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Post on 20-Dec-2015
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Types of Disruptive Behavior
Rebellious BehaviorIntentional, Defiant, Annoying,
Disrespectful
Emotional BehaviorUnintendedPrecipitated by Emotional Distress
Rebellious BehaviorLevel 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
TalkingPassing NotesChronic LatenessCell Phone & PagersChronic AbsencesLeaving ClassChallenging/Argumentative
Sources of Doubt and Indecision
Embarrassment or ShamePerception of IncompetenceLack of SupportExpectation of Mature BehaviorFear of Harming a Fragile StudentFear of Legal ReprisalFear of Violence
Preventing Disruptive Behavior
Establish StandardsOutline Rules and ConsequencesDevelop RapportGet Students Engaged and
InterestedBe a Good Role Model
Managing Classroom Behavior
Don’t Ignore Disruptive BehaviorUse Non-Verbal CuesTalk to the Student
Publicly or Privately
Ask the Student to LeaveCall Campus Police if Needed
If the Misbehavior ContinuesSpeak Privately with the StudentUse Behavioral ContractsConsult 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 ObjectiveAction Taken and Desired OutcomeStudent’s Response
Guidelines to Remember
Students have the right to appeal.
Your actions should be:ReasonableWell-ConsideredFair
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
NervousnessPoor ConcentrationSadnessChange in Behavior
or Appearance
PreoccupationPoor WorkLow EnergyAbsencesAgitation
Serious Signs of Distress
Drug and Alcohol UsePoor HygieneBizarre BehaviorAngry OutburstsTalk of Suicide, Violence, or AbuseIncoherenceVisible Cuts and Scars
Guidelines for Interaction
Speak to the Student in PrivateAcknowledge your ConcernsShow Empathy and UnderstandingHelp the Student Problem SolveTry Not to Interpret or JudgeSet Boundaries for Yourself
When to Make a ReferralImpairment in Daily FunctioningOutside your Range of KnowledgeOutside your Level of ComfortProfessional Judgment and BoundariesReluctance of StudentLack of ImprovementFragile Affect
How to Refer to CAPSSpeak Directly and in a Straightforward
MannerDo not Deceive or Trick the StudentUse Simple LanguageProvide the Student with CAPS
InformationLet Student Call from your OfficeStudent has the Right to Refuse
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