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For Instructors

Distracting, Disruptive, and Dangerous Adult Students


Description
Ever had a badly-behaved adult learner and didn't know how to cope? This course (six-hour approved NC instructor development credit) will help identify the characteristics of students with distracting, disruptive and dangerous behaviors as well as strategies to deal with those behaviors. Watch the intro below, and if you like what you see, enroll in the course.

Instructional objectives:

-Describe effective preventative strategies for coping with disruptive behaviors.
-Identify the characteristics of poorly-behaving adult students.
-List in-class and out-of-class strategies and interventions for coping with distractions; disruptions; and danger in the adult classroom.
-Discuss / write about disciplinary issues such as sexual harassment, use of cell phones and other electronic equipment, and Zooming.

Course Number: Instructor Courses 301 Name of elective cou...: Distracting, Disruptive, and Dangerous A...

Content
  • INTRODUCTION
  • A. Introduction to the course
  • B. How to Navigate the Talent LMS Platform
  • C. Course Manual: Handbook for Teaching Licensed Professionals
  • D. Rules of Engagement
  • E. Your Instructor
  • F. Instructional goals and objectives
  • Section 1: Setting Expectations
  • 1.1 Setting Expectations: An Introduction
  • 1.2 Setting Expectations: More on Classroom Policy
  • 1.3 Arnold Sets the Rules of Engagement
  • 1.4 So why are you here?
  • 1.5 Definitions
  • Section 2: Distracting behaviors
  • 2.1 Distracting Behaviors
  • 2.2 Kandyce Tells it All: Setting Expectations
  • 2.3 Cellphone Use and Low-Control Students
  • 2.4 Cell Phones and Academic Performance
  • 2.5 What about a Cell Phone that's Switched Off?
  • 2.6 What is your telephone / electronic device policy?
  • 2.7 Kandyce Tells it All: Electronic Devices, Clacky Noises and Cat Videos
  • 2.8 Distracting behavior: Talkativeness
  • 2.9 Strategies for Dealing with a Talkative Class
  • 2.10 A College Professor Deals with Talkative Students
  • 2.11 Distracting behavior: Shyness
  • 2.12 Some Strategies for Dealing with Shyness
  • 2.13 A College Professor Discusses Shy Students
  • 2.14 Distracting Behaviors: Handling Questions
  • 2.15 Why You Want Students to ask Questions
  • 2.16 Questioning Techniques
  • 2.17 Distracting Behavior: Packing Up
  • 2.18 One Minute Left
  • 2.19 What is the most distracting behavior you have experienced?
  • Section 3 Disruptive behavior
  • 3.1 Disruptive Behavior: An Introduction
  • 3.2 Disruptive behavior: Challenging Authority
  • 3.3 An Adult Returns to College
  • 3.4 A Young Boy Questions His Teachers and Drives Them Crazy
  • 3.5 Disruptive behavior: Grandstanders and Know-it-Alls
  • 3.6 Your Worst Nightmare: A Senior Citizen Was There
  • 3.7 Disruptive Behavior: Griping and Heckling
  • 3.8 A Presenter Shares How to Deal with a Heckler
  • 3.9 Disruptive Behavior: Spreading Anxiety
  • 3.11 Ted Lasso Coaches His Team
  • 3.12 More Ideas for Helping Students who have Failed an Exam
  • 3.13 Other Disturbing Behaviors: Poor Hygiene
  • 3.14 What is the most disruptive behavior you have experienced?
  • Section 4: DANGEROUS behaviors
  • 4.1 Dangerous behavior: An Introduction
  • 4.2 Strategies for Dealing with Disrespect
  • 4.3 Young Sheldon Eats in Class
  • 4.4 Dangerous behavior: Overt Hostility
  • 4.5 Dangerous behavior: Sexual Harassment
  • 4.6 What Educators Need to Know About Sexual Misconduct with Students
  • 4.7 Keeping Teachers Safe
  • 4.8 What is the most dangerous behavior you have experienced?
  • Section 5: Interventions
  • 5.1 Interventions: An Introduction
  • 5.2 Mild Interventions
  • 5.3 Kandyce Tells it All: Dealing with Students who Lack the Social Graces
  • 5.4 Bad Behavior on Zoom
  • 5.5 Moderate Interventions
  • 5.6 Out-of-Class Interventions
  • 5.7 A Few More Tips
  • 5.8 Kandyce Tells it All: Sometimes You Have to Lay Down the Law
  • 5.9 Coping with a Fidgety Student
  • 5.10 A Creative Approach to a Student Likes his Earphones
  • SUMMARY / CONCLUSION
  • A. Summary
  • B. Getting Credit for This Course
  • C. Additional Resources
  • D. Now it's your turn. Please provide some feedback.
Completion rules
  • All units must be completed
  • Leads to a certificate with a duration: Forever
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