Responding to Students

Responding to Students

As an instructor, situations involving students occur that you need to respond to. This resource outlines a decision-making process you can use in various situations.

Start

Developed by SAIT's Teaching and Learning Commons in consultation with:

• Lamb Learner Success Centre
• Student Development and Counselling
• Office of the Ombudsperson
• Office of Community Conduct

Using this Resource

Being an instructor is challenging. Your role involves more than simply delivering learning material to students; it also includes navigating challenging situations involving students. To use this resource, select the type of concern you may be dealing with. You will be taken to a new page to continue the decision-making process. Each page includes a question and several answer options. Depending on the answer chosen, one route or another can be followed. Use the navigation buttons to return to the previous page or start from the beginning.

Academic Concerns

Disruptive Classroom Behaviour

Student in Distress

Select from the following concerns:

Academic Concerns

Poor Attendance

Struggling Academically

Throughout a semester, you may have concerns about the academic performance of one of your students. Every student is unique and there are a number of factors that may be impacting their learning.

Academic Misconduct

Select from the following concerns:

Academic Concerns

Poor Attendance

Struggling Academically

Throughout a semester, you may have concerns about the academic performance of one of your students. Every student is unique and there are a number of factors that may be impacting their learning.

Academic Misconduct

Is the student still successful in the class?

Poor Attendance

Yes, the student is still getting good grades.

No, the student is not performing well in the course.

First, have a conversation with the student to identify the underlying issue. Select the issue below.

Poor Attendance & Struggling Academically

The student is struggling with understanding the course material.

The student is experiencing a challenge in their personal lives.

The student is experiencing bullying or harassment.

The student is academically disengaged.

Questions to consider:

• “What am I doing to make class engaging?”
• “Am I providing learning activities in multiple ways?”
• “What added value does coming to class have for the students?”
• “How am I communicating the important events that take place during class?”

Click on the box below to find out how to answer these questions.

Poor Attendance with Good Grades

How to answer these questions?

Improving Attendance Rates in your Class

Faculty Helping Faculty

There are many things that can be done to improve attendance rates in your class. Increasing engagement, varying your instructional practices, and improving classroom management techniques are just some of the ways that you can improve your class attendance rates. Don't feel like you need to improve these all on your own. Do speak with other instructors to get ideas. Ask those who teach in the same program as you, but also the same school or even across all of SAIT. You can also speak with the educational developers at the Centre for Academic Development and Innovation (CADI), who are faculty members as well. Or see what offerings CADI has that can help you grow as an instructor at the link below.

cadi-sait.ca

If students are academically disengaged and the cause is not related to academic difficulties, personal stresses, or bullying and haressment, there are two other situations to consider. Select from the two options below.

Academically Disengaged

Class is boring for them.

The program may not be the right fit for them.

Questions to consider:

• “What am I doing to make class engaging?”
• “Am I providing learning activities in multiple ways?”
• “What added value does coming to class have for the students?”
• “How am I communicating the important events that take place during class?”

Click on the box below to find out how to answer these questions.

Student says the class is boring.

How to answer these questions?

Improving Engagement in your Class

Faculty Helping Faculty

There are many things that can be done to improve engagement in your class. Varying your instructional practices and improving classroom management techniques are just two of the ways that you can improve your classroom engagement. Don't feel like you need to improve these all on your own. Do speak with other instructors to get ideas. Ask those who teach in the same program as you, but also the same school or even across all of SAIT. You can also speak with the educational developers at the Centre for Academic Development and Innovation (CADI), who are faculty members as well. Or see what offerings CADI has that can help you grow as an instructor at the link below.

cadi-sait.ca

Program Fit

If the student feels that the program is not a good fit for them and need advice about next steps, please refer them to their Academic Chair and the school's Academic Advisor. The Academic Chair and Advisor will be able to discuss options that are available for the student.

There are many reasons why a program may not be the right choice for a student. It could be that the program or industry role is not what the student expected, they enrolled due to parental pressure, or many other reasons.

You witness a situation involving a student or students.

The situation involves harassment, bullying, or discrimination.

A student discloses a concern to you.

If the incident or concern is related to gender-based or sexual violence

You witness an incident involving harassment, bullying, or discrimination.

• Contact: Office of Community Conduct (OCC).
• Phone: 403.284.8247
• Email: student.conduct@sait.ca
• Document what you can.
• Speak with your AC.

Encourage the student to:

• Report the complaint to SAIT's Office of Community Conduct (OCC).
• Phone: 403.284.8247
• Email: student.conduct@sait.ca

With the student's consent:

• Contact the Office of Community Conduct on behalf of the student who may feel uncomfortable doing so without some level of support.
• Document what you can.
• Speak with your AC.

