DEALING WITH DIFFICULT AND

DISRUPTIVE STUDENTS IN THE

ONLINE CLASSROOM

By Brian C. Steinberg, ABDhttp://www.briancraigsteinberg.com

Secretary, Faculty SenateAllied American University Online Faculty

President and CEO of The Ally Grouphttp://www.theallygroup.net

Property of: The Ally Group 2000-2014 All Rights Reserved.

4:00PM WEDNESDAY, JUNE 4, 2014

This webinar will give key strategies and techniques on how to deal with very sensitive and emotional diversity topics and issues in the online course room. Some of these topics will include race, ethnicity, gender, sexual orientation, disability, and religion. This webinar will also address the issue of how to deal with students who display acts of racism, ethnic slurs, sexism, homophobia, Islamphobia, inappropriate communication to students with disabilities, and religious discrimination.

Presenter: Brian C. Steinberg

COLLOQUIUM DESCRIPTION:

INTRODUCTION:

PRESENTATION OUTLINE:1. Introduction and Objectives

- Opening Cartoon Concepts

2. How is discrimination displayed in the online course room?

3. Where do you think online bullying occurs the most?

4. What are the different types of difficult students in the online classroom?

5. Key Strategies and Techniques for dealing with sensitive and emotional diversity topics in the online course room.

6. Strategies for keeping online students focused and on task:

7. Guidelines & Ground Rules for Converting "Dangerous Discussions" to Constructive Communication: When Things Get Hot: 13 Guidelines for Discussions

8. Top 10 Tips for Addressing Sensitive Topics and Maintaining Civility in the Classroom:

9. Responding Effectively to Online Conflict

10. Dealing with specific sensitive topics in the online course room.

11. Recent Issues

12. Different levels of interaction in dealing with difficult students:

13. Formal Written Responses:

- Example Response: To Individual (Problem) Student- Example Response: To Individual (Victim) Student- Example Response: To Class

14. How to deal with students who display acts of racism, ethnic slurs, sexism, homophobia, inappropriate communication to students with disabilities, and religious discrimination.

15. How to Deal with Social Media Conflict

16. Tools, Tips & Resources

17. Examples, Stories, and Question.

OBJECTIVES The participant will learn how discrimination is displayed in the online course room.

The participant will learn key Strategies and techniques for dealing with sensitive and emotional topics and issues in the online course room.

The participant will identify and learn the guidelines & ground rules for converting “dangerous discussions" to constructive communication / when things get hot: guidelines for discussions

The participant will learn about the top 10 tips for addressing sensitive topics and maintaining civility in the online classroom:

The participant will learn how to respond effectively to online conflict.

The participant will learn how to deal with specific sensitive topics in the online course room.

The participant will learn how to deal with social media conflict.

The participant will share examples from their own online classroom and ask each other questions

HOW DO YOU THINK DISCRIMINATION IS DISPLAYED IN THE

ONLINE COURSE ROOM?

How do online students display acts of racism, ethnic slurs, sexism, ableism, homophobia, anti-Semitism, religious/spiritual discrimination, and other forms of abuse, bias, oppression, and discrimination?

1. Main Course Room (entire class vs. personal attacks)

2. Learning Teams

3. Student to Student(s) via E-mail or private course room communication.

4. In papers the student turns in.

5. Outside of the online class (Twitter, Blogs, Facebook, LinkedIn, MySpace, YouTube, etc.).

How is discrimination displayed in the online course room?

WHERE DO YOU THINK ONLINE BULLYING

OCCURS THE MOST?

Where do you think online bullying occurs the most?

a) Chat Roomb) Social Networking Sitesc) E-maild) Mobile Phonee) Other (Texting and Twitter)f) MSN Messengerg) Other Websites

2009 Taken from: http://www.parentline.com.au/parenting-information/tip-sheets/cyber-bullying.php

WHAT ARE THE DIFFERENT TYPES OF

DIFFICULT STUDENTS IN THE ONLINE

CLASSROOM?

