Managing Student Behavior in the Field- Student Performance Agreement

Often, one of the most difficult challenges of a field instructor/leader is to address group dynamics and individual behavior that can undermine a positive learning environment for everyone. These challenges may manifest as homesickness/disengagement, alcohol or drug use, poor performance, sexist or racist behavior, or various behaviors that prevent inclusion of everyone. Addressing these issues is a continual process and involves all of the following:

• Building a Solid Foundation of a Safe Positive Learning Environment: Establishing this safe, positive foundation is covered in detail in Chapter 4
• Using Inclusive Language (e.g., use “family” instead of “parents”, give students the opportunity to share their preferred gender pronouns when they first introduce themselves to the group)
• Building Rapport. The means developing positive professional relationships with all students/participants. Exhibit care for individuals and the group, give regular positive and constructive feedback, spend time (structured and unstructured) with them, play games, have conversations, ask them questions, set and reinforce boundaries, and learn from your students! Make the effort to individually check-in with each of your students/participants at some point during your course/project. Ask them how they’re doing, ask them to give you feedback, and then listen.

Should challenges arise with a student, consider the following options:

• Examine the student’s behavior and their individual experience while revisiting the structure and boundaries you set for a Safe Positive Learning Environment, your role as an instructor, and the culture created by your group
  • Are their social dynamics at play in your group that isolate, intimidate, or threaten this student?
  • What needs of this student are not being met? What could you do to meet them? Could you meet them?
  • What is this student getting from his/her disruptive behavior? Is there any other way this student could meet their needs in a more productive way?
  • Are the boundaries you have created thwarting this student’s ability to feel capable, connected, and that their presence matters?
• Make structural changes (such as giving more time for lunch, or taking the afternoon off every once in awhile) that you think might alleviate some of the stress on this student.
• Give verbal feedback and coaching first before written documentation.
• Keep a written behavior log of observations about the student’s behavior.
  • Be accurate - stick to observations and quotes; avoid speculation, interpretation, and evaluation
  • Be specific, clear, and organized. Use dates, times of day, names, etc.
  • Use direct quotes from the student and from their peers - “His peers observed him saying ……”
  • Be brief and avoid redundancy.

If a behavioral issue does not resolve itself after 1-2 days of trying all of the above, consider creating a Student Performance Agreement (SPA). An SPA is a structured way to:

• Document behaviors that need to change
• Clarify behavioral expectations
• Outline consequences if change doesn’t occur

An effective SPA should target behavior that is specific, observable, and changeable. It needs to include a timeline for change and appropriate consequences. See Appendix for this chapter for an example of a SPA. Also, the UCSC Dean of Student Conduct can help with deciding if/when to use SPAs and how to write them.