This document provides guidance on identifying and dealing with disruptive student behavior in the workplace from the Office of Ethics and Student Conflict Resolution at Miami University. It defines minimally and significantly disruptive behaviors. For minimally disruptive behaviors, the recommendations are to privately address the issue with the student and document it. If it continues, file a complaint. For significant disruptive behaviors, the recommendations are to remove oneself from the situation, contact security if threatening, and file an immediate complaint. It outlines the complaint and judicial process, noting the need to serve as a witness if it goes to a hearing.
Avoiding Power Struggles And Setting LimitsBeth Martin
Objectives:
Identify situations that could potentially turn into power struggles.
Apply strategies that prevent power struggles from occurring.
Utilize additional strategies for students who do not respond to intervention strategies.
Learn techniques and strategies for effect limit setting.
Avoiding Power Struggles And Setting LimitsBeth Martin
Objectives:
Identify situations that could potentially turn into power struggles.
Apply strategies that prevent power struggles from occurring.
Utilize additional strategies for students who do not respond to intervention strategies.
Learn techniques and strategies for effect limit setting.
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
I had an interesting lecture about how to improve the Social Emotional Learning of our students.
Gil Chadash has managed the Academia classroom initiative with the aim to improve the quality and efficiency of professional development training. Gil served as the principal of the Navad Democratic School.
This meeting was organised by The A. Ofri Mashav International Educational Training Center (Israel)
We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academicals smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed -------time----time -----time ---------will be there ----keep patience –remind----repeat--------keep doing proper effort------ --- Rajeev Ranjan
www.rajeevranjan.net
TeenLife's "10 Skills Teens Need to Succeed"Marie Schwartz
This presentation covers the key life skills that students need in order to be emotionally prepared for college and the workforce. Many can be developed by engaging in experiential learning outside of school and certain activities in school.
Identifying and managing mental health issues in the classroomsagedayschool
Identifying strategies to support teachers and staff within schools to better meet the needs of students exhibiting mental health issues in the classroom.
April 2014 talk to child care providers at MA's Park St. office of the Department Of Children and Families. Starting with the feelings someone has, we look at what behaviors can mean, and finally ways of creating the MOST effective discipline strategies.
Social and emotional learning (SEL) is a way which enables the students to learn life skills, mental skills and maintain social relationships.
Source<> http://www.edubilla.com/blog/social-and-emotional-learning/
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
Presenter: Gregory Fabiano, Ph.D.
From: UB Alberti Center for Bullying Abuse Prevention, Colloquium Series (April 9, 2015)
More: gse.buffalo.edu/alberticenter
........
Attention-deficit/hyperactivity disorder (ADHD) is a chronic, pervasive childhood mental health disorder with a typical onset during early childhood, and it results in considerable impairments in social, academic, and family functioning.
Evidence-based treatments for ADHD include pharmacological interventions and behavioral interventions. Behavioral interventions typically include teaching parents and teachers how to manipulate and control the antecedents and consequences of behavior to promote increased adaptive functioning and reduce problematic behaviors. Recent innovations in behavioral interventions include using social, recreational activities to engage fathers in treatment programs, combining pharmacological and behavioral interventions to promote appropriate behaviors in schools, and enhancing special education services for youth with ADHD.
Emphasis within the talk will include a discussion of how youth with ADHD and their families can be effectively treated to reduce their roles as both perpetrators and recipients of aggressive, bullying, and other negative social behaviors.
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
I had an interesting lecture about how to improve the Social Emotional Learning of our students.
Gil Chadash has managed the Academia classroom initiative with the aim to improve the quality and efficiency of professional development training. Gil served as the principal of the Navad Democratic School.
This meeting was organised by The A. Ofri Mashav International Educational Training Center (Israel)
We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academicals smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed -------time----time -----time ---------will be there ----keep patience –remind----repeat--------keep doing proper effort------ --- Rajeev Ranjan
www.rajeevranjan.net
TeenLife's "10 Skills Teens Need to Succeed"Marie Schwartz
This presentation covers the key life skills that students need in order to be emotionally prepared for college and the workforce. Many can be developed by engaging in experiential learning outside of school and certain activities in school.
