One-on-one Interaction

Why should I do it:

• Students are more likely to listen to your input when it’s done away from others
• It gives cool down time for both you and the student before discussing an issue
• It provides the student a chance to state his thoughts and feelings

When should I do it:

• When a behavior has caused disruption to the class or the student’s day

How do I do it:

• This technique takes a lot of patience, support, self-control and self-talk
• Keep responses brief; avoid lecturing
• Try re-direction if student is able to be de-escalated
• Remove student from situation and make an appointment time to talk about the issue
• Use reflective listening “I am hearing that you feel this assignment is unnecessary” “I hear you telling me that he took your toy away”
• Ask open ended questions
• Use body language that represents openness: If you are sitting, keep legs uncrossed and lean toward the person; If you are standing, keep arms uncrossed and legs open---people often mirror their emotional response with others’ body language
• Use humor
• Validate student’s feelings:

Aggression: “I know that you got mad after that”

Sadness: “ I can see you are sad about this”

Anxiety: “When you tap your feet, I’m guessing you are worried about the test”

Confrontation: “I need to talk to you about your calling your friend a name”

• Teach alternatives

“Tell me some things you could have done differently” “The next time, you get mad, try walking away and taking a break”

“When you get worried about your tests, try to think of all the tests you’ve taken and done great on”

• Use Start Commands