Slide 2 Dealing with Disruptive Behavior in the Classroom A
Workshop for Faculty Cape Fear Community College 2008 A Workshop
for Faculty Cape Fear Community College 2008 Slide 3
IntroductionCarol Cullum Our Panel Our Panel John Schulte John
Schulte Vivian Boykin Vivian Boykin Jackie Foster Jackie Foster
Bill Parker Bill Parker Purpose of this Workshop Purpose of this
Workshop Slide 4 The Need for Intervention Does any of this look
familiar? Does any of this look familiar? Thanks to: Thanks to: Tim
Vandenberg, TV/Video Production Specialist Tim Vandenberg, TV/Video
Production Specialist Jack Landry, Drama Instructor Jack Landry,
Drama Instructor And the Acting for the Camera I Class, Fall, 2007
And the Acting for the Camera I Class, Fall, 2007 Video Slide 5 The
Need for Intervention CFCC Study: Most Disruptive Problems CFCC
Study: Most Disruptive Problems Use of Extraneous Electronics: Cell
phones, text messaging, I-Pods Use of Extraneous Electronics: Cell
phones, text messaging, I-Pods Chatting, Whispering, Noisy
Mannerisms Chatting, Whispering, Noisy Mannerisms Late Arrivals,
Early Departures from Class Late Arrivals, Early Departures from
Class Reading irrelevant material Reading irrelevant material
Sleeping in Class Sleeping in Class Use of Profanity Use of
Profanity Slide 6 Rarely Seen but Almost Always Disruptive Verbal
or Physical Threat to another student Verbal or Physical Threat to
another student Verbal or Physical Threat to Instructor Verbal or
Physical Threat to Instructor Impairment Due to Substance Abuse
Impairment Due to Substance Abuse Slide 7 How big of a problem is
this at CFCC? 89% of Faculty report these behaviors have either
remained as bad, or increasing in recent years. 89% of Faculty
report these behaviors have either remained as bad, or increasing
in recent years. 34% of Faculty have dealt with an aggressive
student or dangerous situation in the past year at least once, 15%
of faculty have dealt with this 2 or 3 times. 34% of Faculty have
dealt with an aggressive student or dangerous situation in the past
year at least once, 15% of faculty have dealt with this 2 or 3
times. Slide 8 National Figures An increase in rudeness An increase
in rudeness A generation of entitlement A generation of entitlement
An increasing number of college students have mental health and/or
drug and alcohol problems An increasing number of college students
have mental health and/or drug and alcohol problems 42% of students
over the past year at times felt so depressed it was difficult to
function.* 42% of students over the past year at times felt so
depressed it was difficult to function.* 9% of students over the
past 12 months seriously contemplated suicide.* 9% of students over
the past 12 months seriously contemplated suicide.* There are fewer
community resources today to deal with mental health problems.
There are fewer community resources today to deal with mental
health problems. *American College Health Association *American
College Health Association Slide 9 Why should I have to deal with
this immature behavior? Cant I just teach? Teaching is more than
presenting information, it is setting an atmosphere of learning
which allows a student to absorb information and to be inspired to
learn. Teaching is more than presenting information, it is setting
an atmosphere of learning which allows a student to absorb
information and to be inspired to learn. If students are
disruptive, we have to deal responsibly with this behavior so that
these disruptions minimally affect the learning process. If
students are disruptive, we have to deal responsibly with this
behavior so that these disruptions minimally affect the learning
process. Slide 10 Remember Me? Im good enough, Im smart enough, and
doggone it, people like me. Im good enough, Im smart enough, and
doggone it, people like me. Slide 11 When you struck out, the
umpire robbed you. In the mid-1990s, self-esteem was touted as a
leading importance in teaching and parenting children. In the
mid-1990s, self-esteem was touted as a leading importance in
teaching and parenting children. When children are told theyre
brilliant, they often start thinking of effort as a sign of
stupidity. When children are told theyre brilliant, they often
start thinking of effort as a sign of stupidity. High self-esteem
alone does nothing to improve grades or achievement, reduce alcohol
or drug usage, or lower the incidence of violent behavior. High
self-esteem alone does nothing to improve grades or achievement,
reduce alcohol or drug usage, or lower the incidence of violent
behavior. Slide 12 When you struck out, you didnt keep your eye on
the ball. Best results are from highly contingent praise and
criticism. Best results are from highly contingent praise and
criticism. Praise the process: Praise effort, strategy,
perseverance, improvement. Praise the process: Praise effort,
strategy, perseverance, improvement. We are teaching skills life
skills as well as educational skills. We are teaching skills life
skills as well as educational skills. Replace self-esteem with
self-mastery Replace self-esteem with self-mastery Slide 13 Why are
they such a pain in the? Sleeping could be the result of: Sleeping
could be the result of: Late-night cramming Late-night cramming
Late-night partying Late-night partying Long work hours in addition
to school Long work hours in addition to school Chattering:
Chattering: May relate to the topic May relate to the topic May
never have been corrected before May never have been corrected
before Tardiness: Tardiness: May be legitimate or not May be
legitimate or not Slide 14 Bottom Line Rules need to be clearly
stated and enforced for all students. Rules need to be clearly
stated and enforced for all students. Slide 15 Student Counseling
Services Vivian Boykin, M.S., Director of Counseling Vivian Boykin,
M.S., Director of Counseling Jackie Foster, M.S., Counselor Jackie
Foster, M.S., Counselor To Whom should the instructor refer
students for help? To Whom should the instructor refer students for
help? Specialties of Counselors Specialties of Counselors Referral
Short list of phone numbers Referral Short list of phone numbers
Why the Instructor should not refer directly to community services.
