Welcome to my tutorial!

1. Welcome to my tutorial! • Please use the space bar key to move forward with any slide. Click on each link that is posted to look at some examples that were created to give you a better understanding! When finished each clip, minimize the site and maximize PowerPoint. Enjoy!

2. Have you ever had a student become so frustrated that they: Rip up their paper? Curse under their breath? Kick or bang when something is too hard? Raise their voices? What do you do? Why does this happen? This is called escalation.

3. What is escalation? • Escalation is something that increasinglyrises. • When a child’s anger or frustration escalates, it increases. Take a look at the video. Please press play! When finished, exit out of powtoons. • http://www.powtoon.com/p/bhpRrxHqRth/

4. From this video: • What escalation may look like • Examples of why some students may escalate • Reactions of some students who escalate • Verbal and non verbal signs of students who are escalating • Accommodations for children

5. Please click on the link for example #1! • http://goanimate.com/videos/0d5COM4WjBaM?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent • What caused Amy to escalate? • What happened after Amy escalated?

6. If you said Amy escalated because she did not study and did not know any information on the test, you are correct! What happened to everyone else in the classroom? Did you notice the other students in the classroom becoming angry? When one child escalates in the classroom, sometimes it can be a distraction for others around them. The teacher told Amy to go into the hallway so the class would not be disturbed. Although we did not see the rest of the clip, Amy could have made a choice to go into the hallway, or stay in the room and become angrier.

7. Example # 2 http://goanimate.com/videos/0gA0tucvg6ns?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent Why did Kelly become frustrated? How was this problem solved?

8. Kelly became frustrated because she could not find a worksheet that her teacher asked her to get out of her desk. The other student became frustrated with Kelly because this was probably not the first time she could not find something. How was this problem solved? Very easily! Because the teacher had a new worksheet and played it off like it was no big deal, Kelly was able to get over it. Sometimes it is not that easy though. What if the worksheet was completed? What if this was a worksheet she needed to study for a test? All of these could be factors in playing a role with Kelly escalating.

9. How to use De-Escalation?PLEASE CLICK ON THE LINK! http://goanimate.com/videos/0Yculx8HdooY?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent

10. In the video…. • De-escalation techniques were used to calm Amy down. As much as the teacher may have been upset with Amy at that moment for disrupting the whole class, using a calm voice and showing empathy towards her feelings came a long way. • The teacher also asked Amy if she wanted to take a small break before she continued on. This could mean using the bathroom or getting a drink, using putty in a “chill out” basket by the teacher, or taking a 5 minute break relaxing in the “chill out” corner.

11. Example # 2 http://goanimate.com/videos/06fbi4ee1q1E?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent

12. Kelly was upset because she could not find a worksheet in her desk. Instead of the teacher getting angry with her as well, he decided to just do what he could at that moment. He asked Kelly to follow along with the class as they reviewed the answers to the study guide. After, he would make a copy of everything for her so she would have it that night to study. The teacher plays such an important role in situations like these. As a teacher, you are playing a positive role model for all students. You always want to keep a calm voice and do what is best to resolve the situation. In the end, this will benefit everyone involved.

13. Healthy Classroom Environment Developing Expectations Communication is KEY with parents, student, and staff

14. Creating a “chill out” space Reinforcing the Positive Behavior

15. Use Putty Give Student an Emotions Chart –Let them circle how they are feeling then go over it with them. Make up a basket of all break materials

16. It is not always going to be easy for a child to ask for a break, especially when the child is angry. As a teacher, it is your job to keep communication as open as possible. This way, it makes the student feel more comfortable coming to you or asking for the break.

17. Verbal Communication Skills when De-escalating • Use a calm and controlled voice • Speak clearly and use words that your student can easily understand • Use empathy towards the student’s feelings

18. Non-Verbal Communication Skills when de-escalating • Your appearance should be positive • Be patient. Let the student say how they are feeling and why they may have become upset

19. 4 Types of De-Escalating Responses • The Hang Back Response: • The student is able to calm down and work out the solutions without any help. • An example: When a student becomes frustrated with a question on a test, hang back, and see if that student can work through the question on there own. Sometimes, the hang back response de-escalates a situation before it even happens!

20. De-Escalation responses • The Minimal Response: • By using a small reminder or cue, this puts the child “back on track.” • Example: When the student gets angry about not knowing an answer to a question on a test, the teacher can quietly and calmly tell the student to try their best. This may or may not get the student back on track.

21. De-escalation responses • The Collaborative Response: • This is when a student is unable to work out their solution on their own and accepts help from others. • Example: The student who becomes frustrated on the test question raises their hand and asks if they could receive help!

22. De-escalation responses • Directive Response: • The students personal safety and the safety of others becomes an issue and the student needs a more firm response. • Example: The student becomes more and more agitated about not knowing the answer. They start to kick the chair and bang on their desk.

23. Don’t give up on a student! Where there’s a will, there’s a way!

24. Work Cited • Ahart, S. Bates, K. Desiderio, R. & Johnson, K. (2013). Safe and positive approaches re-certification. A PowerPoint presentation presented at Penndale Middle School, Lansdale, PA. • Janinek, M. Rafferty, C. (2013). Emotional support: insight and strategies to working with these students. A PowerPoint presentation presented at North Penn Senior High School, Lansdale, PA. • Best practices for behavior disorders in the classroom. (2009). Retrieved February 6th, 2009 from https://specialed.about.com/cs/beahviordisorders/a/Behavior.htm • Stepping off the conflict escalator. (2013). Retrieved March 29th, 2014 from • https://bankstreet.edu/blogs/fair-is-not-equal/2013/04/23/stepping-off-the-conflict-escalator/