Handling Difficult Student Situations_HANDOUT

8/13/2019 Handling Difficult Student Situations_HANDOUT

1/7

POLYCARES

Cal Poly Pomona's Community Assessment

and Response for Employees & Studentsis a

program to prevent campus violence before it

starts. Its purpose is to proactively identify,

assess, and offer a coordinated institutional

response to those who pose a risk to

themselves, others and/or the campus

community. Its Community Risk Assessment

Team is comprised of various department

representatives and is responsible for

considering concerns brought forward by

students or faculty, tracking existing cases, and

recommending actions to its Risk Response

Team (which consists of the Chief of Police,

Student Health and Counseling Services

Director, and Judicial Affairs Director).

Teach Students to Access Support

Teach students how to access campus support

services by inviting the following programs and

departments to your class:

STUDENT HEALTH & COUNSELINGSERVICES

CAREER CENTER

VIOLENCE PREVENTION & WOMENS

RESOURCE CENTER

DISABILITY RESOURCE CENTER

LEARNING RESOURCE CENTER

There is a wide range of student

behaviors in the classroom that can be

considered difficult. On this handout we

talk about four types of student

situations: (1) Annoying; (2) Disruptive;

(3) Potentially Threatening; and (4)

Acutely Dangerous.This handout

provides information for professors to

help distinguish from among these

different types of challenging student

behaviors in order to allow for

appropriate and effective responses.

Working as a Team

You are not alone when working with

students in the classroom. You can refer

at-risk students to Student Health &

Counseling Services, or you can seek

guidance from Judicial Affairs on how to

best approach a conduct situation. Youcan consult a department head, dean, or

a students advisor. While these

interventions may take some extra time,

they often are well worth the effort to

proactively address difficult student

behaviors and to prevent a situation from

escalating.

HANDLING

DIFFICULTSTUDENTSITUATIONS


2/7

8 Steps for Handling Difficult Conversations:

1. Describe the behavior and its impacts.

2. Listen to their perspective and response.3. Discuss appropriate behavior.

4. Discuss resources to promote success.

5. Reiterate or set parameters for future

behaviors.

6. Share consequences of non-compliance.

7. Summarize the conversation.

8. Inform of any follow-up.

a. Document the conversation and plan.b. Decide who you will inform.

c. Check in with the student, etc.

CREATING A HEALTHY CLASSROOM

Set Classroom Expectations

Set rules and expectations for classroom behaviorearly during the term and in your syllabus. This

provides a base point for future discussions with students. Allow students to have input into developing

a set of classroom standards and manners. Often, they are stricter then you would ever be.

Relationships with Students

Understand the importance of building a relationship with students on a professional level, which can

focus on helping students learn and relate your experience with theirs. However, dont fall into the trap

of over-parenting the student by doing things for them or taking the student home either emotionally

or physically.

Stay Away From

Speculation and Stereotypes

Opinions and LabelsDiagnoses

Professional Relationships with Your

Students

Understand the importance of building a

relationship with students on a professional

level, which can focus on helping students learn

and relate your experience with theirs. However,

dont fall into the trap of over-parenting the

student by doing things for them or taking the

student home either emotionally or physically.


3/7

EXCLUDING STUDENTS FROM

CLASSES

FACULTY EXPECTATIONS

SUGGESTIONS

I expect you to show civility and human concern for

each of those with whom you work and study while

presenting a positive attitude and professional

demeanor. This includes such things as remaining

alert (and awake!) in class, respecting and never

interrupting others, limiting private conversations, an

keeping phones and pagers off.

I expect that you will arrive to class on time, and, if y

must miss class, to let me know in advance by an

email or telephone call.

When you do arrive late, I expect you to take your squietly, not disrupting the class, and to join us as soo

as you are able.

Just as you can expect me to be prepared, I expect

you to come to class prepared, having read the

assignment beforehand and having thought about h

you can participate in that days discussion.

I expect you to work with your team members and

obtain their input when working on group exercises

and projects. I also expect you to know when it is no

appropriate to work with others and to ask me if ther

is any question about collaboration.

