The approach consists of six overlapping sets of teacher behaviours designed to detect, deflect and defuse non-compliance and defiance in its early stages, with the ultimate objective of avoiding power struggles with students and, where possible, referral to the office.
The six stages are outlined below:
1. Preparation - observe and record when behavioural ‘incidents’ occur and their related instructional components e.g. group work, movement, transitions. Replace or modify these to minimise the likely future occurrence of inappropriate behaviour.
2. Positive Contact - make a planned pre-emptive positive contact with the student early in the lesson. Seek further opportunities for positive interactions during the course of the lesson and at all times responds politely and respectfully to the student.
3. Warning Signs - be alert to signs of disengagement or agitation that are known to be precursors to non-compliance or defiance e.g. complaints about the work, out of seat, interrupting other students and irritation at making errors or being corrected.
4. Emotional Control - become aware of and acts to control muscular tension (e.g. tightness), negative emotions (e.g. anger) and physiological symptoms (e.g. increase in heart rate) associated with challenging student behaviour.
5. Defuse - respond in a way designed to de-escalate exchanges involving disobedience, arguing, limit testing, the use of abusive language, threats, etc. Draw on a repertoire of strategies such as hearing the student out, acknowledging feelings, partial agreement, keeping distance, speaking calmly and politely, and not giving ultimatums to help defuse the situation and to avoid power struggles.
6. Re-connect - initiate a positive exchange with the student shortly after a behavioural incident and when the student has calmed down. Encourage the student to engage in the formulation of a plan to limit the occurrence of similar incidents in the future.
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