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Transcript of Student Behavior Issues Presented by Ruth Sterner: Office of Student Conduct and Community Standards...
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Student Behavior Issues
Presented by Ruth Sterner:
Office of Student Conduct and Community Standards GTA
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Learning Outcomes
Increase Awareness about the signs and symptoms of disruptive and distressed behaviors
Discuss Ways to Prevent and Respond to Disruptive behaviors
Discuss Ways to Respond to Distressed Students
Increase knowledge about referral resources Explain Academic Dishonesty Policy, Reporting
Process, and Sanctions
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Disruptive vs. Distressed
Disruptive Students– Students whose
behavior makes teaching and learning difficult for others in the class
Distressed students– Students who are
experiencing emotional and/or psychological problems that are interfering with their ability to learn
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Disruptive Behavior
Being late, reading the paper, sleeping
Physical violence
Making noise, repeatedly interrupting
Personal insults, harassment
Passing notes, texting, cell phone rings
Takes many forms, varying in severity
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Causes of Disruptive Behavior
Thoughtlessness, carelessness Confusion about class expectations and/or
material. Difficult transition to university classroom
norms and academic standards. Lack of experience with communication and
assertiveness skills. Underlying psychological condition or situation.
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Avoiding Disruptive Behavior Clear classroom expectations in the syllabus-
review when necessary Have clear explanations for expectations Articulate clear consequences Respond to problems quickly and consistently. If possible, have an area to take the student to
have a private conversation : review observed behavior, expectations, what can be done to prevent it from happening again, consequences for repeat
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Addressing Disruptive Behavior In the face of persistent disruption, you may ask the
student to leave class for the remainder of the period. If the student refuses to leave, let him/her know you will be contacting Public Safety.
Follow up with an Incident Report Form to Student Conduct: Accessed at our webpage: http://oregonstate.edu/admin/stucon/
If there is threat of violence or other unlawful behavior, call Oregon State Police/Public Safety at (737-7000).
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Emergency Safety Plan
Have emergency phone numbers programmed into your office phone
and cell. Document any behavior you may need to
share Share concerns you have about erratic or
disturbing behavior with campus officials. When in doubt, consult/consult/consult!
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Definitions
Disruptive Students– Students whose
behavior makes teaching and learning difficult for others in the class
Distressed students– Students who are
experiencing emotional and/or psychological problems that are interfering with their ability to learn
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Brainstorm activity
What signs and symptoms will distressed students be likely to show?
How would you address a student who shows these signs?
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Results of Brainstorm Signs and symptoms How to address
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Distressed Behavior - Minor
Significant change in sleep or eating patterns or appearance.
Declining academic performance or attendance. Unusual or exaggerated emotional responses. Writing or verbal communication that concerns
you- talk of personal harm, risky behaviors Markedly changed patterns of interaction
(avoiding participation or dominating discussion).
How to recognize?
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Distressed Behavior - Severe
Depressed mood– Marked changes in personal hygiene; swollen, red
eyes; falling asleep in class; excessively active and talkative.
Inability to communicate– Garbled, slurred, disjointed, or incoherent speech.
Loss of contact with reality– Seeing/hearing things that do not exist.
How to recognize?
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Distressed Behavior - Severe
Suicidal thoughts or intention for self-harm– Overtly discussing, joking, or hinting that this
is a current and viable option. Highly disruptive behavior
– Hostile, threatening, violent; withdrawal into corner of room or fetal position.
How to recognize?
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Addressing Distressed Behavior
Talk to the student in private, when both of you have time. Give the student your undivided attention.
Express your concerns in behavioral, nonjudgmental terms.– “I've noticed you’ve been absent from class
lately and I’m concerned.” Listen in a sensitive, non-threatening way.
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When to Make a Referral The behavior is beyond your skill level. The behavior is getting worse. You believe personality differences will interfere
with your ability to help. You know the student personally and believe that
you could not be objective. You feel overwhelmed or unsure of how to
proceed. You simply feel the need to talk with someone
about your observations or concerns.
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How to Make a Referral
Let the student know that it is not necessary to know exactly what is wrong in order to seek assistance.
Assure the student that seeking help does not necessarily mean their problems are unusual or extremely serious.
Be honest about your own limits of time, energy, training, and objectivity.
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OSU Campus Resources Counseling and Psychological Services (CAPS)
– May be best to walk there w/ student– 5 visits are free with student fees
Student Health Services– Alcohol and Drug abuse prevention and work groups– Sexual health and violence resource– On-site psychiatrist
Oregon State Police and Public Safety– Report assaults– Do welfare checks – Rides to Good Sam for mental health care
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OSU Resources continued Disability Access Services
– Provides information about getting tested for a various learning disabilities
– Provides accommodations: alternative testing, note takers, deaf and hard of hearing access services, etc.
Dean of Student Life – Clearinghouse for lots of situations
– Acts as link between students and administration
– http://oregonstate.edu/deanofstudents/
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OSU Incident Response and Prevention Teams
Health and WellnessWork Group
Alcohol and Gambling Issues
Work Group
Suicide AwarenessTask Force
Sexual Assault
Response &Prevention (SARPA)
Infectious Disease
Response Team (IDRT)
Bias Response
Team (BRT)
Critical Incident
Response Team (CIRT)
Healthy Campus Teams
Mini-CIRT
Threat Assessment
Community Relations
Teams
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Challenging Factors Mental Health Issues
– Students going off medications– Students sharing medications– Students not being allowed to time-out due
to medical reasons Diverse student body
– brings increased differences in what is perceived as disruptive or distressed and how to address issues
– Saudi students barter for grades– Group work on tests is common in some
countries
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Brainstorm Activity Is it your responsibility as an instructor to address
issues of academic integrity in class? How can you address this issue to decrease the
likelihood of academic dishonesty in your classroom? What tools/practices do you use to help cut down on
academic dishonesty? Would you rather address an issue with a student
and then decide whether to report it or report it right away and meet with the student afterwards? Why?
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Results of Brainstorm How can you address it Tools to prevent it
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Academic Dishonesty Violations
Generally 3rd highest violation at OSU– Specifically plagiarism
Academic Dishonesty policy along with reporting forms are available at: http://oregonstate.edu/admin/stucon/achon.htm
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Reporting Procedures 1. Document the incident- if possible keep
the original copy of the work 2. Contact dept. head to talk about
situation/discuss possible sanctions 3. Contact student and permit him or her to
provide verbal or written explanation 4. Determine whether student is responsible 5. Advise on potential sanctions and right to
appeal
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Potential Sanctions Include but are not limited to…
Penalty on assignment Penalty in course F grade in course No grade replacement
Must be approved by department head and dean of the college that class is located in
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Student Conduct’s Role
1st violation =Academic Integrity Seminar
2nd violation= Student Conduct Committee hearing- possible suspension
If 3rd violation= ????
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Questions to Discuss as a Department/College If a student has been exhibiting unusual behavior and
other students are complaining, what should I do? What are my rights as a professor? What are my students’ rights? What if a student confides emotional difficulties to
me? What if a student presents me with an overt or veiled
threat? What should I do if my students begin challenging
my authority?
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The End
Questions???
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