Eating, Sleeping, Belching Eating, Sleeping, Belching and other thingsand other things

you don’t need in the classroom

““II’’ve been ve been teaching 26 teaching 26

years and this is years and this is the first time Ithe first time I’’ve ve ever dealt with ever dealt with anything like anything like

this!this!””

Incivility is on the Rise

U.S. News & World Report survey ofadult Americans:

90% see incivility as a serious socialproblem

78% think incivility is worse than it was

a decade ago

Disruptive Classroom Disruptive Classroom Behavior is Conduct that Behavior is Conduct that Significantly:Significantly:

Interferes with teaching and learningInterferes with teaching and learning

Detracts from the educational processDetracts from the educational process

Often annoys both the professor andOften annoys both the professor andclassmatesclassmates

In a national survey of Counseling Center directors, 85% of counselors

reported seeing an increase in students with severe psychological

problems over the last five years.

Source: Taylor, S.S. (2002)“Mental Cases,” Community

College Weekly, Vol. 15(2), 7-8.

Typically, students who are being disruptive

or acting out in a bizarre way are doing so

for a variety of reasons not related to a

psychological disability.

Disruptive behaviors rangeDisruptive behaviors rangeon a continuum fromon a continuum fromless severe . . .less severe . . .

Inappropriate commentsInappropriate commentsMonopolizing conversationMonopolizing conversation““Know it allKnow it all”” attitudeattitudeSnoozing in classSnoozing in classComing late / leaving earlyComing late / leaving earlyCell phone useCell phone use

Making loud, distracting noisesMaking loud, distracting noises

. . . to more severe behavior. . . to more severe behavior

Verbal abuse, intimidationVerbal abuse, intimidationShouting, profanityShouting, profanityThreats, stalkingThreats, stalkingPhysical aggressionPhysical aggressionThrowing objectsThrowing objectsRefusing to leaveRefusing to leave

Disruptive or Dishonest Disruptive or Dishonest Neomillennial StudentsNeomillennial Students

Consumer mentalityConsumer mentality-- ““I want it NOW!I want it NOW!””-- ““I pay your salary.I pay your salary.””

High technology High technology –– low touch; limitedlow touch; limitedsocial skillssocial skills

Levels of stress, anxiety, parentalLevels of stress, anxiety, parentalpressure are increasingpressure are increasing

Protected from consequencesProtected from consequences

A degree means more than an educationA degree means more than an education

Cheating is like speedingCheating is like speeding-- no big deal, everybody does it, wonno big deal, everybody does it, won’’t t get caughtget caught

Disruptive or Dishonest Disruptive or Dishonest NonNon--traditional Studentstraditional Students

NonNon--traditional students are typically a great asset to any traditional students are typically a great asset to any class. However, there can be exceptionsclass. However, there can be exceptions……

Personal, financial, family stress may Personal, financial, family stress may underlie classroom disruptionsunderlie classroom disruptions

Under prepared and frustratedUnder prepared and frustratedBringing children to class Bringing children to class Expert on everything Expert on everything –– disrespectful of disrespectful of

other students or inexperienced instructorother students or inexperienced instructorLack of time may coincide w/ plagiarismLack of time may coincide w/ plagiarism

Basic classroom management Basic classroom management techniques can effectively prevent techniques can effectively prevent

and curtail most disruptive behavior and curtail most disruptive behavior and decrease cheating.and decrease cheating.

Be Proactive!Be Proactive!

Include academic and behavioral Include academic and behavioral expectations on course syllabusexpectations on course syllabus

Behavioral ExpectationsBehavioral Expectations–– Turn off cell phoneTurn off cell phone–– Punctuality; attendance; participationPunctuality; attendance; participation–– No side conversationsNo side conversations–– No sleeping, eatingNo sleeping, eating–– No reading unrelated materials or using lap topNo reading unrelated materials or using lap top–– Guidelines for civil discussionGuidelines for civil discussion

Maintaining Classroom Maintaining Classroom DecorumDecorum

Remind students to take turns talkingRemind students to take turns talkingMake eye contact with students talking, Make eye contact with students talking,

stand by them, pause until everyone quiets stand by them, pause until everyone quiets downdown

Ask for everyoneAsk for everyone’’s undivided attentions undivided attention““LetLet’’s focus on the topic s focus on the topic -- personal personal

conversations are distracting.conversations are distracting.””