TYPES OF DIFFICULT STUDENTS IN THE ONLINE CLASSROOM:

According to Ko 2004 there are four kinds of difficult online students:

1. Noisy Students

- responds to almost every post.- seem to distract and frustrate the instructor and all students.- get them to transfer their “noise” and energy to discussing issues with their fellow students.

2. Disruptive Students

- uses abusive language toward both instructor and students.- act swiftly, warn/confront student, document and report it.

3. Know-it-Alls

- student thinks they are the instructor and takes over.- challenge the student more in class.

4. The Belligerent Student Who Hasn't Kept Up / Needy Students

- thinks the class is moving too fast and tries to slow everyone down.- focus on the student and don’t let them draw and drain the class.

 Susan Ko and Steve Rossen.  Teaching Online: A Practical Guide. Boston: Houghton Mifflin, 2004

“there are always four elements to the conflict: (1) you, (2) the other person, (3) the topic, and (4) the climate.

Figure 12.1 illustrates a circle where each one of the conflict elements makes up one quarter of the circle. In order for the circle to be whole, it must include every element. The first three elements of conflict are easy to understand. The you of a conflict is anyone who deals with the second part of conflict—other people. The topic,of course, is the subject of what you and others are talking about. The climate of a conflict can be the physical environment and objects (on the phone, face to face, in the kitchen or office, on the computer, the temperature of the room) but also the emotional level of the topic.”

Page 150: The Online Teaching Guide: A Handbook of Attitudes, Strategies, and Techniques for the Virtual Classroom, Ken W. White and Bob H. Weight, editors. Copyright © 2000 by Allyn and Bacon, Inc., an imprint of Pearson Education, Inc.

Key Strategies and Techniques for dealing with sensitive and emotional diversity topics in the online course room.

1. Set expectations from the very first communication.

2. Foster an atmosphere of civility and respect.

3. Make your expectations clear to students.

4. Address problems quickly and effectively (Flame Wars vs. Blow Ups).

5. Know when to handle problems yourself, and when they should be referred to others.

6. Try to remain neutral on some of the more controversial, emotional, and sensitive topics such as, abortion, gay marriage, marijuana, the death penalty, etc.). Ask students to use documented research and facts to support their ideas and opinions.

7. Always try to be proactive and not reactive.

8. Always be professional.

9. Document everything!

10. Confront all cheating and plagiarism swiftly!

Modified from http://www.facultyfocus.com

1. Create clear expectations, guidelines, and goals from day one!

- Example of a post I use:

Hello Class,

Since this course deals with very sensitive and emotional diversity issues, I ask that you always practice the golden rule by treating everyone in this class with the utmost respect, extreme dignity and worth. Please treat everyone else like you would want to be treated. Once you mastered this, you may want to move to the next level past

the golden rule and practice the platinum rule where you treat people like they want to be treated.

I also ask that you back up all of your opinions and ideas with documented facts and research.

And finally, in certain situations it might be best if you agree to disagree and move on.

Thanks,

Brian

Enter any other language here.

1. Set expectations from the very first communication.

2. Reinforce due dates, schedules and timelines for achievement of objectives.

3. Post materials and conduct activities on a pre-set schedule.

4. Allow students to keep track of their own progress.

5. Be organized – students take cues from their instructor.

Strategies for keeping online students focused and on task:

 Susan Ko and Steve Rossen.  Teaching Online: A Practical Guide. Boston: Houghton Mifflin, 2004

Guidelines & Ground Rules for Converting "Dangerous Discussions" to Constructive Communication When Things Get Hot: Guidelines for Discussions

When Things Get Hot: Guidelines for Online Discussion.Downloaded from http://www.tltgroup.org/profacdev/DangerousDiscussions/guidelines.htm#When%20Things%20Get%20Hot, 5/18/2009. From article by Peter Frederick, cited at this URL.

