Disruptive Behavior in the Classroom

Types of Disruptive Behavior Rebellious Behavior Intentional, Defiant, Annoying, Disrespectful Emotional Behavior Unintended Precipitated by Emotional Distress

Rebellious Behavior Level 1: Any situation that can be handled informally with the student. Level 2: An ongoing problem that may require disciplinary action. Level 3: An immediate threat or danger that needs to be handled by campus police.

Common Rebellious Behavior Talking Passing Notes Chronic Lateness Cell Phone & Pagers Chronic Absences Leaving Class Challenging/Argumentative

Sources of Doubt and Indecision Embarrassment or Shame Perception of Incompetence Lack of Support Expectation of Mature Behavior Fear of Harming a Fragile Student Fear of Legal Reprisal Fear of Violence

Preventing Disruptive Behavior Establish Standards Outline Rules and Consequences Develop Rapport Get Students Engaged and Interested Be a Good Role Model

Managing Classroom Behavior Don’t Ignore Disruptive Behavior Use Non-Verbal Cues Talk to the Student Publicly or Privately Ask the Student to Leave Call Campus Police if Needed

If the Misbehavior Continues Speak Privately with the Student Use Behavioral Contracts Consult with Colleagues, Chair, Counseling Center, or Judicial Affairs. Document any Disciplinary Actions

Documenting Disciplinary Action Include the following: Description of the Incident Specific Behaviors Date, Times, and Witnesses Factual and Objective Action Taken and Desired Outcome Student’s Response

Guidelines to Remember Students have the right to appeal. Your actions should be: Reasonable Well-Considered Fair

Helping the Distressed Student

First Line of Assistance Faculty and staff are in direct positions to observe students and be aware of their needs. Students turn to the faculty or staff members for advice and support.

Common Signs of Distress Nervousness Poor Concentration Sadness Change in Behavior or Appearance Preoccupation Poor Work Low Energy Absences Agitation

Serious Signs of Distress Drug and Alcohol Use Poor Hygiene Bizarre Behavior Angry Outbursts Talk of Suicide, Violence, or Abuse Incoherence Visible Cuts and Scars

Guidelines for Interaction Speak to the Student in Private Acknowledge your Concerns Show Empathy and Understanding Help the Student Problem Solve Try Not to Interpret or Judge Set Boundaries for Yourself

When to Make a Referral Impairment in Daily Functioning Outside your Range of Knowledge Outside your Level of Comfort Professional Judgment and Boundaries Reluctance of Student Lack of Improvement Fragile Affect

How to Refer to CAPS Speak Directly and in a Straightforward Manner Do not Deceive or Trick the Student Use Simple Language Provide the Student with CAPS Information Let Student Call from your Office Student has the Right to Refuse

What to Do in an Emergency If there is an Immediate Danger, call Campus Police Consult with CAPS Bring the Student to CAPS