Avoid Power Struggles

Why should I do it:

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

• Keeps the attention on the behavior and not the student 

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

• Prevents class wide distractions

• Reduces the likelihood of further conflict

• Models positive problem solving skills

When should I do it:

Adult Considerations

When I have reflected on the following questions and have modified my own behavior/expectations when needed:

• Is the behavior that I'm seeing developmentally appropriate, even if misaligned with the expectations?

• Were our classroom expectations created in community? Do they reflect the values of the students and their families?

• Is my personal bias impacting the way that I view this behavior?

• Am I regulated and able to respond to the student in a calm, supportive manner?

Student Considerations

• When an argument is beginning to form between you and a student 

• When the content of the argument is not essential, important, or crucial (choose your battles wisely)

• When the conversation is no longer focused on the problem, but on "winning" 

• When giving directions or corrections

How do I do it:

• Remember 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

• Remain calm and keep a neutral voice, DO NOT match the emotional level of the student, if the student is escalated

• State the expectation, then walk away

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

• Try re-direction if student is able to be de-escalated

• Provide student a break space and then follow up when the student is ready 

• Use reflective listening “I am hearing that you feel this assignment is unnecessary”

• Ask open ended questions "What do you need to move forward?" 

• Be aware of body language (people often mirror their emotional response with others’ body language, behavior, and words)

• Validate student’s feelings

• Tell the student you want to hear what they have to say, but you both need a break or breather before talking

• Keep expectations on the wall or other visible location, and when a student attempts to engage you in conflict, simply point to the appropriate and relevant expectation on the list and walk away (explain this strategy to the class before implementing it)

• Create a class system or protocol for bringing up issues (eg: Writing down concerns and putting them in a designated location) 

• Teach and practice a technique or method with the class on how to have a disagreement with others

Resource Links:

• Dodging the Power Struggle Trap — Tips for Teachers

Footnote:

The content from this page originated on PBISWorld.org. It has been modified and added to by our team to more align with PPS' asset-based, culturally responsive practices.