Dangerous Discussions- Basic Ground Rules

1.  No "Them"2.  Safety and Respect3.  Formulate Issues Constructively4.  Common Ground5.  No "Hijacking"

1. Develop guidelines with participants for acceptable classroom behavior.

2. Demonstrate/model that discussions are about ideas and issues, not personalities.

3. Listen and reflect (mirror) what participants say.

4. Be aware of one’s own feelings and willing to talk about them (including confusion and uncertainty).

5. Trust participants' capacity for self-restraint and civility.

6. Learn when to intervene and when to wait by trusting our intuition.

7. Try to establish a climate where participants can risk making statements of which they are uncertain.

8.  When discussion is falling apart:

Name the tension.  Acknowledge it out loud. If it feels appropriate, call "time out" as a way of breaking the moodAsk participants to reflect on what has just happened in terms of both content and process. Ask participants to write for a few moments ("What's going on right now and how would you/we like to continue?")Discuss in groups of no more than threeResume the large group discussion.

When Things Get Hot: 13 Guidelines for Discussions

When Things Get Hot: Guidelines for Online Discussion.Downloaded from http://www.tltgroup.org/profacdev/DangerousDiscussions/guidelines.htm#When%20Things%20Get%20Hot, 5/18/2009. From article by Peter Frederick, cited at this URL.

9.  When someone says something especially sexist, racist, homophobic, or inappropriate:  “Gently invite him/her to self-correct.”

10.  When someone sticks with an inappropriate remark?  Stall.  Own one’s own feelings.  And then…..???

11.  Formulate topics/questions to respect opposing views.

12.  Acknowledge widely shared relevant opinions first.

13.  Articulate contextual factors that make a topic more/less dangerous for some participants.

When Things Get Hot: Guidelines for Discussions- Continued

When Things Get Hot: Guidelines for Online Discussion.Downloaded from http://www.tltgroup.org/profacdev/DangerousDiscussions/guidelines.htm#When%20Things%20Get%20Hot, 5/18/2009. From article by Peter Frederick, cited at this URL.

Top 10 Tips for Addressing Sensitive Topics and Maintaining Civility in the Classroom:

1. Create a classroom environment that from the first day sets ground rules for discussion and makes it clear that all students are included in the work of the class. Make sure you make all students feel connected to each other, the class, and the topic, and establish strong expectations about the content and manner of communication.

2. Recognize the diversity of opinions and backgrounds of your students. Learning takes place from exposure to a wide variety of views. Be open to all perspectives, and ask students to voice their points responsibly.

3. Add a statement to your syllabus. Explain any material or topic you plan to introduce that is sensitive or controversial, so that students are prepared for potential sensitivity issues. Explicitly state the classroom norms for communication and dialogue, and provide students with a specific understanding about how to frame their opinions.

4. Be prepared. Even if you do not think there will be a reaction to an issue you raise, plan ahead what you will do if you encounter one. Know yourself and your own emotional triggers. Don’t personalize remarks.

5. Foster civililty in the classroom. Focus the discussion on the topic, not the individual student. Don’t personalize the exchanges or the comments. Foster an environment of debate and dialogue in which it is OK to disagree.

6. Protect all students equally during moments of potential conflict. Seek to draw out understanding and communication as well as opinions. Ask them to step back, listen to other opinions, and analyze why they feel the way they do.

7. Ask students to take time out for reflection. Assign a writing exercise about the issue as a calming follow up to discussion. Or assign a research paper or essay, in which students must argue for the position with which they disagree.

Center for Teaching and Faculty Development at San Francisco State University in Effective Classroom Management: http://ctfd.sfsu.edu

8. Use your office hours. You may need to discuss issues outside class, particularly if a student has been emotionally affected by pointed remarks or argued stances. Help them learn from the experience, and to voice their opinions thoughtfully and civilly by engaging them in out-of-the-class conversation.

9. Acknowledge hurtful or offensive remarks. When student comments and/or actions are potentially hurtful, immediately move the dialogue to less personal examinations of why words can hurt. Ignoring the situation will leave other students feeling unprotected and victimized, and give tacit permission for the behavior to continue. If you are unable to find a workable position, let students know that this is an important issue and that you will address it later.