Student discloses they or someone else are experiencing harassment, bullying, or discrimination.

What if the student is reluctant to disclose details to you?

Refer them to :

• SAIT’s Office of the Ombudsperson
• Phone: 403.284.8511
• Email: ombudsperson.info@sait.ca
• Stan Grad Centre, Room MC 201

Or Consider other practical options, including:

• Student Development and Counselling
• SAIT Sexual Violence Office
• The Office of Equity, Diversity and Inclusion, Student Services
• The Office of Community Conduct (that either the student or you could contact for guidance).

If the student is reluctant to disclose anything to you:

If the student complains of bullying, harassment, or discrimination from another instructor:

Direct the student to contact:

• the Academic Chair

• and/or Employee Services.
• Phone: 403.284.8633

Your Responsibility:

• Contact: Office of Community Conduct (OCC).
• Phone: 403.284.8247
• Email: student.conduct@sait.ca
• Document what you can.
• Speak with your AC.

Encourage the student to:

• Report the complaint to the SAIT Sexual and Gender-Based Violence confidential hotline at (403)210-4406.
• or, Contact: Office of Community Conduct (OCC)
• Phone: 403.284.8247
• Email: student.conduct@sait.ca

Refer the student to:

• SAIT’s Sexual Violence Program Coordinator:

• Email: svprogram@sait.ca
• or in person: Heritage Hall, Room AA125
• Student Development and Counselling.
• Phone: 403.284.7023
• Heritage Hall, Room AA205
• The Alberta One-Line for Sexual Violence
• Phone: 1-866-403-8000

With the student's consent:

• Contact the Office of Community Conduct on behalf of the student who may feel uncomfortable doing so without some level of support.
• Document what you can.
• Speak with your AC.

If the incident or concern is related to gender-based or sexual violence:

Have a conversation with the student to identify the underlying issue.

Examples include:

• Feeling overwhelmed
• Anxiety
• Feeling depressed
• Low self-esteem
• Difficulty in relationships

Refer the student to:

• Student Development and Counselling (SDC)
• Phone: 403.284.7023
• Heritage Hall, Room AA205
• IF POSSIBLE: Walk the student over to SDC

If after hours, refer to:

• Calgary Distress Centre: 403.266.HELP (4357)

• Document what you can and speak with your AC

The student is stressed, in distress, or has personal concerns.

If there is a possible risk of self-harm

If there is a possible risk of harm to others

Imminent Risk of Harm, Violence, or other serious Behavioral Concerns

Contact:

• Student Development and Counselling (SDC)
• Phone: 403.284.7023
• Heritage Hall, Room AA205
• IF POSSIBLE: Walk the student over to SDC

If after hours, refer to:

• Calgary Distress Centre: 403.266.HELP (4357)

Follow up with:

• Student Development & Counselling (SDC):
• Phone: 403.284.7023

• Document what you can
• Speak with your AC

If you believe there is a possible risk that the student will harm themselves:

If you believe there is a possible risk that the student will harm someone else:

Contact:

• Campus Security
• Phone: 403.284.8000

• Document what you can
• Speak with your AC

The Behaviour Intervention Team (BIT) will be notified by Campus Security as part of the process.

Contact:

• Campus Security
• Phone: 403.284.8000

• Document what you can
• Speak with your AC

The Behaviour intervention team (BIT) will be notified by Campus Security as part of the process.

First, call: 9-1-1

If the student displays:

• An imminent risk the student will harm themselves or others

• Threatening, violent, or aggressive behaviour (real or perceived)

• Confusion, hallucinations, or trouble remaining conscious

Select the issue below.

The student is academically disengaged.

Struggling Academically

The student is struggling with understanding the course material.

There are several factors that may be contributing to a student's poor academic performance. If you have concerns, start by having a conversation with the student to identify the underlying issue.

The student is experiencing financial challenges in their personal lives.

The student is experiencing other challenges in their personal lives.

Both Instructors and Students can use SAIT's Early Alert program to connect the student with the supports they need.

The student discloses or you suspect:

• Learning disability
• Physical disability
• Neurodivergence (ADHD, Autism)

Click here to learn more about Early Alert

Ways to Support the Student:

• Have a conversation with the student to identify the underlying issue.
• If able, provide instructional support during your office hours.
• Refer the student to:

• Lamb Learner Success Centre
• Phone: 403.284.7080

• Stan Grad Centre, Room MC221
• Email: learning.skills@sait.ca

• Speak with your AC

Academic Challenges

There are times when a student is not performing well in a course because they are finding it difficult to understand the course material. There are several factors that may be contributing to the difficulty. Possible factors include:

• Poor organizational skills
• Anxiety
• Poor study skills
• Needs tutoring in the subject
• Lack of pre-requisite knowledge

Both Instructors and Students can use SAIT's Early Alert program to connect the student with the supports they need.

