Strategies

Why Should I Do It:

• It is a quick method to de-escalate a student

• It keeps you in control

• Prevents students from feeding off of the attention of the class or others

• Breaks the cycle of escalation, tension, intensity, etc.

• Reduces the likelihood of further physical, verbal, and other conflicts

• Establishes your position as being outside of the student’s tactics and usual attempts to get what they want

• Helps teach students that engaging in power struggles is futile and will not get them what/where they want

• Helps you, the adult, remain calm, clear-headed, and more able to make good decisions and actions

When Should I Do It:

• When a student is trying to verbally engage you in an argument

• When a student becomes very insistent, argumentative, and will not drop the point

• When a student becomes agitated, raises their voice, becomes physically or verbally aggressive or threatening, or becomes threatening in any other way

• When the issue the student is arguing about is not essential, important, or crucial (choose your battles wisely)

• When a student can’t seem to drop it

• When it seems the student is no longer interested in solving a problem, but provoking and being right When a student just wants to be correct, right, or win

• When a student seems to be taking it personally and cannot handle the issue, topic, etc.

• When giving directives, directions, corrections, or reprimands

How Do I Do It:

• This technique takes a lot of patience, support, self-control, and self-talk

• Keep responses brief, to the point, and succinct, and avoid lecturing, talking at length, or patronizing Use a calm and neutral tone

• DO NOT match the emotional level of the student, rather remain calm, cool, and collected

• State the expectation, then walk away

• Validate student’s feelings

• Remove the student from the situation and discuss the issue after time to calm down

• Offer several choices, give a timeline to decide within, and walk away

• Try stating the expectation and consequence, tell the student the choice is theirs, and walk away