powerpoint

“ I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized.”

D. Haim G. Ginott

Teacher and Child

4 components of effective crisis management:

1. Pre-crisis

2. Prediction of crises

3. During the crisis

4. Post-crisis

• Primary goal is prevention.

• Identify what constitutes a crisis.

• Need plans to prevent crisis, plans for when crisis happens.

• Planning is important for making rational responses.

• Identify:

potential crisis situations.

types of crises for yourself and students.

• Build an atmosphere of trust.

• Set up consequences for rule interactions ahead of time.

• Rule infractions should be dealt with unemotionally.

• Students should be allowed to “save face.”

• Teachers and other adults should not make threats.

• Behavioral expectations should be clearly defined.

• Model the behavior you desire for your students.

• Only discuss the “What” of behavior not the “Why.”

• Avoid arguing with students.

• Interfere with the behavior before conflict develops.

• Develop crisis management plans & crisis teams.

• Go over potential crises and action plans with crisis team members.

• Discuss emergency action procedures with your students.

• Develop guidelines to prevent a crisis.

• What is the student’s history of crisis

behavior?

• What have you observed about the student?

• Have you seen the student lose control?

a. angry stares or facial grimaces

b. arguing or provocative statements to induce an argument

c. verbal challenges

(You can't make me! I dare you to try it!), or physical threats

d. calling people derisive names

e. oppositional or noncompliant responses

f. rapid breathing

4. Did the student show any of the following behavioral signs?

1. Ask yourself:What is the crisis management plan? How can I intervene in this situation effectively? What are my options for dealing with this behavior?

2. Stay composed: calm voice, regular breathing, normal body stance & posture.

3. Accomplish your objective with as little action as necessary.

4. Always ask student to stop.

5. Occasionally use surprise actions to get

control of situation.

6. Be assertive. Be firm.

7. Don’t threaten. Don’t plead.

8. Don’t argue, but don’t back down.

9. Ignore verbal aggressions, keep

communicating expectations.

10. Always give a reason why behavior

must stop.

11. Don’t panic.

12. Wait for help to come.

1. Move student to an area where he can calm down.

3. Anticipate stages student will go through in calming down.

5. Teacher should go some place and calm down.

7. Plan for discussion to be therapeutic.

A. Before the Discussion.

• Enter room calmly greet student calmly.

• Position yourself to maintain good eye contact.

• Remain calm, ignore outbursts of anger.

• State purpose of discussion.

• Provide support to student.

• Set ground rules for discussion.

1. Let student tell his/her side of story first.

2. Be honest with student.

3. Point out realities of episode without “moralizing.”

4. Get student to identify how he/she was feeling immediately before incident.

5. If student won’t talk to you, wait.

6. Work toward solution with student.

B. During the Discussion.

1. Integrate student into classroom in a clear, systematic manner.

2. If student cannot calm down and discuss the incident, postpone discussion.

3. Inform supervisor, building principal, and student’s parents of episode.

4. If necessary, meet with administrators/parents for ways to prevent and/or handle future incidents.

C . After the Discussion.