Disruptive Behavior in the

Classroom

Types of Disruptive Behavior

Rebellious BehaviorIntentional, Defiant, Annoying,

Disrespectful

Emotional BehaviorUnintendedPrecipitated by Emotional Distress

Rebellious BehaviorLevel 1: Any situation that can be

handled informally with the student.

Level 2: An ongoing problem that may require disciplinary action.

Level 3: An immediate threat or danger that needs to be handled by campus police.

Common Rebellious Behavior

TalkingPassing NotesChronic LatenessCell Phone & PagersChronic AbsencesLeaving ClassChallenging/Argumentative

Sources of Doubt and Indecision

Embarrassment or ShamePerception of IncompetenceLack of SupportExpectation of Mature BehaviorFear of Harming a Fragile StudentFear of Legal ReprisalFear of Violence

Preventing Disruptive Behavior

Establish StandardsOutline Rules and ConsequencesDevelop RapportGet Students Engaged and

InterestedBe a Good Role Model

Managing Classroom Behavior

Don’t Ignore Disruptive BehaviorUse Non-Verbal CuesTalk to the Student

Publicly or Privately

Ask the Student to LeaveCall Campus Police if Needed

If the Misbehavior ContinuesSpeak Privately with the StudentUse Behavioral ContractsConsult with Colleagues, Chair,

Counseling Center, or Judicial Affairs.Document any Disciplinary Actions

Documenting Disciplinary Action

Include the following:Description of the Incident

Specific Behaviors

Date, Times, and Witnesses Factual and ObjectiveAction Taken and Desired OutcomeStudent’s Response

Guidelines to Remember

Students have the right to appeal.

Your actions should be:ReasonableWell-ConsideredFair

Helping the Distressed Student

First Line of Assistance

Faculty and staff are in direct positions to observe students and be aware of their needs.

Students turn to the faculty or staff members for advice and support.

Common Signs of Distress

NervousnessPoor ConcentrationSadnessChange in Behavior

or Appearance

PreoccupationPoor WorkLow EnergyAbsencesAgitation

Serious Signs of Distress

Drug and Alcohol UsePoor HygieneBizarre BehaviorAngry OutburstsTalk of Suicide, Violence, or AbuseIncoherenceVisible Cuts and Scars

Guidelines for Interaction

Speak to the Student in PrivateAcknowledge your ConcernsShow Empathy and UnderstandingHelp the Student Problem SolveTry Not to Interpret or JudgeSet Boundaries for Yourself

When to Make a ReferralImpairment in Daily FunctioningOutside your Range of KnowledgeOutside your Level of ComfortProfessional Judgment and BoundariesReluctance of StudentLack of ImprovementFragile Affect

How to Refer to CAPSSpeak Directly and in a Straightforward

MannerDo not Deceive or Trick the StudentUse Simple LanguageProvide the Student with CAPS

InformationLet Student Call from your OfficeStudent has the Right to Refuse

What to Do in an Emergency

If there is an Immediate Danger, call Campus Police

Consult with CAPS

Bring the Student to CAPS