Recognize upset studentRecognize upset student’’ssfeelings and move on.feelings and move on.““ItIt’’s fine to disagree. What dos fine to disagree. What dootherother’’s think?s think?””Learn names. Call onLearn names. Call onstudentsstudentsVary teaching methods.Vary teaching methods.

Disruptive students often Disruptive students often dondon’’t realize theyt realize they’’re bothering re bothering others. Most respond well to others. Most respond well to a firm, but friendly a firm, but friendly conversation after class.conversation after class.

Early InterventionEarly Intervention

Define disruptive behaviorDefine disruptive behaviorExplain how it is affecting theExplain how it is affecting thelearning environmentlearning environmentDescribe the behaviors that must stopDescribe the behaviors that must stopArticulate future consequences ifArticulate future consequences ifbehaviors continuebehaviors continueKeep detailed documentationKeep detailed documentation

Chronic SituationsChronic Situations

Give student warning to cease behaviorGive student warning to cease behavior

Give student choice of leaving class forGive student choice of leaving class forthe remainder of the period or ceasingthe remainder of the period or ceasingbehaviorbehavior

Meet with student before student is allowedMeet with student before student is allowedto returnto return

Move student to a different course sectionMove student to a different course section

Refer to campus disciplinary officerRefer to campus disciplinary officer

Frequency of Campus Violence~4200 colleges enrolling 16 million students

With the exception of Virginia Tech, the total # of homicides on campus/yr has fluctuated between 9 and 24 the past decade. – School of Ed, U of VA 2007

Homicide rate on campus = .28 deaths per 100,000 people compared to 5.5 deaths per 100,000 people nationally – FBI and U. S. Dept. of Ed.

The following cluster of behavior warrants The following cluster of behavior warrants consultation, documentation, and referral.consultation, documentation, and referral.

–– Violent, angry writingsViolent, angry writings–– Little eye contactLittle eye contact–– Socially isolated, rejected, bullied, teasedSocially isolated, rejected, bullied, teased–– Depressed, suicidalDepressed, suicidal–– Sulking, delusional, obsessiveSulking, delusional, obsessive–– Substance abuse historySubstance abuse history–– Unable to handle losses & failureUnable to handle losses & failure–– Harbors grudgesHarbors grudges–– Disclosure of violent plans to peersDisclosure of violent plans to peers

OddOdd behavior alone is not a crime or behavior alone is not a crime or grounds for disciplinegrounds for discipline..

““Even though school shooters share some of the same characteristiEven though school shooters share some of the same characteristics, cs,

most of the people who share them donmost of the people who share them don’’t become violent like this.t become violent like this.”” --

Patrick Nolan. University of Illinois, Medical School DepartmenPatrick Nolan. University of Illinois, Medical School Department of Psychiatryt of Psychiatry

““There is no accurate or useful profile of the school shooterThere is no accurate or useful profile of the school shooter..””–– U.S. Secret ServiceU.S. Secret Service

-- The best predictor of future violence is a history of violenceThe best predictor of future violence is a history of violence..

Intervene, donIntervene, don’’t ignore odd behavior or threats of violence.t ignore odd behavior or threats of violence.

Avoid profiling or stereotyping; factually document your observaAvoid profiling or stereotyping; factually document your observations.tions.

