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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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slide1

Disruptive Behavior

in the

Classroom

types of disruptive behavior
Types of Disruptive Behavior
  • Rebellious Behavior
    • Intentional, Defiant, Annoying, Disrespectful
  • Emotional Behavior
    • Unintended
    • Precipitated by Emotional Distress
rebellious behavior
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

Common Rebellious Behavior
sources of doubt and indecision
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
Preventing Disruptive Behavior
  • Establish Standards
  • Outline Rules and Consequences
  • Develop Rapport
  • Get Students Engaged and Interested
  • Be a Good Role Model
managing classroom behavior
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
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
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
Guidelines to Remember
  • Students have the right to appeal.

Your actions should be:

  • Reasonable
  • Well-Considered
  • Fair
slide11

Helping the

Distressed Student

first line of assistance
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

Common Signs of Distress
serious 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
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
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
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
What to Do in an Emergency
  • If there is an Immediate Danger, call Campus Police
  • Consult with CAPS
  • Bring the Student to CAPS