Student Behavior Issues Presented by Ruth Sterner: Office of Student Conduct and Community Standards...

Student Behavior Issues

Presented by Ruth Sterner:

Office of Student Conduct and Community Standards GTA

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

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

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

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.

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

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).

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!

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

Brainstorm activity

What signs and symptoms will distressed students be likely to show?

How would you address a student who shows these signs?

Results of Brainstorm Signs and symptoms How to address

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?

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?

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?

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.

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.

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.

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

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/

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

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

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?

Results of Brainstorm How can you address it Tools to prevent it

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

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

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

Student Conduct’s Role

1st violation =Academic Integrity Seminar

2nd violation= Student Conduct Committee hearing- possible suspension

If 3rd violation= ????

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?

The End

Questions???

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