InterventionInterventionYou may feel intrusive, but many students You may feel intrusive, but many students respond favorably to knowing that others respond favorably to knowing that others noticed their despondency and cared enough noticed their despondency and cared enough to say something.to say something.““Lately, ILately, I’’ve noticed you seem quiet and sad. ve noticed you seem quiet and sad. You have trouble keeping your eyes open in You have trouble keeping your eyes open in class.class.””II’’m concerned and want to make sure youm concerned and want to make sure you’’re re doing okay.doing okay.””Assist in problem solving & offer referralsAssist in problem solving & offer referrals

Serious Incidents /Serious Incidents /Safety ConcernsSafety Concerns

Instruct student to leave classInstruct student to leave classDismiss class, if necessaryDismiss class, if necessaryContact Security, police,Contact Security, police,disciplinary officer, Countydisciplinary officer, CountyMental HealthMental HealthHarassment RestrainingHarassment RestrainingOrdersOrders

The Student Conduct CodeThe Student Conduct Codeis a Technical Standardis a Technical Standardthat all Students must Fulfillthat all Students must Fulfill

If a student with a psychological disability cannot If a student with a psychological disability cannot conform, the student is not otherwise qualified.conform, the student is not otherwise qualified.

ADA permits discipline even if misconduct is directlyADA permits discipline even if misconduct is directlyrelated to a psychological disorder if all students arerelated to a psychological disorder if all students areheld to the same standard.held to the same standard.

Discipline can be more effective than counseling inDiscipline can be more effective than counseling inquickly stopping a disruptive behavior.quickly stopping a disruptive behavior.

Seek consultation.Seek consultation.Counselors can . . .Counselors can . . .

Provide helpful suggestions for underProvide helpful suggestions for under--standing and responding to challengingstanding and responding to challengingstudent situationsstudent situations

Provide you with support and affirmationProvide you with support and affirmation

Help you Help you ““detachdetach”” and focus on teachingand focus on teaching

Advise you on how to suggest counselingAdvise you on how to suggest counselingto a studentto a student

Counselors cannotCounselors cannotworkwork

magic.magic.

Academic Misconduct“Cheating 101: Paper Mills and

You”

Tips for Detecting PlagiarismCoastal Carolina University

www.coastal.edu/library/presentations/papermil.html

Sample Academic Misconduct Notice on Course Syllabus:

As members of the University community, students assume the responsibility to fulfill their academic commitments in a fair, honest and appropriate manner. This responsibility includes avoiding such inappropriate activities as plagiarism, cheating or collusion. Also prohibited is the disruption or obstruction of classroom and/or college activities. Students found responsible for these activities may face both academic sanctions (such as lowering a grade, failing the course, etc.) and disciplinary sanctions (such as probation, suspension or expulsion).

It is the intent of Minnesota State to encourage a sense of integrity on the part of students in fulfilling their academic requirements. To give students a better understanding of behaviors that may constitute academic dishonesty, the following definitions are provided.

Forms of academic misconduct include, but are by no means limited to:Plagiarism – submitting another individual’s work or ideas as your own, including but not limited to, homework assignments, term papers,

research reports, lab reports, group projects, tests, or class presentations. Paraphrasing without proper citation is also plagiarism.Submitting another individual’s work as your own with minor alterations.Submitting another individual’s work without appropriate use of quotations, footnotes or references.Submitting the same work for credit for more than one course without written permission from all instructors involved.Submitting or presenting falsified research.Copying from another individual during any type of examination.Receiving answer to an exam from another student during an examination or communication of answers to an exam with other students; this

includes allowing other students to copy off one’s exam during a test.Tampering with an examination after it has been corrected.Using any material not permitted by the instructor on examination.Requesting, acquiring, possession or providing another person with an examination or portion of an examination without consent of the

instructor.Changing, attempting to change or falsify academic records, including attendance records or sign-in sheets.Aiding another student in the performance of any of the above acts.

Mary DowdMary DowdOffice of Student AffairsOffice of Student Affairs

Minnesota State University, MankatoMinnesota State University, Mankato228 Wigley Administration Center228 Wigley Administration Center

Mankato, MN 56001Mankato, MN 56001507507--389389--21212121

mary.dowd@mnsu.edumary.dowd@mnsu.edu