Why the Instructor should not refer directly to community services.
When the Instructor is too involved. When the Instructor is too
involved. Slide 16 Why does faculty sometimes ignore behavior,
choose not to act, or enforce inconsistently? Common Myths: If
ignored, the behaviors will go away. If ignored, the behaviors will
go away. The student knows what he/she is doing is wrong, and will
correct it. The student knows what he/she is doing is wrong, and
will correct it. Instructors Fears of receiving inadequate
administrative support. Instructors Fears of receiving inadequate
administrative support. Slide 17 Sources of Doubt and Indecision
Fear that we will be seen as incompetent if we ask for help. Fear
that we will be seen as incompetent if we ask for help. We are
afraid of punishing the student, afraid of not being liked by the
problem student. We are afraid of punishing the student, afraid of
not being liked by the problem student. Fear of harming the
psychologically fragile student. Fear of harming the
psychologically fragile student. Slide 18 I dont want to be a
disciplinarian. Review your goalsare they to teach and inspire, or
just to be liked? Review your goalsare they to teach and inspire,
or just to be liked? Is it more important to be liked by the
problem students, or to assure an effective learning atmosphere for
all students? Is it more important to be liked by the problem
students, or to assure an effective learning atmosphere for all
students? Discipline is not inherently cruel, immoral or
counterproductive. Discipline is not inherently cruel, immoral or
counterproductive. All students benefit from an orderly classroom.
All students benefit from an orderly classroom. Slide 19 Do we all
have to use the same methods? Granted, different approaches by
various faculty have made responses less than consistent. Granted,
different approaches by various faculty have made responses less
than consistent. What is important, is that each faculty state
clearly rules and expectations, with consequences at the beginning
and follow-through. What is important, is that each faculty state
clearly rules and expectations, with consequences at the beginning
and follow-through. Most importantly, serve as a model by
demonstrating appropriate, respectful and responsible behavior in
all interactions with students. Most importantly, serve as a model
by demonstrating appropriate, respectful and responsible behavior
in all interactions with students. Slide 20 Effective Strategies
Begin with Prevention Begin with Prevention C learly State
expectations C learly State expectations F ast Response: First-Day
Handout is a good place to start F ast Response: First-Day Handout
is a good place to start C onsequences for breaking rules made
clear C onsequences for breaking rules made clear C onsistency is
vital with all students C onsistency is vital with all students
Begin with Prevention Begin with Prevention C learly State
expectations C learly State expectations F ast Response: First-Day
Handout is a good place to start F ast Response: First-Day Handout
is a good place to start C onsequences for breaking rules made
clear C onsequences for breaking rules made clear C onsistency is
vital with all students C onsistency is vital with all students
Slide 21 Psy 150 First Day Handout Psy 150 First Day Handout
Effective StrategiesFirst Day Handouts Include Important, Most
troublesome problems Include Important, Most troublesome problems
Dont make a declaration of war Dont make a declaration of war
Include consequences Include consequences Refer to the Code of
Student Conduct Refer to the Code of Student Conduct Slide 22
StrategiesTipsStrategiesTips Arriving Late and Leaving Early:
Arriving Late and Leaving Early: Warning Warning Limited
Warnings/Get out of Jail Free Card Limited Warnings/Get out of Jail
Free Card Lock the Door: Isnt class at least as important as a
stage performance? Lock the Door: Isnt class at least as important
as a stage performance? Begin on Time Begin on Time Points Penalty
Points Penalty One absence for every two tardies One absence for
every two tardies Slide 23 StrategiesTipsStrategiesTips Cell
Phones, I pods, etc. Cell Phones, I pods, etc. Inform early, No
Cell Phones in Class Inform early, No Cell Phones in Class Warning
on first time Warning on first time Have everyone turn them off at
the beginning of class Have everyone turn them off at the beginning
of class Deduct points Deduct points Slide 24
StrategiesTipsStrategiesTips Sleeping in class Sleeping in class
Announce at beginning of semester Announce at beginning of semester
Gently awake the student and remind them they have been warned, and
ask them to leave (unless the student then promises to stay awake).
Gently awake the student and remind them they have been warned, and
ask them to leave (unless the student then promises to stay awake).
Repeat offenders are reminded they have been warned and should be
asked to leave. Repeat offenders are reminded they have been warned
and should be asked to leave. Slide 25 StrategiesTipsStrategiesTips
Obscene or inappropriate language or dress in class. Obscene or
inappropriate language or dress in class. Take action if this
behavior is disruptive to the class. Take action if this behavior
is disruptive to the class. Inform the student that this behavior
is not acceptable in class. Inform the student that this behavior
is not acceptable in class. Discuss this behavior individually with
the student whenever possible. Discuss this behavior individually
with the student whenever possible. Slide 26
StrategiesTipsStrategiesTips Regardless of the behavior,
disruptions must be dealt with. Regardless of the behavior,
disruptions must be dealt with. Act quickly: dont ignore or delay.
