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Creating a Respectful Classroom Module 5: De-escalating Disruptive Behavior.

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Presentation on theme: "Creating a Respectful Classroom Module 5: De-escalating Disruptive Behavior."— Presentation transcript:

1 Creating a Respectful Classroom Module 5: De-escalating Disruptive Behavior

2 Sound Familiar? While doing class work Johnny becomes off-task and starts to talk to his peers. Johnny responds by saying, “This work stinks, I don’t want to do it.” Johnny says, “I don’t care about this class, I am not doing this work.” Johnny then stands up, slams his work on his desk, says “Fine!” and storms out of the room. Teacher His teacher asks him to stop talking and tells him to get back to work. His teacher says “Why do you always fight with me in class?” His teacher says, “You need to do this work or you are going to the office!” Johnny

3 Phases of Escalating Behavior Keep Here! Stop escalation of behavior

4 Recognize Precursor Behaviors As students enter the class and during your initial welcome, scan for potential signs that a student may be having a difficult day. Look for a change in a student’s normal behavior such as –Head down –Mumbling –Change in facial expression –Non responsive or despondent –Louder than usual

5 Activity Think of a student you work with. What are some precursor behaviors they exhibit and what can you do during this phase to prevent their behavior from escalating?

6 Strategies to Reduce Problems in Precursor Phase Teacher recognition and support Change in teacher proximity Provide additional time Change in activity Present choice Assist student to begin work Positive phrasing Do not ignore

7 Self-reflection Think of some strategies you use when you are having a difficult day. –How long does it take for you to adjust to change? – What additional supports do you need to keep you from becoming agitated?

8 Use class redirection to get student back on task… Maintain the class and keep the instructional program going –Focus on the majority of the class first and the individual student second –Assign an independent, pairs, or small group activity to class –State an expectation for the class (e.g., “everyone start the math assignment”)

9 Consider why the student is acting out Then, speak with student individually and redirect –Restate directions in a positive way –Determine if help is needed –Present choice in activity –Assist student to begin work/focus on productive activity –Provide additional time If class redirection does not work…

10 Stop Escalation by… Offering ‘cool down’ in or out of class Attending to your emotional state Keeping responses brief and related to situation Avoiding the power struggle trap

11 Ultimately, the goal is always for the student to remain in class and benefit from instruction

12 Dealing With the Peak Phase: De-Escalation Strategies First and foremost Follow school or district policy Make sure your response is not more disruptive than the presenting behavior problem

13 De-Escalation Strategies Remove all demands in the crisis Avoid physical contact or redirection Minimize verbal interaction –Recognize that this is not a time to problem- solve with the student Speak softly

14 De-Escalation Strategies Make sure to avoid: Harsh and humiliating reprimands Threats Nagging Sarcastic remarks Public confrontation Emotional responses

15 When the Behavior is a Safety Issue… Determine an appropriate location (e.g., office, guidance, class next door) for the student to go to –Contact the receiving office/teacher to notify of student arrival Will the student need an escort to the new location? –If yes, contact appropriate personnel for assistance What will the staff/administration do to help the student calm down and be able to return to class? –Ask the student what they need to regroup –Provide the student with some private space –Engage the student in making a good decision about their behavior

16 A student who had been sent out of the room returns later in the day or next day

17 Intervention Strategies It is a new opportunity Reach out to welcome the student – re- build rapport Focus on normal routines Provide positive feedback for cooperation Debrief with student privately –Problem solve with student –Plan prevention strategies with student

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