Identifying and managing mental health issues in the classroomsagedayschool
Identifying strategies to support teachers and staff within schools to better meet the needs of students exhibiting mental health issues in the classroom.
April 2014 talk to child care providers at MA's Park St. office of the Department Of Children and Families. Starting with the feelings someone has, we look at what behaviors can mean, and finally ways of creating the MOST effective discipline strategies.
Social and emotional learning (SEL) is a way which enables the students to learn life skills, mental skills and maintain social relationships.
Source<> http://www.edubilla.com/blog/social-and-emotional-learning/
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
Presenter: Gregory Fabiano, Ph.D.
From: UB Alberti Center for Bullying Abuse Prevention, Colloquium Series (April 9, 2015)
More: gse.buffalo.edu/alberticenter
........
Attention-deficit/hyperactivity disorder (ADHD) is a chronic, pervasive childhood mental health disorder with a typical onset during early childhood, and it results in considerable impairments in social, academic, and family functioning.
Evidence-based treatments for ADHD include pharmacological interventions and behavioral interventions. Behavioral interventions typically include teaching parents and teachers how to manipulate and control the antecedents and consequences of behavior to promote increased adaptive functioning and reduce problematic behaviors. Recent innovations in behavioral interventions include using social, recreational activities to engage fathers in treatment programs, combining pharmacological and behavioral interventions to promote appropriate behaviors in schools, and enhancing special education services for youth with ADHD.
Emphasis within the talk will include a discussion of how youth with ADHD and their families can be effectively treated to reduce their roles as both perpetrators and recipients of aggressive, bullying, and other negative social behaviors.
Established to prepare future educators to become fluent in comprehension and application of Positive Behavior Interventions and Supports (PBIS). The McDowell Institute is focused on cultivating excellence in future educators by strategically infusing a MTSS framework reflecting the principles and associated practices of Positive Behavior Support within pre-service educators’ coursework and practicum experiences.
Each summer, we host a four-day orientation for all new faculty and administrators. This presentation is given throughout the four days. Topics include Culutre, Law, Policy, Discipline, and Mentoring.
Adjunct faculty orientation presentationHarry Titus
This is a presentation that discusses some of the areas that my office covers at the University. This is typically a presentation that I would give to Teaching Associates (TAs) or visiting faculty members. It is short and simple.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Office of Ethics and Student Conflict
Resolution
(OESCR)
9 Warfield Hall
Miami University
(Oxford Campus)
9-1417
Susan Vaughn, Director
Chris Taylor, Associate Director
3. • Adjudication of violations of the Code of Student
Conduct occurring on and off campus
• Oversight of conduct on the regional campuses and training
for regional campus staff
• Provide mediation and conflict resolution services
• Assist students, victims, parents, and others in
understanding the student conduct process
• Verifiy conduct records for background checks,
employment, transfer applications, and study abroad
programs
What we do…
4. The Code of Student Conduct
• The Code applies to all undergrads, grads, and student organizations
• Miami reserves the right to review and take disciplinary action based on
conduct occurring off campus or between academic periods
• If a student breaks a law that also violates the University standards of
conduct, that student may be held accountable by both civil authorities
and the University
• The University may, at its sole discretion, elect to pursue disciplinary
action against the student at the same time as criminal proceedings, even
if criminal charges involving the same incident are not complete, have
been dismissed, or were reduced
5. What’s Disruptive?
• Minimally Disruptive Behavior (if persistent and/or
pervasive)
– Repeated and disruptive tardiness
– Eating and drinking in class or office (if not permitted)
– Electronic devices going off in class/office/library
– Sleeping or reading materials not related to class
– Agitation over little things such as waiting in line or crumbling a
parking ticket
6. What’s Disruptive?
• Minimally Disruptive Behavior (if persistent and/or
pervasive)
– Making a disrespectful comment to any administrator or faculty
– Littering or disrespecting property (throwing paperwork on the
floor; slamming the door)
– Distracting repetitive acts (tapping fingers, chewing gum, talking)
– Disrespectful engagement of course content and/or unsolicited
conversation
7. What’s Disruptive?
• Significant Disruptive Behavior
– Persistent noise in the library or study areas
– Inappropriate arguing with an administrator over a class
schedule, Bursar bill etc.
– Disregarding rules such as eating in the library or other
restricted areas
– Eating food while in line or fail to pay for it
8. What’s Disruptive?
• Significant Disruptive Behavior
– Invading personal space or blocking an entry/exit
– Yelling and/or using aggressive body movements
– Use of intimidating or abusive language
– Moving in the classroom/office in a threatening manner or without
authorization
– Threats (explicit or implicit)
– Email harassment/threat
9. Proactive Suggestions for Prevention of
Disruptive Behavior
• Define unacceptable and acceptable behavior with all office staff
(include student staff as well)
• Have a plan in your office or classroom for dealing with disruptive
behavior
• Define unacceptable and acceptable behavior in your course syllabus
• Utilize the syllabus to convey information on electronic devices (cell
phones, lap tops, etc.) as well as how classroom discussion will be
conducted
10. Proactive Suggestions for Prevention of
Disruptive Behavior
• Discuss with your students on the first day of class what they think the
behavioral norms and expectations should be of each other and include
suggestions you find acceptable in a syllabus addendum or memo to the
class
• Serve as a role model in the classroom or office
• Reference the Code of Conduct as appropriate
• Be consistent when addressing unacceptable conduct in the classroom
or office. Don't single out one student and not another.
11. Responding to Disruptive Behavior
• Important to address at the time it occurs and document as well
• For Minimally Disruptive Behavior
– Take the student aside and privately explain the behaviors that are causing
disruption. Ask the student to stop and explain acceptable behavior if
appropriate. Make a personal note of the date and time you spoke with
them about it.
– If it is repeated, take the student aside again, reference your previous
conversation and alert the student that if it occurs again a complaint will be
filed with the conduct office (OESCR). Document the situation (e-mail
or letter to student). You may also want to contact your
supervisor/department chair and copy him/her on the note to the student.
12. Responding to Disruptive Behavior
• For Minimally Disruptive Behavior
– Regarding documentation: the student should be given something in writing
that summarizes the conversation. That may just be a warning and no
further action is needed or it might be a referral for disciplinary action. A
warning would suggest that next time it gets referred to June Fening.
– If it is repeated at that point, contact June Fening to make a complaint.
13. Responding to Disruptive Behavior
• Important to address at the time it occurs and document as well
• For Significant Disruptive Behavior
– If non-threatening
• De-personalize: keep comments, issues, and conversation focused on the issue or
behavior; not on personal attributes
• Defuse: keep calm, listen and find ways to determine how you and the student will
address what needs to happen
• Determine a future time for discussion to avoid addressing what needs to happen
• Document the situation and notify supervisor/department chair and June
Fening or Jim Ewers immediately after the incident
14. Responding to Disruptive Behavior
• For Significant Disruptive Behavior
– If threatening
• Ask the student to leave the area
• Remove oneself and other students and staff from the area
• Contact Campus Security immediately
• Immediately report the situation to June Fening or Jim Ewers
• Gather information from others who were present and witnessed the incident
• Document the situation as quickly as practical and safe so that you remember the
details
15. Responding to Disruptive Behavior
• If this is a classroom situation you CANNOT drop or
permanently remove a student involuntarily without due
process, no matter how many times you have warned them.
You can ask them to leave for the remainder of the class and
follow-up with a meeting later or prior to the next scheduled
class. But you can't deny them returning.
16. After a Complaint Is Made
• Document the entire situation in writing and provide as much detail as
possible. Submit this to June Fening. It can be an email but also
include any previous correspondence you have had with the student.
List other witnesses, if any.
• OESCR will be notified by June Fening, priors will be checked, and
code(s) assigned (e.g. 103B, Verbal Abuse)
• Depending on the nature of the offense the judicial process begins.
(refer to the OESCR brochure)
17. After a Complaint Is Made
• Student is informed of the charges
• Student has the right to a hearing. You will likely have to serve as a
witness if it goes to a hearing.
• Decision is made on responsibility and, if appropriate, the sanction.
• Process generally takes 3 weeks or less.