Disruptive Behavior
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Disruptive Behavior in the Classroom - PowerPoint PPT Presentation

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

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Disruptive Behavior in the Classroom

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Disruptive Behavior

in the


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.


Passing Notes

Chronic Lateness

Cell Phone & Pagers

Chronic Absences

Leaving Class


Common Rebellious Behavior

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.


Poor Concentration


Change in Behavior or Appearance


Poor Work

Low Energy



Common Signs of Distress

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

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