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Transcript of ANGRY Students
ANGRY Students DE-ESCALATE
The following strategies are intended to assist with de-escalating a students behaviour before out bursts occur
OutburstStarting to get upsetIf we think of an outburst occurring in an arcwith the outburst happening at the top of the arc. The following ideas would be used before we reach the peak and it might be too late to calm the person down verbally.Pre- INTERVENTION skills
#1 Recognise the students warning signs and intervene early.Nonverbal warnings include agitation, aggressive body language, clenched fists, LOUD VOICE, small items pushed around. Become aware of these! Dont ignore or turn your back away from an angry student with the intention of simply ignoring the situation. The optimal distance for giving acommand is round 1.5meters2. Do not give directions or commands to an angry student from behind a desk or sitting down.
3. Survey the area around you and the student for potential safety issues
- Proximity to other students- Scissors- Sharpened pencils/ pens- Open doors/ windows- Removed shoes/ clothing- Any potentially hazardous itemLook for:4. To help avoid confrontation don't "frontally" face the child.
Stand facing them with your side. This body language is less threatening and puts you in a better self-defense position should the child get aggressive.
5. Allow some physical space between you and the student.
1.5 m 6. Get eye level - neither one of you is up or down.
Encourage the student to be seated, but if he/she needs to stand, you stand up also.
7. Look Calm
An emotional response from an adult will reduce compliance. Exercise self-control!
Body language should be relaxed, with legs and arms uncrossed.
Take a deep slow breath before acting
8. Reduce stimulation.Invite the student to a quiet place (like side office or desk) if this is comfortable and does not jeopardise yours or other children's safety.
Intervene earlySurvey the areaAvoid frontally facingAllow spaceEye level - sit or standLook calmReduce stimuli if possible
QUICK ReviewHow andWhat to sayUse a soft, quiet but firm tone and make eye contact. 9. Lower your voice tone to a whisper. REMEMBER:Do not maintain constant eye contact (this can be intimidating).Do not point or shake your finger. Do not touch the child.Keep hands out of your pockets, up and available to protect yourself.
10. Be very respectful even when firmly setting limits or calling for help. The agitated student is very sensitive to feeling shamed and disrespected.
We want him/her to know that it is not necessary to show us that they must be respected.
Always treat them with dignity and respect.
11. Dont press for explanations for their current behaviour or ask why?whye.g., Now tell me exactly why you feelyou have the right to behave so inappropriatelyYou can get to the bottom of this later!12. Always be looking for any small positive behaviours and reinforce
Examples:Student takes a seat as you requested
Students starts breathing calmly
Students picks up an item you requested
Student uses the words at any time I feel Acknowledge these behaviours frequently!!13. Set clear firm limits about behaviour that is and is not acceptableInvolve the child in setting up these expectationsSet a small number (sometimes 1) that will be focused and built onWrite them down and display them so eveyone can see themAvoid using negative language (dont, stop etc;) when setting these14. Acknowledge feelings Effective listening makes the student feel heard and can be the key to diffusing a critical situation."I can appreciate your situation... It sounds hard for you too... Thank you for letting me know... I can see how angry/frustrated/upset you are. When you are feeling calm again we can talk about this
With practice we can all understand and/or appreciate another's point of view or needs.15. Use words/phrases that de-escalate:Lets try..Maybe, we canWhat if .I feel, It seems like, I think, Sometimes people can.. Perhaps we. I wonder if
16. Breath deeply and slowly throughout your discussion. Demonstrate and practice the behaviour you want them to do. You dont have to announce it, just do it as you talk with them.
17. Tell the child to start an appropriate behaviourPlease start picking up the blocks.andMake fewer stop demands such as, Stop arguing with me! Pick up the blocks
Avoid putting commands into the form of questions
18. Demand the Possible
Be certain the request is something the child is able to accomplish.
Some directions are confusing. The child may truly not understand your expectations.
Try to break down complex concepts into smaller steps.
Wait 5 Seconds AFTER a request.
Do not talk with the child, do not argue or respond to excuses..Avoid interrupting the child with further instructions19. Allow time to comply.:Pointing out reality will only increase the childs frustration.This is not the time to start discussing consequences or change a persons thought process regarding what they believe in
Our goal is to calm and discuss calmly20. Do not discipline or attempt to change the mind of someone while they are in crisis.
21. Dont escalate the situation by making threats that you cant follow up on.
You cant talk to me that way!
Do you want to leave my classroom?
Do you want me to call the office?22. Communicate one central thought or idea throughoutCALMING DOWN23. Do not defend yourself or anyone else from insults or curses.
Do not be defensive- even if the comments or insults are directed at you - they are not about you.
They are about distracting you, upsetting you or getting you off your game. Dont let that happen!24. Once the student has calmed down
- Be part of the follow up. Help to problem solve and deal with the real issues.
This builds trust and confidence in the relationship between teacher and student
Do not rush them give them as long as they realistically need to calm down
25. ReflectionDiscuss and/or write down together what the student should do next time
Set some goals for the future
Make these positive and dont dwell on the negative behaviour but make sure they know it is unacceptable
Lower your voice toneBe very respectfulDont press for explanationsLook for any small positive behavioursSet clear firm limits about behaviour that is and is not acceptableAcknowledge feelingsUse words/phrases that de-escalateBreath deeply and slowlyTell the child to start an appropriate behaviour rather than stop it
ReviewDemand the PossibleAllow time to complyDo not discipline or attempt to change the mindDont escalate the situation by making threatsCommunicate one central thought or idea throughoutDo not defend yourselfHelp to problem solve and deal with the real issues
ReviewBe familiar with the appropriate referral resources that are available on campus to assist thestudent immediately.
If the student has not calmed down.Finally,