Classroom Disruption: Prevention, Intervention, and
Sanity!
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Introduction 2 Defining the Behavior Being Prepared Being
Prepared Prevention Prevention Documentation Intervention
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Introduction Disruptive Student Behavior can range from
annoying to disturbing to disruptive to dangerous. Annoying
Dangerous Annoying Disturbing Dangerous Disruptive
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4 This workshop will help identify which behaviors are
dangerous, disturbing and disruptive versus those that are simply
annoying. It is important to know when a situation has reached the
dangerous range so that appropriate measures can be taken. This
workshop will also discuss some ideas on how to avoid a difficult
situation and what to do when you find yourself in one. Faculty and
Students rights will also be discussed. Introduction, cont.
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Annoying Behaviors: Eye-rolling Pencil Tapping Unusual Styles
of Communication Story-telling (lengthy discussions) Lack of
attention Flippant attitude Unusual styles of dress Grating
personality Monopolizing faculty time 5 Defining the Behavior
Annoying
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Disruptive Behaviors: Student misuse of technology in the
classroom, such as watching loud videos on a laptop or cell phone
ringing repeatedly Body odor or passing gas that significantly
affects the learning environment Use of alcohol or other substances
Getting up frequently or kicking others desks Coming in late or
leaving early 6 Defining the Behavior - Disruptive
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Disruptive Communications: Frequent interruption of professor
while talking and asking of non-relevant, off-topic questions,
after told directly to stop Repeated crosstalk or carrying on side
conversations while the professor is speaking Yelling at classmates
or instructor Emotional outbursts or other extreme communications
in the classroom or hallway 7 Defining the Behavior -
Disruptive
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Disturbing Behaviors: Student constant self deprecation,
appearance of evidence of self-harm Student is extremely thin and
has unhealthy coloring with sluggish behavior Student discloses
overly personal or inappropriate comments in class discussions
Students behavior may be unusual (pacing, panting, eyes darting,
etc.) Student uses words or phrases out of context 8 Defining the
Behavior - Disturbing
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Dangerous Behaviors: Physical assault such as pushing, shoving
or punching Throwing objects or slamming doors Storming out of the
classroom or office when upset Direct communicated threat to
professor, staff or another student such as: I am going to kick
your ass or If you say that again, I will end you. Threatened harm
to self or classmates 9 Defining the Behavior- Dangerous
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10 How can Faculty prevent disruption from happening? Have
clear, consistent, and fair expectations for classroom behavior
Have clear, consistent, and fair expectations for course work
Document these expectations clearly in the Syllabus Discuss
Syllabus, rules and classroom etiquette on the first day of class
Discuss what will happen if the student does not follow rules
Prevention Be Clear and Document Prevention Be Clear and
Document
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11 How can Faculty prevent disruption from happening? Show
courtesy and respect to students in order receive it Be consistent,
every offense should be penalized Do not show favorites or
resentments Never yell, humiliate, or intimidate Maintain control,
be warm but direct Empathize with feelings (doesnt mean accept
behavior) Prevention Your Behavior Matters Prevention Your Behavior
Matters
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12 Prevention Prevention Repeat the rules and expectations
often because there will be students in your class that push the
boundaries. Explain your reasoning behind the rules, its not
because I said so
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13 Student Code of Conduct #15 Deals with Disruptive Classroom
Behavior Disruption - In accordance with F.S. 1006.61 (1): "Any
person who accepts the privilege extended by the laws of this state
of attendance at any public postsecondary educational institution
shall, by attending such institution, be deemed to have given his
or her consent to the policies of that institution, the State Board
of Education, and the laws of this state. Such policies shall
include prohibition against disruptive activities at public
postsecondary educational institutions." Students who intentionally
act to impair, interfere with or obstruct the orderly conduct,
process and functions of the college, either on or off campus,
shall be subject to appropriate disciplinary action by college
authorities. Disruptive conduct shall include, but not be limited
to, the following: Violence against or endangerment of any member
or guest of the college community. Deliberate interference with
academic freedom and freedom of speech (including not only
disruption of a class but also interference with the freedom of any
speaker invited by any section of the college community to express
his/her views). Theft or willful destruction of college property.