I expect you to understand that this is a dynamic on

with disagreements, but with respect.

I expect you to be truthful and honest in all that you

do. Work you submit will meet the academic honesty

standards of Cal Poly Pomona.

I expect that you will appreciate the diversity of our

campus and respect the rights of each member.

I expect you to hold me to these same standards.

http://dsa.csupomona.edu/judicialaffairs/expectations.asp

1. An instructor may at any time exclude from his or her

course students who are disrupting the orderly

conduct of the classroom or are a hazard to

themselves or others.

2. Upon excluding a student from a class, the instructor

shall, within two academic days, inform the following

individuals in writing of the reasons for exclusion from

class and that the student has three academic days to

file a protest with the instructor's dean:

a. The instructor's department chairperson

b. The instructor's college dean

c. The student's major department chairperson

d. The student's major college dean

e. The student

f. The Office of Judicial Affairs

The student has three (3) university academic days

from the date of exclusion during which a formal

protest may be lodged with the instructor's college

dean concerning the instructor's decision. If the

student desires to make such a protest, the college

dean and department chairman will interview both the

faculty member and the student(s) involved and the

dean will make a final decision within three (3)

university academic days as to whether or not the

student is to be allowed to return to class.

http://dsa.csupomona.edu/judicialaffairs/exclusion.asp
http://dsa.csupomona.edu/judicialaffairs/expectations.asphttp://dsa.csupomona.edu/judicialaffairs/exclusion.asphttp://dsa.csupomona.edu/judicialaffairs/exclusion.asphttp://dsa.csupomona.edu/judicialaffairs/exclusion.asphttp://dsa.csupomona.edu/judicialaffairs/expectations.asp


4/7

WHEN STUDENT BEHAVIOR IS

ANNOYING

o Staring/Inappropriate eye contact

o Not picking up on social cues

o Unaware of others need for personal space

o Disrespectful or rude behavior

o Threatening to sue you

o Monopolizing your time

WORKING WITH STUDENTS WITH SOCIAL DIFFICULTIES

Make sure to offer messages that are concise, short, and focused on the desirable action or target

behavior.

Offer information that is clear.

Avoid addressing multiple issues at one time.

Do NOT assume that the student has a disability.

Do NOT require the student to attend counseling.

When referring students to campus support services, focus on how these services can help the student

increase their ability to be successful.

Do NOT let frustration build up by ignoring behavior and then exploding at the student.

Do NOT embarrass student in front of the class. Ask to speak privately to the student.

Do NOT require student to conform behavior without probing or seeking first to understand.

WHATYOU CAN DO

Describe the behavior and its impacts.

Listen to their perspective and response.

Discuss appropriate behavior.

Discuss resources to promote success.

Reiterate or set parameters for future

behaviors.


5/7

EXAMPLES OF DISRUPTIVE

STUDENT BEHAVIOR

Behavior gets in the way of other students learning, such

as constantly going off-topic during class discussions

Behavior interrupts your flow and teaching, such as

constantly interrupting and not waiting for ones turn to

respond

Behavior requires increasingly more of your time to

handle, such as refusing to cooperate or being

unresponsive to your instructions

Behavior elicits negative responses from other students,

such as teasing, bullying, or aggression, such as poor

hygiene or problems joining in with groups for class

assignments

Clear violations of the Universitys Student Conduct

Code, such as cheating or coming to class under the

influence of alcohol or otherwise intoxicated

WORKING WITH STUDENTS WHO DISRUPT THE ORDERLY

CONDUCT OF THE CLASSROOM

Develop and maintain relationships with students to promote success.

Address behaviors early, even when it feels uncomfortable.

If a student continues to be unresponsive to your attempts to redirect and clarify expectations, consider

excluding him or her from the course (see Exclusion of Students from Classesat:

http://dsa.csupomona.edu/judicialaffairs/exclusion.asp )Recognize when to reportvs. when to refer:

If you suspect or believe a student has violated the Student Conduct Code and requires disciplinary

measures, and/or to report academic dishonesty cases that occur in the classroom, reportthe

student to Judicial Affairs.

