your college
9Button Pushing! Where do we start? Identify the things students do thatPush your buttonsGet under your skinMake you see redDrive you to reactive, rather than preventative solutionsKeep you up at night
10Button Pushing! Where does this come from? Why do we get upset? Differences from your college experiencesFrustration that you behaved well, why can’t your students do the same? (“In my day…”)Early family expectations around behavior, authority, performance and respectOverworked, overstressed, overwhelmedDon’t bring your “A” gameSense of unfairness for other students
11Button Pushing! What do you do? Take a deep breath, collect your thoughtsDon’t feel pressured to solve problem ‘on the fly’Take each situation as a learning opportunityIdentify tendency to over-generalize or draw assumptions without evidenceDon’t expect perfection, 2 steps forward, 1 backUnderstand Change Theory*
12Prochaska and DiClemente’s Button Pushing!Prochaska and DiClemente’sChange Theory
13Understanding Motivation KyleKyle has a grating personality that tends to frustrate and annoy those who spend time around him. He makes off-color and immature jokes that often fall flat. He wears clothing with writing all over it and he exhibits odd behaviors such as tapping and kissing his gloves and notebook.Few people can stand to spend time with Kyle. He drives potential friends away, frustrates his professors with off-topic questions and has difficulty getting along with other students in the dining hall and dormitory.
14Understanding Motivation As a staff member, what bothers you most?The difficulty trying to change a student like Kyle who is likely set in his waysThe fact that your suggestion didn’t work and Kyle repeated the behaviorThe teasing that likely is occurring from other studentsKyle distracting the instructor from his lesson plans and taking learning opportunities away from the other studentsKyle's parents sent him to college without the skills to be successful
15Understanding Motivation Why is understanding motivation important?When we know why, we can better tailor and adjust our interventions to be more effective to address the problem at handWhen we assume motivation that isn’t accurate, we run the risk of using an intervention that doesn’t workKeep in mind: Understanding motivation doesn’t mean not addressing the situation!
16Understanding Motivation Why does Kyle behave this way?He may have a developmental disorder like Asperger’s and has little control over how he approaches other studentsHe may have a history of being picked on, teased and bullied, he tried to cope by making friendsHe may come from a small, introverted family and doesn’t have much experience in social settingsHe may be self-centered, narcissistic and entitled
17Understanding Motivation How does this impact our intervention?(Asperger’s): Soft referral to ADA, social skills training, counseling, accommodations(Bullied): Counseling support, awareness of teasing in classroom, connect to support clubs, organizations(Introverted): Create opportunities for success, encourage positive social connection(Self-centered): Firmer limit setting and setting expectations
18Understanding Motivation How doesn’t this impact our intervention?Conversation with student still neededFeedback needs to be providedA plan of action and resources to promote success need to be offeredArticulation of consequences of non-compliance still need to be communicated
19Customer Service Susan Once a semester, Susan calls the financial aid office looking for answers about financial aid. Her phone messages and demeanor are rambling, and the staff rarely understand her.Only one staff member seems to be able to effectively redirect her. The others find her behavior odd and refuse to deal with her.When Susan can’t resolve her issues, her mother gets involved. Susan’s mother is even more difficult to deal with, as she tends to escalate the situation.
20Customer Service As the office staff, what bothers you most? Annoyed that this seems to happen every semesterFrustrated to deal with both Susan and her momFrustrated that only one person is able to redirect her/assist herAnnoyed that Susan is still in schoolAggravated that Susan doesn’t takeresponsibility for her own behavior
21Customer Service What are the basic tenets of customer service? Make an attempt to understand the reasons behind the concerning behavior.Seek to be educational in conversationsOffer kindness and respectTreat student how you want to be treated in a similar situationHelp the student solve theproblems or get information
22Customer Service What are some limitations? While it can be challenging and difficult to have these conversations, it is important to set limits with students if their behavior is of concernCustomer service in higher education does not translate to “the customer is always right.” You have rights in the workplace, and your campus has processes for addressing certain thingsEverything we do has a developmentally focused educational component
23Customer Service Narrative Therapy: Reframing Narrative therapy introduces the concepts of helping students see their stories from a different perspectiveThe story doesn’t change, but how they think about it is shifted
24Customer Service Narrative Therapy: Reframing A student comes back to school later in life and struggles with his workload and computer skills. He doesn’t think he has the skills to make it.Many don’t have the courage to complete school later in life. With a little extra work, they can be successful.
