1. Brian Van Brunt, Ed.D., LPCC Western Kentucky University Managing Disruptive Classroom Behavior

2. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University What are the Problems We See in the Classroom? Eating in class, shuffling papers, rummaging Monopolizing classroom discussions Arguing with other students, challenging authority/rules Poor hygiene Sexist, racist comments, over self-disclosure Sleeping or reading the newspaper/magazine Entering class late or leaving early Misuse of computer, using cell for talking/texting Cursing, Intoxication

3. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Over the years, several approaches have impacted the way I approach difficult class situations. During this presentation, we will see five typical classroom management challenges. I will then discuss a theoretical approach to address these challenges. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University

4. A student comes to a professor after class upset about a recent test grade. He wants the professor to give extra credit opportunities. The student typically scores A’s on their assignments and is a bit of a perfectionist. A discussion ensues… Scenario 1

5. In the words of a great philosopher… “Do or do not. There is not try.” Much of classroom management, and teaching in general, is about the effort we put into it. Learning starts with a dedicated teacher interested in meeting the challenge of how to present their material and content in a way that successfully navigates the barriers students erect. A Question of Stance

6. Humanistic Counseling “Core Concepts” Genuineness and Congruence Unconditional Positive Regard Empathy and perceptions of empathy Overview of Rogers

7. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University “I remember in my boyhood, the bin in which we stored our winter’s supply of potatoes was in the basement, several feet below a small window. The conditions were unfavorable, yet the potatoes would begin to sprout—pale white sprouts, so unlike the healthy green shoots they sent up when planted in the soil in the spring. But these sad, spindly sprouts would grow 2 or 3 feet in length as they reach towards the distant light of the window. Scenario 1

8. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University “Under the most adverse circumstances, they were striving to become. Life would not give up, even if it could not flourish... The clue to understanding their behavior is that they are striving, in the only ways that they perceive as available to them, to move toward growth, toward becoming. To healthy persons, the results may seem bizarre and futile, but they are life’s desperate attempt to become itself. This potent constructive tendency is an underlying basis of the person-centered approach.” Scenario 1

9. Students, like everyone, seek peace and happiness. They aren’t looking to be singled out or create conflict – this fundamentally isn’t a human goal. Students are overwhelmed with stress. They don’t see all of their choices and allow obstacles in their environment to overwhelm them. Rogers suggested that through empathetic listening, genuine caring and positive support, students would feel connected, listened to and willing to consider new choices when offered. How Rogers Applies

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11. Be Proactive (create environment, choose response before problems start) Begin with the End in Mind (create cognitive mindset, what is the vision, what is the habit) Put First Things First (application of mindset, habit in action, short-term goals) 7 Habits of Highly Effective People (Stephen Covey)

12. Stephen Covey: 7 Habits of Highly Effective People Understand then be Understood (diagnosis first, then prescribe) Synergize (the whole is greater than the sum of its parts) Sharpen the Saw : (maintain and renew) Think Win-Win (achievements depend on cooperation, working together)

13. First seek to understand the context of your student’s behavior, then find ways to seek commonality. Create an environment in which the student feels safe expressing their ideas. Work together to create new opportunities leading towards mutual success. Be aware of your end goal – helping the student complete the task in front of them, removing obstacles, creating new solutions. How Covey Applies…

14. A student comes to a professor after class upset about a recent test grade. He wants the professor to give extra credit opportunities. The student typically scores A’s on their assignments and is a bit of a perfectionist. A discussion ensues… When we understand why the student is upset, and understand where they are coming from, then we can intervene and create win-win situations. Scenario 1

15. A student is consistently showing up late, talking excessively during class to fellow students and is un-prepared for the assignments. The student has recently dozed off in class. Several students have approached the professor complaining. The professor asks the student to stay after class to discuss their behavior. Scenario 2

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17. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University “Motivation can be understood not as something that one has but rather as something one does. It involves recognizing a problem, searching for a way to change, and then beginning and sticking with that change strategy. There are, it turns out, many ways to help people move toward such recognition and action.” William R. Miller, 1999, p. 8 Motivational Interviewing (Miller & Parks) Motivational Interviewing (Miller & Parks)

18. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University 1. Express Empathy 2. Develop Discrepancy 3. Avoid Argumentation 4. Roll with Resistance 5. Support Self-Efficacy Five key elements to MI (or MET)

19. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Listening / Reacting Guiding Directing / Informing

20. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Communications that imply a superior/ inferior relationship between the professor and student are avoided. The student’s freedom of choice and self-direction are respected. While clearly the faculty member is in a position of power, encouraging change happens through listening rather than talking. Attitude change attempts are gentle, subtle and always with the assumption that change is up to the student. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Express Empathy

21. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Change occurs when college students perceive a discrepancy between where they are and where they want to be. In certain cases, such as the "precontemplators" in Prochaska and DiClemente's stages of change model, it may be necessary first to develop such discrepancy by raising the student's awareness of the adverse personal consequences of their negative behavior choices. Develop Discrepancy

22. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Avoid direct argumentation, which tends to evoke resistance. The professor does not seek to prove or convince by force of argument. Instead, the faculty member employs other strategies to assist the student to see accurately the consequences of their negative behavior, and to begin devaluing the perceived positive aspects of their negative choices. Avoid Argumentation

23. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Do not meet resistance head-on, but rather "roll with" the momentum – with a goal of shifting student perceptions in the process. New ways of thinking about problems are invited but not imposed. Ambivalence is viewed as normal, not pathological, and is explored openly. Solutions are usually evoked from the student rather than provided by the professor. Roll with Resistance

24. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University According to Bandura, self-efficacy is the belief that one can perform a particular behavior or accomplish a particular task. In this case, the college student must be persuaded that it is possible to change his or her own problematic behavior in the classroom and thereby reduce future problems. Support Self-Efficacy

25. See the situation from the student’s eyes (empathy) to understand their lack of motivation for change. Help the student understand that their current actions will not lead to a desired outcome. Avoid arguing with the student (despite how wrong they are or how good it feels) – roll with the student when they push emotionally. Look for the positive connections to build from. How MET Applies

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28. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Prochaska and DiClemente

29. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University

30. Students fail to achieve the change they are seeking because professors focus their efforts on the action stage too quickly (skipping pre- contemplation, contemplation and preparation). Many of the frustrations we face when working with students can be explained by this process. Students must first have the desire to change before they will take action steps to achieve change. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University How Change Theory Applies

31. A student is consistently showing up late, talking excessively during class to fellow students and is un-prepared for the assignments. The student has recently dozed off in class. Several students have approached the professor complaining. The professor asks the student to stay after class to discuss their behavior. Motivation is a question of understanding where a student is on the change theory continuum. They may need to be guided and encouraged to explore change. Scenario 2

32. A student complains to the professor that “you talk too fast; I can’t follow what you are saying. I write everything down, but still I failed the last test.” They explain they are worried about failing out of school and worry that they have chosen the wrong major. The student claims to have a learning disability and now wants accommodations after the mid-point of the class. Scenario 3

33. Simon Bailey, a motivational speaker, suggests that every person in your classroom is a “diamond-in-the rough.” As such, diamonds are polished to their brilliance at different times, various temperatures and through a multitude of experiences. This approach lines up with Roger’s humanistic theory. Students want to achieve, they just need help removing the obstacles in their path. Releasing Your Brilliance

34. Simon suggests that our internal thoughts and beliefs about the world impact our ability to take action – both on a small and grand scale. A professor should adjust the way they see an under performing student. If we believe in them and create opportunities for them to be successful – they will become successful in class. This success then gives you the encouragement to impact other students and classes, your department and college. Simon Bailey: Releasing your Brilliance Scenario 3

35. A Student’s Success, Fuels further Success Create Chances Alter Beliefs

36. How Brilliance Applies We all have the chance to be successful under the right circumstances. Part of teaching is connecting students to appropriate resources and applying various teaching modalities to reach them were they are most likely to achieve (the professor who offers PowerPoint's, notes and uses online resources). How can we remove obstacles? How can we help polish and shape diamonds in the rough? Scenario 3