If you are concerned that a student might need psychological and/or crisis support, referthe student

to Student Health and Counseling Services.

If you feel personally unsafe or threatened, do not hesitate to call University Police

WHATYOU CAN DO

Take the student aside after class todiscuss the problematic behavior and itsimpact, redirect the student towardsexpected, appropriate behavior, and sharethe consequences of non-compliance.

Document fact-based, objectiveobservations of disruptive studentbehaviors, both verbal and non-verbal

Notify Judicial Affairs.
http://dsa.csupomona.edu/judicialaffairs/exclusion.asphttp://dsa.csupomona.edu/judicialaffairs/exclusion.asphttp://dsa.csupomona.edu/judicialaffairs/exclusion.asp


6/7

EXAMPLES OF POTENTIALLYTHREATENING STUDENT BEHAVIOR

Marked change in academic performance,

combined with unusual or dramatic shifts in behavio

or appearance, and reporting of significant life

stressors

Verbal written references to, or threats of, suicide,

homicide, or destructive/assaultive behavior

Expresses feelings of helplessness or inability to

cope

Expresses themes of isolation, rage, or despair

Comes to class under the influence of alcohol or

otherwise intoxicated

WORKING WITH POTENTIALLY THREATENING STUDENTS

Develop and maintain relationships with students to promote success.

Address behaviors early, even when it feels uncomfortable.

Plan for both ends of the spectrum possible threat and a misunderstanding

Understand and attend to both the content (what is being said) and theprocess(how it is being said):

Spoken: This test question isnt fair! It wasnt on the study guide and the answers are vague.

You need to change my grade!

Unspoken: Im scare and lost and in your class. I study hard but still fall behind.Recognize the three (3) phases of aggression and where BOTH you and your student might be:

Trigger: Diffuse the agitation by seeking first to understand (active listening)

Escalation: Ask yourself, Am I making this worse or better? Set aside concerns

regarding grades, attendance, etc., and find common ground (e.g., students success)

Crisis: Call for help and attempt to keep calm

If a student discloses to you that they or someone they care about is in danger, refer the student to

Student Health and Counseling Services, Violence Prevention and Womens Resource Center, and/or

University Police.

WHATYOU CAN DO

Document fact-based, objective

observations of actual student behavior

(both verbal and non-verbal) that have

given rise to your concerns

Notify Student Health & CounselingServices, the University Police

Department, or Judicial Affairs.

Share your concerns and observations

with our De artment Chair or Dean.


7/7

WHEN STUDENT BEHAVIOR IS

ACUTELY DANGEROUS

Displays actual aggressive verbal or physical

behavior directed at a specific person

Expresses direct threat of violence towards self or

others

Shares that he or she has a plan to carry out a

direct threat

Brandishes a weapon

DEALING WITH STUDENTS IN CRISIS OR ACUTELY DANGEROUS

Establish a calm, cool, and collected mindset.

If there is NO imminent threat or danger of violence to self or others:

1. Address non-imminent dangerous behavior first:

Calmly discuss and redirect behavior.

Separate student and dismiss class.

2. Follow with appropriate support:

Schedule the time and place. Include Dean, Campus Police, and Student Health & Counseling Services.

If a student has a weapon:

If you can leave the area safely, do so.

Quietly notify anyone you encounter as you are leaving that they must exit immediately as well.

Do NOT signal the building occupants by activating a fire alarm.

Take shelter in another university building, if possible.

Contact University Police to advise them of what is happening.

WHATYOU CAN DO

Assess for imminent danger:

o Is there an expressed or direct threat ofviolence to self or others? If so, call (orhave someone call) Campus Police.

o If the threat of violence to self or others ispossible or can potentially occur, but notimmediately present, then this isconsidered non-imminent danger.

Documents

Handling Difficult Student Situations_HANDOUT