Act quickly: dont ignore or delay. Act fairly: treat all students
equally Act fairly: treat all students equally Act in proportion to
the offense Act in proportion to the offense Refer when it is very
disruptive or a repeat offense. Refer when it is very disruptive or
a repeat offense. Consult with your peers: There are many of us to
help each other. Consult with your peers: There are many of us to
help each other. Slide 27 Disability Services Bill Parker, M.Ed.,
Coordinator of Disability Services. ADA Title II ADA Title II
Non-discrimination Non-discrimination Academic Standards Academic
Standards Definition of Disability Definition of Disability Direct
Threat, Title II, Sec. 36.208 Direct Threat, Title II, Sec. 36.208
Policies and Procedures Policies and Procedures
Eligibility/documentation Eligibility/documentation Faculty
accommodation forms Faculty accommodation forms Reasonable
accommodations Reasonable accommodations Slide 28 Virginia Tech
Shooting Leaves 33 Dead Thirty-three people were killed today
(April 16) on the campus of Virginia Tech in what appears to be the
deadliest shooting rampage in American history, according to
federal law-enforcement officials. Many of the victims were
students shot in a dorm and a classroom building. Thirty-three
people were killed today (April 16) on the campus of Virginia Tech
in what appears to be the deadliest shooting rampage in American
history, according to federal law-enforcement officials. Many of
the victims were students shot in a dorm and a classroom
building.Virginia TechVirginia Tech Tuesday, April 17: Suspect has
been identified. Tuesday, April 17: Suspect has been identified.
According to classmates and instructors, there were plenty of
warning signs that indicated something was wrong. Thirty-three
people were killed today (April 16) on the campus of Virginia Tech
in what appears to be the deadliest shooting rampage in American
history, according to federal law-enforcement officials. Many of
the victims were students shot in a dorm and a classroom building.
Thirty-three people were killed today (April 16) on the campus of
Virginia Tech in what appears to be the deadliest shooting rampage
in American history, according to federal law-enforcement
officials. Many of the victims were students shot in a dorm and a
classroom building.Virginia TechVirginia Tech Tuesday, April 17:
Suspect has been identified. Tuesday, April 17: Suspect has been
identified. According to classmates and instructors, there were
plenty of warning signs that indicated something was wrong. Slide
29 The Dangerous Student Take threats seriously Take threats
seriously Report threats immediately Report threats immediately
Document: Document: Date, Time Date, Time Name of Student Name of
Student Location Location Nature of Threat Nature of Threat
Remedy/Intervention used Remedy/Intervention used Refer Student to
Student Development Refer Student to Student Development Call
Emergency Number Call Emergency Number Slide 30 Agitated or
Aggressive Student If possible, speak with the student one-on- one
If possible, speak with the student one-on- one Use few hand
gestures. Use few hand gestures. Let the student vent if possible
Let the student vent if possible Use your instincts to decide if
you should call security Use your instincts to decide if you should
call security Use good judgment in asking another staff/faculty
member or department chair to be present. Use good judgment in
asking another staff/faculty member or department chair to be
present. Clearly document the incident. Clearly document the
incident. Slide 31 Defuse Formula D epersonalize: Dont lose your
cool. D epersonalize: Dont lose your cool. E mpathize: encourage
student to vent. E mpathize: encourage student to vent. F ind out
the facts (ask questions). F ind out the facts (ask questions). U
nderstand feelings U nderstand feelings S uspend your Egodont let
your ego get in the way. S uspend your Egodont let your ego get in
the way. E nd on a Positive notethat you will try to help. E nd on
a Positive notethat you will try to help. D epersonalize: Dont lose
your cool. D epersonalize: Dont lose your cool. E mpathize:
encourage student to vent. E mpathize: encourage student to vent. F
ind out the facts (ask questions). F ind out the facts (ask
questions). U nderstand feelings U nderstand feelings S uspend your
Egodont let your ego get in the way. S uspend your Egodont let your
ego get in the way. E nd on a Positive notethat you will try to
help. E nd on a Positive notethat you will try to help. Slide 32
Achieving Serenity Change what you can and let go of what you cant.
Change what you can and let go of what you cant. Refer students to
Carol Cullum. Refer students to Carol Cullum. Slide 33 Carol
Cullum, B.S. Vice President of Student Development CFCC Policies
and Procedures CFCC Policies and Procedures Reporting Students
Reporting Students Resources: Who to call? Resources: Who to call?
Code of Student Code of Student Conduct Pg. 42-43 of College
Catalog Referral of Problem Students Referral of Problem Students
When to refer When to refer How to refer How to refer Other tips:
Office behavior, witness, code word Other tips: Office behavior,
witness, code word Slide 34 Wrap-UpWrap-Up This is just the
beginning This is just the beginning Questions? Questions?