37. A student complains to the professor that “you talk too fast; I can’t follow what you are saying. I write everything down, but still I failed the last test.” They explain they are worried about failing out of school and worry that they have chosen the wrong major. The student claims to have a learning disability and now wants accommodations after the mid-point of the class. When we understand why the student is upset, and understand where they are coming from, then we can intervene and create win-win situations. Scenario 3

38. A student reports they are overwhelmed by the prospect of speaking in front of others during an upcoming class presentation. The student explains to the professor that they have been “freaking out” several times a week hyperventilating, feeling like they are going to pass out and crying uncontrollably.

39. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University A= cause of stress, activating event B= belief, your interpretation C= Consequence, your reaction Rational Emotive Behavioral Therapy (Ellis)

40. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University A: A student doesn’t have their assignment for the like the 100 th time. B: You have already talked to them about coming to class unprepared and see this as a personal slight against you. C: You embarrass the student in front of the class by calling them out as “not ready for college.”

41. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Our reactions become so familiar we don’t think about them. These “automatic reactions” are simply bad habits.

42. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University If you magnify an activating event such as… A few students missing class Several bad grades on a test 1 or 2 poor evaluations out of 30 You also magnify your stress. You become… Worried, upset and uncomfortable Your thinking becomes cloudy and muddled It will Increases your frustration and stress

43. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Instead, if you minimize an activating event You are calmer and at ease You think more rationally and clearly You are better able to solve problem You eliminate the source of your stress

44. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University How do you remain calm when experiencing an activating event? Recognize the old habit taking over. Stop, take a deep breath, remain calm. Try an alternate interpretation.

45. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Step 1: Find the good in a bad situation Students missing class… Talking during a lecture… Arguing with other students in class… Students off target with questions…

46. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Step 2: Control your inner dialogue “These students aren’t like other ones I’ve taught. They can’t seem to learn anything.” “Each class is different. I’ll have to find another way to have them understand the content.”

47. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Step 3: Avoid the blame game It’s natural to want to blame other people for the bad things that happen to us. But what we really are saying to ourselves is we aren’t in control of our classroom. Instead, accept responsibility for things that are in our control to fix.

48. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Step 4: Shift your focus forward Shifting from “what was, and can’t be changed.” To “what is, and what can be done.” Don’t wallow in self pity, think about solutions.

49. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Step 5: Keep your problems in perspective Changing our perspective changes the way we see our current difficulties – we see them as temporary set-backs rather then semester long events. Try putting problems aside at the end of a class and tackle them fresh at the start of the next one. Try to see the humor in a situation. Don’t expect your class to always be wonderful, expect both the ups and the downs.

50. Professors can help students keep their perceptions in context, helping them to avoid maximizing frustrations and minimizing strengths. Encourage the student to take responsibility for their behavior and see their behavior as something they have control over, not an “automatic response” outside of their control.

51. A student reports they are overwhelmed by the prospect of speaking in front of others during an upcoming class presentation. The student explains to the professor that they have been “freaking out” several times a week hyperventilating, feeling like they are going to pass out and crying uncontrollably. We can try to help the student address how they react to stress. Refer to counseling as needed.

52. A faculty member tries a creative approach to have the class prepare for an upcoming test. They play a jeopardy kind of game where the class is divided into teams and they complete for extra credit. Two students get into an argument about a question and one yells to the other “If you keep your mouth moving…I’m going to shut it for you”. The other says, “I’d like to see you try.” They both stand and move towards each other.