Click here to learn more about Early Alert

Click here to make an Early Alert referral

Refer the student to:

• Lamb Learner Success Centre
• Phone: 403.284.7080
• Stan Grad Centre, Room MC221

If the student is feeling stressed or overwhelmed:

• Student Development and Counselling (SDC)
• Phone: 403.284.7023
• Heritage Hall, Room AA205
• IF POSSIBLE: Walk the student over to SDC
• If after hours, refer to:
• Calgary Distress Centre: 403.266.HELP (4357)

Document what you can. Speak with your AC.

Financial Challenges

When students are facing financial difficulties, they are not able to focus on their learning. SAIT has resources to support students.

Students may be experiencing a number of personal challenges that are impacting their ability to be successful in class. These include:

• External stresses and obligations
• Low self-esteem or self-worth

• Difficulty in personal relationships

Personal Challenges

What you can do to support learners experiencing personal challenges.

Many SAIT students have pre-existing factors that impact their learning. These include:

• Learning Disabilities
• Neurodivergence, such as ADHD or Autism
• Physical Disabilities

Not all students who deal with these issues disclose them to SAIT. However, they may approach you partway through the semester when they begin to experience challenges in their learning. If this occurs, or if you suspect that a student may be experiencing one of these, please refer them to the following:

• Lamb Learner Success Centre
• Phone: 403.284.7080
• Stan Grad Centre, Room MC221

Student Discloses or Your Suspect: a Disability or Neurodivergence

Select the issue below.

Disruptive Classroom Behaviour

General Disruptive Behaviours

Behaviours that involve harassment, discrimination, or bullying of other students or staff.

At times, a student or students may display behaviour that is disruptive to the learning environment. Many situations involving disruptive behaviour can be addressed through instructor classroom management techniques. However, there are some disruptive behaviors that cannot or should not be addressed using these techniques.

More Severe Disruptive Behaviours

Select the issue below.

Severe Disruptive Behaviour

Non-Academic Misconduct

Possible Risk of Harm to Self

Possible Risk of Harm to Others

• Imminent Risk of Harm to Self or Others

• Threats, Violence, or Aggression (real or perceived)

• Confusion, Hallucinations, Or Trouble Remaining Conscious

The most common disruptive behaviours can be either avoided or dealt with by the instructor in the classroom. Examples of these behaviours include:

• Monopolizing discussions
• Talking out of turn
• Constant interruptions of the instructor or other students
• Changing subjects
• Late entrance/early leaving
• Interfering with the ability of the instructor to conduct class or of others to learn
• Failure to comply with directives
• Unruly or abrasive actions, including argumentative questioning

General Disruptive Classroom Behaviour

At times, a student or students may display behaviour that is disruptive to the classroom learning environment. While not severe enough to require support, these disruptive behaviours can be addressed using classroom management techniques.

Preventing Disruptive Behaviours

Dealing with a Disruptive Student

Proactive Classroom Management

Preventing Disruptive Behaviour

The best way to prevent disruptive behaviour is to develop a positive learning environment from the start of the course. This can include:

• Creating a classroom agreement with the students.
• Modelling respectful behaviour.
• Getting to know the names of your students.
• Setting the tone and your expectations early in the course.
• Being consistent in your expectations of learners.

For additional information on creating a positive learning environment and establishing preventative classroom management, please contact the Centre for Academic Development and Innovation (CADI).

cadi-sait.ca

Reactive Classroom Management

Dealing with Disruptive Behaviour

When student behaviour becomes disruptive, you should try to de-escalate the situation and take the following actions:

• Be steady, consistent and firm.
• Address the disruption individually, directly and immediately.
• This should be a private conversation; you may want to ask them to step out of the classroom to have a conversation)
• Stand beside the disruptive student(s).
• Stop and wait for the students to settle down before proceeding with the lesson.
• Adjust your teaching style, which can be done by implementing group work if students are disrupting the traditional lecture.
• Be direct with the students and calmly ask them to stop.
• If needed, ask the student to leave the classroom.
• Afterwards, contact the student to follow-up during office hours.
• (NOTE: The max. time you can ask them to leave for is 24 hrs)
• Be positive rather than negative.
• Stay calm and do not become defensive.
• Document everything and speak with your Academic Chair.

What to Avoid

Select one of the option to find out more.

Plagiarism

Academic Misconduct

Cheating

Other Types of Academic Misconduct

At times, a student's or students' actions will be in violation of SAIT's Student Code of Conduct. Specifically, AC.3.4.3 Student Academic Conduct The most common types of academic misconduct are plagiarism and cheating, but there are other actions which fall under this policy.