Forcible interference with the freedom of movement of any member or
guest of the College. Obstruction of the normal process and
activities essential to the college community. Orderly
demonstrations of points of view by signs, etc., which are neither
vulgar nor profane are not considered disorders. Become familiar
with College Policies such as the Student Code of ConductStudent
Code of Conduct Being Prepared Student Code of Conduct
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14 Procedure for Academic Appeals Prior to submitting the
formal appeal form, students must do the following, and in this
order: The academic student concern must be addressed as soon as
possible in a non-confrontational manner with the appropriate
faculty member. If not resolved at this level, the student must
contact the Department Chair or Program Coordinator/Manager to
address the concern. If not resolved through steps 1 and 2, the
student may submit a formal appeal form with attached documentation
to the Campus Associate Provost's/Dean's office for processing and
resolution. Appeal forms, as well as additional information
regarding the appeal process, are available through the campus
Associate Provost's/ Dean's office. Appeals will only be accepted
within two years from the date of the incident or issue on which
the appeal is based. If not satisfied with the resolution at step
3, the student may request in writing, through the Associate
Provost's/ Dean's office, a review by the Provost. The request must
be received within ten days of student notification of the
resolution and must contain additional documentation that is
pertinent to the appeal. The decision of the Provost is final. If
the student feels that the established procedures were violated,
the student may request an administrative review by the Vice
President of Academic Affairs/CLO. This is NOT a re-trial of the
incident, but a procedural review. The request for administrative
review must be made in writing through the Provost's Office within
five days of receiving notification of the resolution. The decision
of the Vice President is final. Become familiar with College
Policies such as the Appeals ProcessAppeals Process Being Prepared
Appeals Process
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15 Section 6.2 Academic Freedom A faculty member, whether
tenured or not, is entitled to academic freedom. A. In recognition
of the principle of academic freedom at Eastern Florida State
College the parties affirm that faculty members must be free of any
arbitrary limitations on the study, investigation, presentation or
interpretation of facts and ideas in any branch of learning
consistent with the standards and practices of academic inquiry. 1.
A faculty member is entitled to full freedom in research and in the
publication of the results, subject to adequate performance of his
other academic duties. 2. A faculty member is entitled to freedom
in the classroom in discussing his subject, in devising and
selecting teaching strategies and educational materials, and in
using them to present his subject. However, he shall not introduce
a controversial matter that has no relation to his subject. 3. In
the spirit of academic freedom and shared governance, library
faculty rights shall include responsibility over the library
content/collection according to mutually established procedures.
The Administration will consult the library faculty when reviewing
library collection, content, access, and services.. Become familiar
with the UFF Bargaining Agreement for full Faculty Contractual
RightsUFF Bargaining Agreement Being Prepared Faculty Rights
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16 Section 6.2 Academic Freedom, cont. B. Moreover, it is
understood that faculty members are employees of a public
educational institution as well as being citizens and members of a
learned profession. When he speaks or writes as a citizen, he
should be free from institutional censorship or discipline. When a
faculty member writes or speaks he must recognize the special
position in the community he holds as an employee of Eastern
Florida State College in that the public may judge both the faculty
member's institution and profession by his statements. Therefore,
the faculty member shall at all times strive to be accurate, to
exercise appropriate restraint, to show respect for the opinions of
others, and in the expression of personal opinions to indicate that
he is not a spokesperson for Eastern Florida State College. C. The
parties recognize that faculty members occupy a unique position of
influence and respect in the eyes of their students. Faculty
members further recognize their obligation to maintain at all times
a professional attitude towards students Being Prepared - Faculty
Rights cont.,
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Intervention Intervention Be friendly, yet direct Watch your
facial expressions, do not judge Think before you speak, avoid
automatic reactions Keep your own safety and the safety of the
students in mind Do not get into a power struggle, avoid
defensiveness Use diversion (humor, topic change) Describe the
behavior & its impacts Listen to the students perspective
Discuss appropriate behavior Discuss resources to promote success
Set parameters for future behaviors
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Intervention Annoying Behavior Intervention Annoying Behavior
Pick your Battles! Decide if this behavior could escalate into
disruptive behavior or should just be left alone Sometimes ignoring
annoying behavior makes it go away If you need to address annoying
behavior respect the students privacy and do so in your office or
outside of the classroom Document the discussion
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Intervention Disruptive Behavior Intervention Disruptive
Behavior Start with a: Verbal Request to Stop Behavior If that
doesnt work: Verbal Request to Stop the Behavior or you will be
asked to leave the classroom If that doesnt work: Ask Student to
Leave the Classroom If student refuses to leave: Warn them that you
will call security: If student still refuses to leave: Call
security Document
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Intervention Disturbing Behavior Intervention Disturbing
Behavior Possible Action Steps: Refrain, redirect, or switch topics
in the classroom (depending on the behavior) Voice concern outside
of class in a caring but direct and specific manner (if safe) Refer
student to appropriate support services (such as OSD, EFSCares, or
211) Speak to your supervisor Refer to Associate Provosts office
Document!
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Intervention Dangerous Behavior Intervention Dangerous Behavior
If there is immediate danger, call 911 Call Campus Security If at
all possible, get student out of the class and away from other
students Never put yourself between the door and the student Do not
use threatening speech or movement Document!
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22 Documentation Behavior Context Observable When Actions Where
Words Unique factors Tone of Voice Body Language Details Frequency
Witnesses Duration Dates & Times Prior interactions
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Use preventative measures to avoid disruption Know the campus
conduct practices Identify the seriousness of the behavior
Intervene immediately and appropriately Offer solutions Make
appropriate referrals Document - How did you or others intervene -
How did the student respond - Who else has been notified 23
Summary