Positive Learning Environments and Establishing Expectations
Promoting a positive learning environment that incorporates specific academic and
behavioral expectations to support students in their intellectual and personal growth
often prevents disruptive behavior and supports the college’s goal of encouraging
a learning environment free from these types of distractions.
Glendale College students are responsible for their conduct and for respecting the
rights and privileges of others on all Glendale College campuses. The Standards of
Student Conduct provide a prompt and equitable means to address alleged student violations
of the college’s behavioral regulations. Students who violate college policies and
behavioral regulations shall be subject to the disciplinary procedures outlined in
the Standards of Student Conduct, GCC Administrative Regulation 5500.
Establishing Classroom Conduct Expectations
Faculty may communicate classroom behavior expectations early on in the semester,
preferably on the class syllabus. Clear communication of these expectations early
allows for clarification and reinforcement. As faculty, you have an opportunity for
establishing appropriate, acceptable academic and behavioral standards for students
in your classes and offices. The standards you set influence the overall learning
environment, as well as how students interact with each other.
Examples of behaviors that can be addressed might include:
- Inappropriate or disrespectful comments of opinions of others in the classroom
- Use of (or restrictions on) cell phones or other distracting electronic devices
- Excessive talking off-topic
- Obscene or profane language in classroom
- Refusal to comply with directions given by instructor
- Late arrival to or departure from class without prior permission
- Information on proper use of and care of equipment
When a student does not follow established classroom expectations, there are several
possible steps to take. If it has been documented that a violation has occurred, please
use the following to determine your course of action or next steps:
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Mild – Warning Signals
- Pronounced and sudden demonstrated change in attendance, or increased absences
- Observable and concerning changes in behavior, such as depressed, irritable, jumpy,
withdrawn
- Negative changes in attitude, as observed in interactions with staff, faculty or peers
- Minor disruptive behavior (not following established classroom behavior)
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Action
- Meet with the student privately (unless there are safety concerns) to discuss your
observations and concerns
- Consult with a member of the BMT (BMT members) to determine level of concern and appropriate sources of referral or intervention
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Moderate
- Educational goals and progress are impeded by negative behavior in the classroom
or on campus
- Openly confrontational, agitated or intimidating to others, aggressive in classroom
discussions
- Inappropriate references to violence, in writings or drawings, towards self or campus
community members
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Action
- Express and document your concerns to the student, set clear guidelines and be as
objective, yet specific as possible
- Avoid punitive or threatening language
- Identify the appropriate referral or resource, or consult with a BMT member for guidance
- Complete a “Student of Concern” referral
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Extreme
- Behavior or threat is escalating, in writings, drawings, or verbally.
- Aggressive behavior, visible tension, observable threats in any form to a member of
the campus community
- After notification to student, continued demonstration of disruptive behaviors
- Threat to harm self or others
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Action
- Call Campus Police X5925 or X4000
- Remain calm, do not engage or dispute. Keep your distance, ask student to leave, dismiss
the class
- AFTER reporting to Campus Police, please complete a “Student of Concern” referral form
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| Table outlining violation and associated course of action or next steps |