If you believe a student has plagiarised their work, review SAIT's procedures for dealing with Academic Misconduct by selecting the button below:

• 1st Offence: AC.3.4.3 Schedule B
• 2nd & 3rd Offences: AC.3.4.3 Schedule C

Document what you can & speak with your AC.

SAIT Policy & Procedure

Academic Miscoduct

Plagiarism

Examples include:

• Presents work as their own work without acknowledging that another SAIT student did some or all of that work.
• Presents words, ideas, images or data taken from a source external to SAIT as their own work without appropriately
• acknowledging the work’s original creator and/or source.
• Commits self-plagiarism by submitting the same work from one course for assessment either in a subsequent offering of that same course or in a different course without prior written permission from all of the instructors involved.
• Submits work that they have obtained from someone else.
• Submits work that lacks citations, even though a list of sources is provided.
• Submits work that presents something as a true fact or that refers to a source where that fact or source does not exist or has been fabricated.

Academic Miscoduct

Cheating

Examples include when a student:

• Falsifies data or documents, including falsifying academic records or credentials or erroneously reporting research or data.
• Uses the work of other students during an evaluation process.
• Accesses and/or uses another student’s work without that other student’s consent.
• Puts their name on another person’s evaluative assessment.
• Commits an act that compromises the integrity of the evaluation process or that breaches procedure AC.3.3.1 Invigilation and Security of Examinations. This includes but is not limited to situations where a student:
• Possesses and/or uses unauthorized materials (such as, for instance, print or electronic materials, calculators, cellphones or other electronic devices) during an evaluative process.
• Uses unauthorized commercial or external services (such as, for instance, writing, editorial, translation, software or research survey services) during an evaluative process.
• Writes an examination answer or consults with any person or materials for an examination answer outside the examination location, without permission to do so.
• Pre-programs a calculator, cellphone, electronic or other device to contain answers or other unauthorized information for use in evaluative assessments.
• Removes any examination materials and/or papers from the examination location, without permission to do so.
• Works with others on an evaluative assessment.

Other Academic Misconduct

Part 1

Examples include:

• Tapes, records, photographs, edits and/or re-posts officially recorded online classes, livestreams or videotapes lectures, labs or tutorials, evaluative assessments, or the instructor’s materials used in those lectures, labs or tutorials, without:
• the instructor’s written permission and without having signed the appropriate consent form as provided either by the instructor
• or, in the case of a student with a documented disability, by the Accessibility Services department.

Students should be aware that these activities may also breach the intellectual property rights of SAIT or of other third parties.

• Alters group assessment work that all participating students have agreed as final prior to submission and without their consents, or misrepresents the amount of work that an individual contributed to group assessment work.
• Impersonates another student, or arranges for someone to impersonate a student, in an evaluative assessment or admissions process.
• Intentionally or deliberately acquires or attempts to acquire, possesses or distributes examination or other evaluative assessment materials or information without the instructor’s prior approval.
• Tampers or attempts to tamper with examinations, class work, grades or class records.

Next

Other Academic Misconduct

Part 2

Examples include:

• Removes, defaces, destroys or deliberately keeps library, academic or reference materials from other students. Sells, duplicates, distributes, or publishes evaluative assessments, course lecture notes, handouts, recordings or other information provided by an instructor, or uses them for any other commercial purpose, without SAIT’s express permission.Furnishes false information in an evaluative task.
• Provides false or misleading academic or evaluation-related information to a member of the SAIT community.Has unauthorized access to and/or interferes with the academic records, data and documents of SAIT, an instructor, another student or a third party.Alters a previously-graded evaluative assessment or alters a grade, without the instructor’s prior consent.
• Commits an act that breaches procedures AC.2.11.1 Intellectual Property and/or AC.2.12.1 Copyright of External Materials.
• Intentionally damages or destroys another person’s academic work.
• Falsifies, mispresents, or withholds facts or documents in connection with:

a) Obtaining admission to SAIT. b) Receiving prior learning recognition. c) Receiving academic accommodations on disability-related or compassionate grounds.

Severe Behaviours

Some behaviours cannot and should not be addressed using classroom management techniques and require additional support. They include:

• Non-Academic Misconduct
• Possible Risk of Harm to Self
• Possible Risk of Harm to Others
• Immenent Risk of Harm to Self or Others
• Threatening, Violent, or Aggressive Behaviour (Real or Perceived)
• Confusion, Hallucinations, or Trouble Remaining Conscious

How to Respond

What to Avoid

• Do not allow the behavior to continue.

• Avoid making it a class issue
• address only the student who is causing the disruption.

• Avoid an argument or shouting match.

• Do not blame or ridicule the student, or use sarcasm.
• Avoid physical contact.