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    Handling Difficult Student Situations - HANDOUT

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    dquinn9256
    The document provides guidance for faculty on handling difficult student situations in the classroom. It discusses PolyCARES, a program that identifies at-risk students and coordinates institutional responses. It describes four types of difficult student behaviors - annoying, disruptive, potentially threatening, and acutely dangerous. For each type, it offers suggestions on how faculty can appropriately respond and what resources are available for support, such as referring students to counseling services. The document emphasizes building professional relationships with students, setting clear expectations, and addressing issues promptly to prevent escalation.

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    Handling Difficult Student Situations - HANDOUT

    Uploaded by

    dquinn9256
    61 views7 pages
    The document provides guidance for faculty on handling difficult student situations in the classroom. It discusses PolyCARES, a program that identifies at-risk students and coordinates institutional responses. It describes four types of difficult student behaviors - annoying, disruptive, potentially threatening, and acutely dangerous. For each type, it offers suggestions on how faculty can appropriately respond and what resources are available for support, such as referring students to counseling services. The document emphasizes building professional relationships with students, setting clear expectations, and addressing issues promptly to prevent escalation.

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    Handling Difficult Student Situations_HANDOUT

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    The document provides guidance for faculty on handling difficult student situations in the classroom. It discusses PolyCARES, a program that identifies at-risk students and coordinates institutional responses. It describes four types of difficult student behaviors - annoying, disruptive, potentially threatening, and acutely dangerous. For each type, it offers suggestions on how faculty can appropriately respond and what resources are available for support, such as referring students to counseling services. The document emphasizes building professional relationships with students, setting clear expectations, and addressing issues promptly to prevent escalation.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    61 views7 pages

    Handling Difficult Student Situations - HANDOUT

    Uploaded by

    dquinn9256
    The document provides guidance for faculty on handling difficult student situations in the classroom. It discusses PolyCARES, a program that identifies at-risk students and coordinates institutional responses. It describes four types of difficult student behaviors - annoying, disruptive, potentially threatening, and acutely dangerous. For each type, it offers suggestions on how faculty can appropriately respond and what resources are available for support, such as referring students to counseling services. The document emphasizes building professional relationships with students, setting clear expectations, and addressing issues promptly to prevent escalation.

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    POLYCARES

    HANDLING DIFFICULT STUDENT SITUATIONS

    Cal Poly Pomona's Community Assessment and Response for Employees & Students is 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).

    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. You can 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.

    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 & COUNSELING SERVICES CAREER CENTER VIOLENCE PREVENTION & WOMENS RESOURCE CENTER DISABILITY RESOURCE CENTER LEARNING RESOURCE CENTER

    CREATING A HEALTHY CLASSROOM


    Set Classroom Expectations Set rules and expectations for classroom behavior early 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 Labels Diagnoses

    8 Steps for Handling Difficult Conversations: Professional Relationships with Your 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. 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. Students

    FACULTY EXPECTATIONS SUGGESTIONS


    I expect you to show civility and human concern for

    EXCLUDING STUDENTS FROM CLASSES


    1. An instructor may at any time exclude from his or her
    course students who are disrupting the orderly
    newsletter text here.

    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, and keeping phones and pagers off. I expect that you will arrive to class on time, and, if you 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 seat quietly, not disrupting the class, and to join us as soon 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 how 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 not appropriate to work with others and to ask me if there is any question about collaboration. I expect you to understand that this is a dynamic one, 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.

    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

    I expect you to hold me to these same standards.


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

    WHEN STUDENT BEHAVIOR IS ANNOYING


    o Staring/Inappropriate eye contact Not picking up on social cues Unaware of others need for personal space Disrespectful or rude behavior Threatening to sue you Monopolizing your time

    WHAT YOU 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.

    o o o o o

    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. Do NOT ignore extenuating circumstances.

    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

    WHAT YOU CAN DO


    Take the student aside after class to discuss the problematic behavior and its impact, redirect the student towards expected, appropriate behavior, and share the consequences of non-compliance. Document fact-based, objective observations of disruptive student behaviors, both verbal and non-verbal Notify Judicial Affairs.

    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 Classes at: http://dsa.csupomona.edu/judicialaffairs/exclusion.asp ) Recognize when to report vs. 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, report the student to Judicial Affairs. If you are concerned that a student might need psychological and/or crisis support, refer the student to Student Health and Counseling Services. If you feel personally unsafe or threatened, do not hesitate to call University Police

    EXAMPLES OF POTENTIALLY THREATENING STUDENT BEHAVIOR


    Marked change in academic performance, combined with unusual or dramatic shifts in behavior or appearance, and reporting of significant life stressors Verbal written references to, or threats of, suicide,

    WHAT YOU 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 & Counseling Services, the University Police Department, or Judicial Affairs. Share your concerns and observations with your Department Chair or Dean.

    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 the process (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.

    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

    WHAT YOU CAN DO


    Assess for imminent danger: o Is there an expressed or direct threat of violence to self or others? If so, call (or have someone call) Campus Police. o If the threat of violence to self or others is possible or can potentially occur, but not immediately present, then this is considered non-imminent danger.

    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.

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