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When individual students continue to act out in spite of preventive measures, it becomes necessary to use interventions to reshape behavior. The following suggested interventions are good first steps in working with disruptive students:
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www.mea-mft.org/assist/disruptive_students.html
www.mea-mft.org/assist/disruptive_students.html
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Disruptive students; Baggage Handling; You are not on your own; Starting the Class; Starting the class 2; Talking; Ground rules for the class; Labelling students; Learning differences and difficulties; Participation Levels; Silence; Equal Opportunities in the Classroom; Equal Opportunities: Selection...
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www.learningandteaching.info/teaching/cm_disruptive.htm
www.learningandteaching.info/teaching/cm_disruptive.htm
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The following discussion took place on WMST-L in September 1999. See also the earlier file Dealing with Disruptive Students. For additional WMST-L files now available on the Web, see the WMST-L File List.
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research.umbc.edu/~korenman/wmst/disrupt3.html
research.umbc.edu/~korenman/wmst/disrupt3.html
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The following is a memo from the Faculty Senate Chair at Cuyahoga Community College (OH) suggesting ways for faculty members to handle disruptive students.
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www.oncourseworkshop.com/Miscellaneous003.htm
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What follows is a two-part discussion that took place on WMST-L in January 1997 about disruptive students. It emerged from a discussion of Men in Women's Studies Classes.
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www.umbc.edu/wmst/disruptive_students1.html
www.umbc.edu/wmst/disruptive_students1.html
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For students who interrupt or dominate discussion, but mean no real harm, acknowledge any productive contribution they are making, and let them know that the class needs to move on now.
http://tep.uoregon.edu/resources/faqs/issuesofrespect/d...
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Note who the disruptive students are and speak to them after class or ask them to come to your office hours. Explain why/how you find them disruptive, find out why they are acting that way, ask them what they would be comfortable doing.
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www.cat.ilstu.edu/additional/tips/disBehav.php
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Ways of Dealing with Disruptive Students ... Never attribute to malice what can be attributed to ignorance (V. Ruggerio)—most of the time students are not trying to be malicious and often are not aware that they are being disruptive.
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www.ferris.edu/Htmls/academics/center/Teaching_and_Lear...
www.ferris.edu/Htmls/academics/center/Teaching_and_Learning_Tips/Managing%20the%20Classroom%20Learning%20Environment/DisruptiveStudents.htm
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Maybe I should mention a few important nuggets here: First of all, the student in question was not, in my opinion, either violent nor disruptive, at least not until the ... « DISRUPTIVE STUDENT VIOLENCE (DSM): SEPARATING FIGHTING STUDENTS, PART III X-RAY POWERS: DETECTING THE CONCEALED FIREARM IN THE CLASSROOM Â...
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www.keepschoolssafe.org/the-way-not-to-handle-disruptiv...
www.keepschoolssafe.org/the-way-not-to-handle-disruptive-students/
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