53. Assertive and Aggressive Behavior Aggressive behavior occurs all around campus. –Dealing with roommate conflicts –When involved in policy enforcement –Encountering drunk or substance abusing students –Managing psychological crisis –Dating relationship arguments/fights –Vandalism and robbery –Parking and food service complaints 53

54. 54 Aggression Escalates Quality of Judgment Diminishes

55. Remain calm. People often respond to caring, kindness and efforts to understand their situation. Try not to think that the student is personally breaking your rules or questioning your authority. 55

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58. Leave the scene to get help if the person seems threatening to you, or if you feel in danger. Do not ignore these feelings. While it is best to never leave a person in crisis alone, your safety always comes first! 58

59. Call for help if you are concerned. Think of the “hot potato” game. You don’t want to be left holding the responsibility. Excuse yourself from the classroom and make a call. 59

60. Call campus police immediately when students hurt themselves. Rule of thumb: if you see blood or a weapon, someone needs to call the police. 60

61. Follow up on a situation. If you are not face-to-face with the student and come by information second hand, don’t wait to pass it on. Don’t wait to pass on information to your Dean or Counseling. 61

62. Don’t ignore your responsibility to address substance abuse. College is often the last chance people have to get assistance for their substance abuse problem before they enter the real world and court system. 62

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64. A faculty member tries a creative approach to have the class prepare for an upcoming test. They play a jeopardy kind of game where the class is divided into teams and they complete for extra credit. Two students get into an argument about a question and one yells to the other “If you keep your mouth moving…I’m going to shut it for you”. The other says, “I’d like to see you try.” They both stand and move towards each other.

65. Final Thoughts Classroom Managment Flowchart

66. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University 911 Action Plan Involve Judicial Affairs Therapy Referral Private Meeting Email to Student Paper Comment Remind class Syllabus Class Rules Emergency Start

67. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Remember your Goal When working with someone who is trying your patience, being hostile or being unmotivated – what is your goal? Your goal should be to assist the person move towards a higher stage of change, maintain positive momentum or gain a better understanding of their current situation and their decision to make a change.

68. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Things to Avoid Shock or Challenge (“Go ahead and do it”) Analyze motives (“You just feel bad because…”) Over-react, embarrass student publically Distract the person by talking about other things or trying to change the subject Cajoling the person (“Really, come on. Who would want to do that?”) Move fast, threaten student Meet hostility with hostility

69. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Things to remember when working with Disruptive Students Work as a team – you aren’t alone when you are working with students in the classroom. Refer at-risk students to counseling services or seek guidance on how to best approach a situation. Consult a department head, Dean or a student’s advisor. While these interventions may take some extra time, they often are well worth the effort to assist the student in their long term development.

70. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Things to remember when working with Disruptive Students Don’t feel like you have to address violent threats in the moment. If a student is threatening or disruptive in the classroom, consider adjusting your goal to just making it through to the end of class, or ending the class early. After class, you are able to address the behavior with their department head, student affairs dean or counseling staff.

71. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Things to remember when working with Disruptive Students The professor always wins. In the end, you retain the ultimate ability to grade your student and control your classroom. Most schools respect a professor’s right to ask students to leave the classroom if they are disruptive. Likewise, the professor retains the ability to set a student’s grade, based on the requirements of the syllabus. Include percentage values for participation as part of the student’s grade.

72. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Things to remember when working with Disruptive Students Set rules and expectations for classroom behavior early during the semester and in your syllabus. This provides a base point for future confrontations with students. Consider a first class discussion where you allow students to have input in the development of classroom standards and manners. They often are stricter then you could ever be. This way, the classroom takes responsibility for monitoring behavior.

73. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University Things to remember when working with Disruptive Students Don’t give disruptive student behavior energy to increase. Many times, behavior can be disrupted by “taking the wind out of their sails.” Consider rolling with odd questions or accusations, avoiding argumentation and staying focused on the topic at hand.

74. Dr. Brian Van Brunt, LPCC, CFCWestern Kentucky University References Byrnes, J. (2002). Before Conflict: Preventing Aggressive Behavior. ScarecrowEducation. Covey, S. (1990). Seven habits of highly effective people. Free Press. Rogers, C. (1980). A way of being. Houghton Mifflin: New York. Miller, W.R. & Rollnick, S. (1991). Motivational Interviewing: Preparing People to Change Addictive Behavior. New York: Guilford Publications. Bailey, S. (2007). Release your Brilliance. Collins Business. George A. Parks, Ph.D. Associate Director Addictive Behaviors Research Center Department of Psychology / BOX 351629 University of Washington Seattle, WA 98195-1629 / geoaparks@earthlink.net