Managing Student Behavior: De-Escalation Strategies in and Out of the Classroom - Teach-Now - Vic...

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Managing Student Behavior: De-Escalation Strategies in and Out of the Classroom - Teach-Now - Victor Phillips, Sarah Grimshaw, John McDonald by Mind Map: Managing Student Behavior: De-Escalation Strategies in and Out of the Classroom - Teach-Now - Victor Phillips, Sarah Grimshaw, John McDonald

1. Disrespectful students

1.1. Stay calm and keep in mind that the student may have other issues. Talk very quietly to the student. Give the student a way to back down without losing face. Tell the student you will be happy to talk after class.

1.1.1. Positive Discipline Strategies Yield Quick Results -

2. De-Escalation for Students with Special Needs

2.1. De-escalating student behavior for students with special needs many times requires a different approach than would regularly be taken. Although a large part of teaching students with Special Needs is promoting and encouraging appropriate behavior, there are times when a student’s behavior needs to be de-escalated, meaning the behavior requires immediate attention which can at times involve the student being removed from the classroom. If the behavior is escalating or influencing other students, the class is unable to learn or safety is threatened, it is time to involve administrative personnel. You can always work with the student later to help him or her learn how to deal with whatever is triggering the behavior, but sometimes, removal is the only option to allow other students to continue learning. There are many things to consider when behavior issues arise with students who have special needs. For this assignment, we will focus on three of major importance: Using the paperwork (IEPs, BIPs, etc.), Documenting behavior (Data), and teacher professional learning and training.

2.1.1. Using the Paperwork: Unearthing Previous Behaviors and Tendencies

2.1.1.1. 1.) IEPs – What does the IEP say about the student? IEPs are the first things I look at. The IEP lists student behaviors, gives information on their Behavior Intervention Plan (BIP), and current and previous case managers. The student’s case manager should know the student better than any other teacher in the school, so I seek out that particular teacher for information on the student and de-escalating strategies to use. IEPs should give information on helpful and many times necessary strategies to hopefully prevent the need for de-escalation. Some of these strategies could include changing the seating arrangement and proximity to peers who negatively influence a student, the need for peer assistance, preferential lighting, etc.

2.1.1.2. 2.) Psychoeducational reports – The student’s psych files contain a great deal of background information on each child with Special Needs. This, more than anything, gives the teacher insight into where and what the child is coming from in life and can further assist the teacher in understanding who the child is in order to create the best possible de-escalation strategies.

2.1.1.3. 3.) BIPs – BIPs contain information on each child’s specific behaviors and is crucial in understanding ways that de-escalation can and should take place with each child. Because each child with Special Needs is unique in their behaviors, it is imperative that teachers know each child’s Behavior Intervention Plan so that they can properly de-escalate students in the most effective way possible.

2.1.2. Documenting Behavior: Discovering Trends with Students with Special Needs

2.1.2.1. The teacher should document and record the behavior of students, especially those with Special Needs. Documentation should include the following:

2.1.2.1.1. 1.) How the student’s behavior affects the learning environment (be sure to document using concrete, specific, non-emotional terms with details surrounding the behavior, such as the time, the subject being taught, the learning activity and its difficulty, the location of the student in the classroom and nearby peers or other adults).

2.1.2.1.2. 2.) What occurred before the disruption, during the disruption and after the disruption? Identifying these three things provides clues which can help you successfully intervene. You are looking for a trigger (what started the disruption) so that you can effectively create the best de-escalating strategies for that student.

2.1.3. Teacher Professional Learning and Training: Learning Strategies for De-Escalation from Experts

2.1.3.1. Teacher Professional Learning and Training: Learning Strategies for De-Escalation from Experts

2.1.3.1.1. Educators must consistently attend training that helps to minimize and alleviate disruptive behaviors, particularly with students who have Special Needs. Mindset Training is one such professional learning opportunity that offers a great deal of insight into effective de-escalation techniques and strategies.

3. Basic De-Escalation Techniques

3.1. Inappropriate chatter

3.1.1. Look at the suspected students, Walk over to talkative students and conduct class standing right next to them. Make positive statements about the behaviour you want to see. Use Non-Verbal Cues To Quiet Them Down

3.1.1.1. Quieting the Classroom

3.2. Defiance

3.2.1. https://www.youtube.com/watch?v=6Fb39YlXLq4

3.2.2. Stay calm. Avoid Negotiating in the Moment and off a selection of choices that can be acceptable to student. Offer assistance to iron out difficulties.

4. - Prevention is the key to encouraging positive student behavior -

4.1. Model the behavior you wish to see.

4.1.1. As exhibited in the video from the "Big Bang Theory", the teacher perhaps was not the most professional. Students watch your every move - if you don't want your students to come in late, don't be late yourself. Show your students exactly what you wish to see from them - as well as what you don't.

4.1.1.1. - Example of modeling inappropriate behavior -

4.2. Establish clear expectations at the beginning of the year.

4.2.1. Students are not mind readers - and they also may come into the classroom with different expectations already set from previous teachers or schools. It is imperative to set very clear rules. Students need to know what YOU expect from them.

4.2.1.1. - How to set clear expectation in the classroom -

4.3. Have students take part in setting classroom expectations.

4.3.1. "The Responsive Classroom" is an educational approach that works to improve teacher effectiveness as well as the student climate as a whole. One aspect of this approach encourages educators to create rules with their students. Students inherently need rules and by allowing them to help establish the rules in the classroom, they may feel a sense of ownership over them. In turn, they are then more likely to follow them.

4.3.1.1. - Responsive classroom approach to creating rules -

5. - Disruptive classroom behaviors -

5.1. How do we define disruptive behaviors?

5.1.1. It is essentially a behavior that hampers the ability of instructors to teach and students to learn.

5.1.1.1. Disruptive behaviors in the classroom

5.2. - They are not universally the same -

5.2.1. Expectations for students in regards to behavior can vary greatly across classrooms.

5.2.1.1. Cultural differences, intellectual level, disabilities as well as prior experience can all mold the expectations for appropriate behavior in class.

5.3. What are some common examples?

5.3.1. Talking while the teacher is talking, using a cell phone in class, talking back, laughing, making a threat.

5.3.1.1. Example: