The LIGHT Center, T-90, College of the Redwoods (476-4290) - October 23, 2000

Tracey Thomas, the DSPS Coordinator and I recently had an opportunity to do an orientation for new faculty. Part of the presentation surrounded accommodations for students with disabilities, as well as an overview of the types of disabilities that can enable a student to receive accommodations. One of the categories discussed was that of Psychological Disabilities. It is true that CR has more students with psychological disorders than ever before. The total number has quadrupled in the last couple of years. The discussion that ensued from this topic opened up dialog about an issue faced by instructors that is not specifically related to students with psychological challenges.

One of the over-riding issues discussed was what to do when as an instructor, you have a student in your class that makes you feel uncomfortable. How do you know what you can ask the student and what is "off limits"? When does Security become involved? Some of the ensuing discussion led to some solid suggestions being made:

• Trust your instincts – If a student is making you feel uncomfortable in the classroom, don’t ignore your reaction. Maybe it’s as harmless as asking too many questions and monopolizing time. Maybe it’s verbal asides that are loud enough to be heard. Whatever the behavior is that is bothering you, address it.
• Know your environment – If you are teaching an evening course or even a daytime course but your location is somewhat removed, make certain that you are aware of your environment. Know the location of the nearest campus phone. Know which classroom in your vicinity has someone in it at the same time you are there. Know that you are welcome to call security to escort you to your car or to another location on campus.
• Don’t let it go too far – If a student in your class is making you uncomfortable for any reason, talk to the student about it. Let the student know that some behaviors are not acceptable in the college setting. Let that student know that you are finding their behavior disturbing. Provide that student with options pertaining to places they might go on campus if they are stressed, frustrated, or in need of someone with whom they can talk.

It is important that the student is well aware of the parameters of what is and is not acceptable behavior in the classroom. You may provide them with a copy of the Student Code of Conduct found in the Faculty Handbook on page 140. Document the concerns you have about the student’s behavior, as well as any action or interaction taken by you and the student. Remember, chances are that if you are concerned about a student’s behavior, there are students in your class who feel equally uncomfortable. Most importantly, don’t feel intimidated. Talk with your colleagues. They may have ideas that you can use to defuse the situation.

To believe in something, and not to live it, is dishonest. -- Mahatma Gandhi

It can be a difficult task to determine how and when to intervene with a student who is causing you concern. You’ve perhaps suggested the student seek out support through Counseling, DSPS, EOPS etc. You have made it perfectly clear in your class syllabus what is expected from the student during your class. This is a very important and useful way to make expectations clear to the student. Let’s say that despite having tried these things, the problem still exists. If the student has not violated the Student Code of Conduct and you don’t want to get security involved at this point you could:

• Develop a Behavioral Contract

This could involve a written understanding of your expectations and limitations in the classroom, as well as clear outcomes should the contract be violated. The student signs the contract, as does the instructor. The instructor can do this alone, or with the department chairperson, or with the guidance of Rodney Kaloostian.

• Contact Diabasis Committee

Members of the Diabasis Committee can be contacted to refer a student "at risk" to the committee. This risk could be due to behavior, health, academics etc. The members will then work with the instructor to devise a plan of action to try to intervene before the problem becomes a Security matter.

Please send any comments to trish-blair@redwoods.edu