10. Know both your rights and your responsibilities as a classroom instructor. If a student suffers from an emotional reaction or angry outburst because of a sensitive topic discussion, acknowledge it, and ask them if they would like to remain or leave for a while. If you feel the situation is serious, inform Counseling and Psychological Services.

Top 10 Tips for Addressing Sensitive Topics and Maintaining Civility in the Classroom: Continued-

Center for Teaching and Faculty Development at San Francisco State University in Effective Classroom Management: http://ctfd.sfsu.edu

Responding Effectively to Online Conflict:

1. Using descriptive language

2. Setting limits- Statements should explicitly qualify the nature and extent of the conflict as well as set clear boundaries.

3. Offering support- Statements should express understanding, acceptance, or positive regard for the other person.

4. Emphasizing commonalties and relationship reminders- Statements should comment on common ground.

5. Initiating problem solving- Statements should initiate mutual consideration of solutions.

6. Fractionating- Break conflicts down from one big mass into several smaller pieces.

7. Defusing.- Continually ask yourself: “How well am I responding to conflict?”

The Online Teaching Guide: A Handbook of Attitudes, Strategies, and Techniques for the Virtual Classroom, Ken W. White and Bob H. Weight, editors. Copyright © 2000 by Allyn and Bacon, Inc., an imprint of Pearson Education, Inc.

8. Express empathy—The professor communicates with the students from a position of power, but the professor still respects the student and practices active listening. Despite the power associated with being the professor, the teacher recognizes that the behavior that needs to be changed can be changed only by the student.

9. Develop discrepancy—Students are motivated to change when they perceive a discrepancy between where they are and where they want to be. The professor can make students aware of this discrepancy. “You want an A in this course and yet you are regularly losing points by not being in class to take the quizzes.” “You want to be a successful manager and yet you fall asleep whenever you lose interest. What’s going to happen when the staff meetings you’re required to attend get boring?”

10. Avoid argumentation—Arguing with students only makes them more resistant. It is highly unlikely that the professor is going to persuade a student (whether that student needs to come to class or get work done on time). A more indirect approach may be better. “When you miss class, you are wasting money. You pay for each class and get nothing when you aren’t there.”

11. Roll with resistance—Don’t meet it head on. Invite the student to think about the problem differently. Rather than imposing a solution, see if the student might not be able to generate one. “You missed the assignment. What’s a fair consequence for that?”

Successful Classroom Management, The Teaching Professor, October 2008.

How do you deal with the following topics in your online course room?

-Race “Racism does not occur anymore because we have an African American President now.”

-Ethnicity “Jews are cheap.” “Irish people drink a lot.”

-Gender “Women need to stay at home with the kids while the man works.”

- "I might wait and buy the vacuum for my wife as a birthday gift so it would be helpful in her duties as a housewife."

-Sexual Orientation “That’s so gay.”

-Disability “I don’t understand why you can’t understand my post, what are you, retarded?”

-Religion/Spirituality- “Jesus is the only savior and if you don’t believe in him, you are going to hell!”- Actual Pastors and Preachers in your class? Lots of Bible Quotes?- Middle Eastern Issues (Jews, Muslims, Christians)

Dealing with specific sensitive topics in the online course room:

RECENT ISSUES:

1. Mosque at Ground Zero

2. Obama is a Muslim and not born in the USA

3. Muslims in the USA and the Muslim religion in general

4. Arizona and Immigration Reform/Debate

5. Evolution vs. Creationism

6. Gay Marriage and Prop 8

7. Global Warming / Climate Change

8. Benghazi!

Different levels of interaction in dealing with difficult students:

Minimal Intervention: A private E-mail/Post conversation with each student via course room.

Medium Intervention: A private phone call to each student

Moderate Intervention: A teleconference phone call between both students.

High Intervention: Address the situation to the entire class via the main course room.