25Customer ServiceHelping students understand failure, difficulty and challenge as part of their journey in college is essentialToo often, students see failure as final and a sign of weakness, rather than a lessonJ.K. Rowling said at a Harvard 2008 commencement address, “It is impossible to live without failing at something."
27Customer Service Encourage students to not dwell on failure See challenges as something to learn fromBe connected to those who support positive choices, not negative onesExpect challenges to occur; perfection isn’t a goalTalk to parents and others about past failuresAssess where the student’senergy is going; focus on successesand build from those
28Caring Limit Setting Jonathan Jonathan comes to the Dean of Students’ office on a daily basis. After he had an issue that he received help with, he finds that the office staff are helpful and supportive.Jonathan doesn’t have a lot of friends and feels like the Dean of Students’ staff listen to him. He often spends 45 minutes at a time talking to the reception staff. He makes appointments with the Dean every few days and doesn’t usually have much substance to discuss, at least according to the Dean.No one wants to hurt his feelings, but they are frustrated.Teachable moments
29Caring Limit Setting What bothers you most? Jonathan is nice, but annoyingHaving to be the bad guy“Clingy” studentsDiscomfort about approaching the conversationNot sure what you can do because you don’t want to refer to conductTeachable moments
30Caring Limit Setting Why is limit setting important? People rise to the level of your expectationsIf you are a teacher, remember the student usually has several teachers in a given semesterWe all have different pet peeves – if a student doesn’t know what yours are, he/she can’t avoid themYou will sleep betterIf a student doesn’t know what he/she is doing wrong, the behavior won’t change
31Caring Limit Setting How to set limits well Establish rapport using your strengthsBe real in your approach, not on a pedestalAlign yourself with the student, articulating why you care and how this conversation promotes successDescribe the behavior – use specific examplesDescribe the impacts of the behaviorListen to the student’s perspective and motivation
32Caring Limit Setting How to set limits well Describe what appropriate behavior looks likeOffer resources and ways you can be supportiveDiscuss a plan of actionDescribe consequences for non-complianceSummarize the conversationFollow up in writing
33Creative Problem Solving DinoDino is late to almost every class. He explains he has trouble getting up because he works the late shift at the factory and tries to sleep before class.Dino shares with the professor he is struggling to keep up with the technology in class like checking , sending in papers as an attachment and using cut and past on the online discussion forum.Dino shares, “I was promised the school would work with me on these kind of things. I’m not some 18 year old kid who lives on Facebook. I have a family to keep up with and a job. I need a little understanding and some help.”documentation
34Creative Problem Solving As the instructor, what bothers you most?Dino is trying to do too much and should take some time off of schoolHe expects you to solve his problems for himDino hasn’t taken any initiative on his own to seek out technology help or tutoringYou don’t have time to deal with Dino and his problems while keeping up with all of your other studentsDino is older and should have gotten this information beforedocumentation
35Prochaska and DiClemente’s Change Theory Creative Problem SolvingProchaska and DiClemente’s Change TheoryPre‐contemplation: At this stage, the student is unaware that there is a problem and hasn’t thought much about changeDino: Dino may have been at this stage before the semester started when he thought about going back to school with a family, job and technology challenges
36Prochaska and DiClemente’s Change Theory Creative Problem SolvingProchaska and DiClemente’s Change TheoryPre‐contemplation ContemplationDo not provide information (flyers/brochures)Do not offer advice or direct feedback for changeEngage in open-ended questions; clarify mixed messages (Columbo)Encourage student to explore and talk about their attitudes and beliefs without assumptionsBe a supportive listener, don’t offer answers or pressure to change
37Prochaska and DiClemente’s Change Theory Creative Problem SolvingProchaska and DiClemente’s Change TheoryContemplation: The student has thought about change and is getting ready for movement in the near future. The student realizes their current behavior is not in their best interest, but is not yet ready to begin their plan to changeDino: Dino may realize now that things are not going well. He has been falling behind in his work (online forum) and he is aware the instructor is not happy with his attendance problems
38Prochaska and DiClemente’s Change Theory Creative Problem SolvingProchaska and DiClemente’s Change TheoryContemplation Preparation for ActionProvide passive information (flyers/brochures)Suggest “next-step” resourcesContinue to engage in open-ended questionsTalk about fears and worries they have about changing their behaviorBe a supportive listenerEncourage and inspire hope for change
39Prochaska and DiClemente’s Change Theory Creative Problem SolvingProchaska and DiClemente’s Change TheoryPreparation for Action: In this stage, the student is aware of a problem and is ready to actively create goals to address the problems in his life.Dino: Dino might be at the cusp of this stage. He might be willing to try some new ideas (tutoring, technology help, talking to someone in counseling about his stress, meeting with other non-trad students). Be careful about jumping too quickly to this stage of change.
