Student Behavior Issues Presented by Ruth Sterner: Office of Student Conduct and Community Standards GTA

Learning Outcomes  Increase Awareness about the signs and symptoms of disruptive and distressed behaviors  Discuss Ways to Prevent and Respond to Disruptive behaviors  Discuss Ways to Respond to Distressed Students  Increase knowledge about referral resources  Explain Academic Dishonesty Policy, Reporting Process, and Sanctions

Disruptive vs. Distressed n Disruptive Students –Students whose behavior makes teaching and learning difficult for others in the class n Distressed students –Students who are experiencing emotional and/or psychological problems that are interfering with their ability to learn

Disruptive Behavior Being late, reading the paper, sleeping Physical violence Making noise, repeatedly interrupting Personal insults, harassment Passing notes, texting, cell phone rings n Takes many forms, varying in severity

Causes of Disruptive Behavior n Thoughtlessness, carelessness n Confusion about class expectations and/or material. n Difficult transition to university classroom norms and academic standards. n Lack of experience with communication and assertiveness skills. n Underlying psychological condition or situation.

Avoiding Disruptive Behavior n Clear classroom expectations in the syllabus- review when necessary n Have clear explanations for expectations n Articulate clear consequences n Respond to problems quickly and consistently. If possible, have an area to take the student to have a private conversation : review observed behavior, expectations, what can be done to prevent it from happening again, consequences for repeat

Addressing Disruptive Behavior n In the face of persistent disruption, you may ask the student to leave class for the remainder of the period. If the student refuses to leave, let him/her know you will be contacting Public Safety. n Follow up with an Incident Report Form to Student Conduct: Accessed at our webpage: n If there is threat of violence or other unlawful behavior, call Oregon State Police/Public Safety at ( ).

Emergency Safety Plan n Have emergency phone numbers programmed into your office phone and cell. n Document any behavior you may need to share n Share concerns you have about erratic or disturbing behavior with campus officials. n When in doubt, consult/consult/consult!

Definitions n Disruptive Students –Students whose behavior makes teaching and learning difficult for others in the class n Distressed students –Students who are experiencing emotional and/or psychological problems that are interfering with their ability to learn

Brainstorm activity n What signs and symptoms will distressed students be likely to show? n How would you address a student who shows these signs?

Results of Brainstorm Signs and symptomsHow to address

Distressed Behavior - Minor n Significant change in sleep or eating patterns or appearance. n Declining academic performance or attendance. n Unusual or exaggerated emotional responses. n Writing or verbal communication that concerns you- talk of personal harm, risky behaviors n Markedly changed patterns of interaction (avoiding participation or dominating discussion). How to recognize?

Distressed Behavior - Severe n Depressed mood –Marked changes in personal hygiene; swollen, red eyes; falling asleep in class; excessively active and talkative. n Inability to communicate –Garbled, slurred, disjointed, or incoherent speech. n Loss of contact with reality –Seeing/hearing things that do not exist. How to recognize?

Distressed Behavior - Severe n Suicidal thoughts or intention for self-harm –Overtly discussing, joking, or hinting that this is a current and viable option. n Highly disruptive behavior –Hostile, threatening, violent; withdrawal into corner of room or fetal position. How to recognize?

Addressing Distressed Behavior n Talk to the student in private, when both of you have time. Give the student your undivided attention. n Express your concerns in behavioral, nonjudgmental terms. –“I've noticed you’ve been absent from class lately and I’m concerned.” n Listen in a sensitive, non-threatening way.

When to Make a Referral n The behavior is beyond your skill level. n The behavior is getting worse. n You believe personality differences will interfere with your ability to help. n You know the student personally and believe that you could not be objective. n You feel overwhelmed or unsure of how to proceed. n You simply feel the need to talk with someone about your observations or concerns.

How to Make a Referral n Let the student know that it is not necessary to know exactly what is wrong in order to seek assistance. n Assure the student that seeking help does not necessarily mean their problems are unusual or extremely serious. n Be honest about your own limits of time, energy, training, and objectivity.

OSU Campus Resources n Counseling and Psychological Services (CAPS) –May be best to walk there w/ student –5 visits are free with student fees n Student Health Services –Alcohol and Drug abuse prevention and work groups –Sexual health and violence resource –On-site psychiatrist n Oregon State Police and Public Safety –Report assaults –Do welfare checks –Rides to Good Sam for mental health care

OSU Resources continued n Disability Access Services –Provides information about getting tested for a various learning disabilities –Provides accommodations: alternative testing, note takers, deaf and hard of hearing access services, etc. n Dean of Student Life –Clearinghouse for lots of situations –Acts as link between students and administration –

OSU Incident Response and Prevention Teams Critical Incident Response Team (CIRT) Bias Response Team (BRT) Infectious Disease Response Team (IDRT) Sexual Assault Response & Prevention (SARPA) Suicide Awareness Task Force Alcohol and Gambling Issues Work Group Health and Wellness Work Group Healthy Campus Teams Mini-CIRT Threat Assessment Community Relations Teams

Challenging Factors n Mental Health Issues –Students going off medications –Students sharing medications –Students not being allowed to time-out due to medical reasons n Diverse student body –brings increased differences in what is perceived as disruptive or distressed and how to address issues –Saudi students barter for grades –Group work on tests is common in some countries

Brainstorm Activity n Is it your responsibility as an instructor to address issues of academic integrity in class? n How can you address this issue to decrease the likelihood of academic dishonesty in your classroom? n What tools/practices do you use to help cut down on academic dishonesty? n Would you rather address an issue with a student and then decide whether to report it or report it right away and meet with the student afterwards? Why?

Results of Brainstorm How can you address itTools to prevent it

Academic Dishonesty Violations n Generally 3 rd highest violation at OSU –Specifically plagiarism n Academic Dishonesty policy along with reporting forms are available at: on.htm on.htm

Reporting Procedures n 1. Document the incident- if possible keep the original copy of the work n 2. Contact dept. head to talk about situation/discuss possible sanctions n 3. Contact student and permit him or her to provide verbal or written explanation n 4. Determine whether student is responsible n 5. Advise on potential sanctions and right to appeal

Potential Sanctions Include but are not limited to… n Penalty on assignment n Penalty in course n F grade in course n No grade replacement n Must be approved by department head and dean of the college that class is located in

Student Conduct’s Role n 1 st violation =Academic Integrity Seminar n 2 nd violation= Student Conduct Committee hearing- possible suspension n If 3 rd violation= ????

Questions to Discuss as a Department/College n If a student has been exhibiting unusual behavior and other students are complaining, what should I do? n What are my rights as a professor? n What are my students’ rights? n What if a student confides emotional difficulties to me? n What if a student presents me with an overt or veiled threat? n What should I do if my students begin challenging my authority?

The End Questions??? Comments