Last Possible Action: Removal of a student(s) from the Class

Hello XXX Student,

How are you?

I wanted to discuss with you your recent communications with XXX Student. I have found your interaction with XXX to be very disrespectful and not conducive to learning. Respectful communication is a requirement of the AAU Code of Conduct.

Please take this message as a warning. The next time you disrespect a student you will be referred to the AAU Provost’s Office who will review the situation.

I know that you will not participate in this type of negative behavior again as we are all here to help each other, learn, and treat each other with the utmost respect and dignity.

Thanks for your understanding and cooperation.

Thanks,

Faculty

Example Response: To Individual (Problem) Student

You may want to encourage the student to make the appropriate apologies.

Example Response: To Individual (Victim) Student

Hello XXX Student,

How are you?

I have addressed the remarks/posting with XXX and reviewed the student conduct policy with them.

Thanks for your understanding and cooperation.

Thanks,

Faculty

Example Response: To Class

Hello Class,

I wanted to remind everyone to please respect each other in all communications (Main Forum, Individual Forum, E-mail, Learning Teams, and any outside contact you have with your fellow online learners.

This is your fair warning; any communication that is not positive and degrades or disrespects another student will be handled accordingly.

We can not learn in an unsafe environment where students are disrespecting each other. We all come from diverse backgrounds and abilities. Please remember we are all here to help and learn from each other.

Thanks you for you understanding and cooperation with this very serious matter.

Thanks,

Faculty

How to deal with students who display acts of racism, ethnic slurs, sexism, homophobia, inappropriate communication to students with disabilities, and religious discrimination.

- Dealing with Faculty to Student Conflicts.

- Dealing with Student to Student Conflicts.

Prepare your response:

1. Defining the problem 2. Deciding what action to take 3. Doing or taking action4. Anticipating outcomes

Defining the Problem:

1. Are all the facts known? 2. What is the main issue or root cause of the conflict? 3. What is the situation surrounding the conflict?4. Has the student exhibited this type of behavior before?

Deciding to Take Action:

5. Should you take action right away? 6. Let the student(s) work it out on their own?7. Take no action?8. Automatically refer it to Academic Affairs?9. Was a policy broken?

Taking Action:

1. Do you have a plan? Who will you confront? Individual student(s)? Whole Class? How?

Anticipating Outcomes:

1. Have you addressed the issue well enough so it won’t happen again?

Bower, A.B. & Bower, G.H. (1991).  Asserting yourself:  A practical guide for positive change.  Reading, MA: Addison-Wesley

Bower & Bower (1991) suggest using the “DESC” formula to respond to difficult students and situations:  Describe: Use concrete terms to describe the situation or the other person's behavior; describe the action, not the motive.

Express: State your feelings or your reaction in a positive manner, directing your comments to the offending behavior, not to the whole person.

Specify: Indicate the concrete actions you want to see stopped, and those you want to see performed.

Consequences: Spell out what will happen if the behavior or situation is not resolved-what the next steps might be.

Bower, A.B. & Bower, G.H. (1991).  Asserting yourself:  A practical guide for positive change.  Reading, MA: Addison-Wesley

HOW TO: Deal With Social Media Conflict:

1. Don’t take it personally

2. Process before responding

3. Find something to agree with

http://mashable.com/2009/02/22/social-media-conflict

TOOLS, TIPS & RESOURCES

WEBSITES:HANDLING DIFFICULT STUDENTS:

HTTP://WWW.ONCOURSEWORKSHOP.COM/MISCELLANEOUS003.HTM

THREE TIPS FOR HANDLING DISRUPTIVE ONLINE STUDENTS:

HTTP://WWW.FACULTYFOCUS.COM/ARTICLES/ONLINE-EDUCATION/THREE-TIPS-FOR-HANDLING-DISRUPTIVE-ONLINE-STUDENTS/

DO YOU HAVE ANY EXAMPLES? STORIES?

QUESTIONS?

AAU Faculty have the support of their Dean and the PSA as well if the student is becoming unruly in the class.