Disruptive Behavior
1 / 18

Disruptive Behavior in the Classroom - PowerPoint PPT Presentation

  • Updated On :

Disruptive Behavior in the Classroom. Types of Disruptive Behavior. Rebellious Behavior Intentional, Defiant, Annoying, Disrespectful Emotional Behavior Unintended Precipitated by Emotional Distress. Rebellious Behavior.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Disruptive Behavior in the Classroom' - locke

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Slide1 l.jpg

Disruptive Behavior

in the


Types of disruptive behavior l.jpg
Types of Disruptive Behavior

  • Rebellious Behavior

    • Intentional, Defiant, Annoying, Disrespectful

  • Emotional Behavior

    • Unintended

    • Precipitated by Emotional Distress

Rebellious behavior l.jpg
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 l.jpg


Passing Notes

Chronic Lateness

Cell Phone & Pagers

Chronic Absences

Leaving Class


Common Rebellious Behavior

Sources of doubt and indecision l.jpg
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 l.jpg
Preventing Disruptive Behavior

  • Establish Standards

  • Outline Rules and Consequences

  • Develop Rapport

  • Get Students Engaged and Interested

  • Be a Good Role Model

Managing classroom behavior l.jpg
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 l.jpg
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 l.jpg
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 l.jpg
Guidelines to Remember

  • Students have the right to appeal.

    Your actions should be:

  • Reasonable

  • Well-Considered

  • Fair

Slide11 l.jpg

Helping the

Distressed Student

First line of assistance l.jpg
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 l.jpg


Poor Concentration


Change in Behavior or Appearance


Poor Work

Low Energy



Common Signs of Distress

Serious signs of distress l.jpg
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 l.jpg
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 l.jpg
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 l.jpg
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 l.jpg
What to Do in an Emergency

  • If there is an Immediate Danger, call Campus Police

  • Consult with CAPS

  • Bring the Student to CAPS