40Prochaska and DiClemente’s Change Theory Creative Problem SolvingProchaska and DiClemente’s Change TheoryPreparation for Action ActionEncourage and supportExpect obstacles and roadblocksBe supportive in ways that encourage good choices and success as they begin to changeTalk about fears and worries they have about being successfulRedefine failureEncourage and inspire hope for change
41Prochaska and DiClemente’s Change Theory Creative Problem SolvingProchaska and DiClemente’s Change TheoryAction: This stage of change is where the student puts their plans into action in order to change behavior.Dino: Assuming Dino is ready for change and begins to access tutoring, learn some new technology and better manage his stress; it is still likely he will struggle with making all of these changes successfully the first time out
42Prochaska and DiClemente’s Change Theory Creative Problem SolvingProchaska and DiClemente’s Change TheoryAction Maintenance and Relapse PreventionEncourage and supportHave realistic understand of “two steps forward, one step back”Help analyze what worked and what didn’tBe creative about ways to adjust planEncourage to try, try againItsy-Bitsy spider
43Prochaska and DiClemente’s Change Theory Creative Problem SolvingProchaska and DiClemente’s Change TheoryMaintenance and Relapse Prevention: Here the goal is to continue successful plans and repeat those action steps that work, while adjusting things that don’t.Dino: The plan for Dino to improve attendance, learn how to use the discussion board and better manage his stress has worked and is either being maintained or slipping. The student is likely getting positive and negative feedback from others.
44Our Member’s Motivational Task Dino’s Stage of ChangeOur Member’s Motivational TaskPre-contemplationRaise doubt; increase their perception of risk and problems with current behaviorContemplationHelp student head towards change out of their current ambivalence; help them identify risk for not changing; strengthen self-efficacy for changing current behaviorPreparation for ActionHelp the student identify and select the best initial course of action; reinforce movement in this directionActionHelp the student take steps towards change; provide encouragement and praiseMaintenance & RelapseTeach student relapse prevention skills
45TipsRead your Student Code of Conduct and base syllabus language/office expectations off thatMeet with your Student Conduct staff and discuss the campus thresholds for formally reporting annoying vs. disruptive behaviorsDevelop a detailed syllabus and spend time talking through itAddress behaviors in the moment
46TipsDevelop relationships with students so that the first conversation isn’t a “bad one”Learn how to describe behaviors objectively and be consistent in your approachKeep good documentationInvest time in solutions, not in complainingGive yourself permission to feel uncomfortable, not to be evasive
47Summary Things to do when working with annoying students Listen and align with the student to promote successAddress the behavior, but support the personDon’t assume students “know better” based on their gender, age, grades, or any other qualityAddress low-level behaviors before they become a problemDon’t assume you can pass off an issue to your conduct staff or BIT – usually you are the best one to address the behavior through a conversation with the student
48A Final Thought Remember: Students have a right to be odd Students rise to the level of your expectations…Or they may make your next decision an easy one