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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


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Types of Disruptive Behavior

  • Rebellious Behavior

    • Intentional, Defiant, Annoying, Disrespectful

  • Emotional Behavior

    • Unintended

    • Precipitated by Emotional Distress

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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.

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Passing Notes

Chronic Lateness

Cell Phone & Pagers

Chronic Absences

Leaving Class


Common Rebellious Behavior

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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

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Preventing Disruptive Behavior

  • Establish Standards

  • Outline Rules and Consequences

  • Develop Rapport

  • Get Students Engaged and Interested

  • Be a Good Role Model

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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

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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

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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

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Guidelines to Remember

  • Students have the right to appeal.

    Your actions should be:

  • Reasonable

  • Well-Considered

  • Fair

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Helping the

Distressed Student

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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.

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Poor Concentration


Change in Behavior or Appearance


Poor Work

Low Energy



Common Signs of Distress

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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

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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

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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

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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

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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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