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Tips and Strategies for Responding to Student

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					Tips and Strategies for Responding
 to Student Conduct & Concerns
           Donna Hajj, Chair
         Counseling Department
Distressed vs. Disruptive Students
 Written Assignments
 Online Postings
 Confrontational Students
 Safety Issues
 Response Options
 Resources
                Scenario
Julie was at first a very strong student. She
  has recently missed a week of school.
  When you emailed her, she said that her
  husband lost his job, her infant has been
  ill, and she’s feeling overwhelmed. What
  do you do?
Indicators of Student Distress
 Drop in Grades
 Missed Assignments
 Repeated Absences
 Erratic Performance
 Continual Seeking of Special Provisions
 Essays or creative work that indicate
  extremes of hopelessness, social isolation,
  rage, or fear
Indicators of Student Distress
 Sudden Change in Personality
 Isolation
 Lack of Personal Hygiene
 Self Mutilation/Cutting
 Alcohol/Drug Abuse
 Excessive Sleeping
 Suicidal Ideation
 Direct Statements Indicating Distress
Suggestions for Faculty Response
 Take these signs seriously
 Meet privately with the student
 Specifically point out what you have
  observed
 Listen to the student’s response
 Refer
 Recognize an urgent situation
Referral Resources
   The Counseling Department
    ◦ Licensed Marriage & Family Therapist
      FT Counselors who are MFT Interns
        English, Spanish, Arabic, Russian
      PTSD Training
      Suicide Prevention/Intervention Training
      Crisis Intervention & Stress Management
    ◦ DSPS
      Psychological Disabilities
      Physical Disabilities
    ◦ Off Campus Referrals
           Disruptive Students
   Monopolizing discussion
    ◦ Off topic, inappropriate comments
    ◦ Online postings of same
 Side conversations
 Arriving late/leaving early
 Distracting behavior such as sleeping, cell
  phone use, eating
 Otherwise interrupting the educational
  process
Responding to Disruptive Students
 Set specific behavioral expectations, and
  state them clearly
 Deal with disruptive behavior early
 Don’t take it personally
 Can it wait until after class?
 Positive strategies for dealing with student
  who is monopolizing discussion:
    ◦ We’ve heard John’s opinion. What do other’s
      think?
    ◦ It seems like we have two conversations going.
      Let’s come back to the topic at hand.
    Meeting with a Disruptive Student
            or Angry Student
   Meet with student to discuss disruptive behavior, (consider
    having someone else present, office door open)
   Remain calm. Keep your voice low, and/or monotone
   Take a non-defensive stance
   Ask questions and summarize what you hear the student
    saying.
   Be specific about the student’s inappropriate behavior & why
    the behavior is problematic.
   Highlight areas of agreement. You both want the student to
    be successful.
   Conclude by summarizing resolution and clearly articulating
    your expectations
   Document & report to Dept. Chair
               Scenario
You are grading the first test and on the
 back is a cartoon, presumably drawn by
 the student who took the test. It shows a
 remarkably well drawn cartoon of the
 student firing a gun at you. What do you
 do?
Initiate Disciplinary Action
 See Student Discipline Procedures
 Grounds for Disciplinary Action
    ◦ Faculty initiated suspensions – 2 day
 Contact Department Chair, Dean or both
 If in doubt, report incident
 Call Public Safety
                     Refugee 101
   Refugee 101: Responding to the Issues
    Tuesday, August 17
    1:00pm to 2:30pm (1.5 flex credits)

 presented by Alicia Munoz; Sheryl Ashley; Raad Jerjis; Teresa Mcneil
  Workshop Number: CC-F-255
  Location: B-101 Theatre
 This workshop will provide a brief history of events leading
  to the influx of Chaldean refugees to the East County and
  Cuyamaca College. A panel of Chaldean students will share
  their past struggles and current experiences. Instructors will
  have an opportunity to offer insights and suggest solutions to
  classroom issues, leading to greater awareness and
  pedagogical implications.
 Preregistration is preferred. Teresa McNeil, 660-4530

				
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