Dodging the Power-Struggle Trap: Ideas for Teachers

Quick stress reduction-deep breathe (silently)

Respond in a calm, business like manner Keep responses brief Talk to a student privately Avoid biting the hook, aka ignoring until later

Divert the students attention The ‘antiseptic bounce’ Allow a cool down break for the student Paraphrase essential concern Ask open-ended questions-never ask ‘Why’

De-escalation Techniques

Re-phrase negative words with positive words.

Ex: “If you don’t return to your seat, I won’t help you with your assignment”

“I can give you some help on your assignment just as soon as you return to your seat”

Watch your emotional posturing

Be aware of your body language, facial expression and tone of voice

Increase personal space

Frame choices in a two part statement:

The teacher first states the negative or non-compliant choice and it’s consequences, then states the positive behavioral choice and subsequent consequences.

Ex: “Bob, you can continue to yell at me which will get you lunchtime detention for a week, or you can take a break in the hallway to calm down and come back to class when you’re ready, which will allow you to have lunch with friends”

Try to avoid a full blown conflict by asking something like:

“is there something we can do right now to earn your cooperation?” (may need to be asked a second time)

Model negotiation as a positive means to resolving conflict.

Treat the student with dignity.

Never use humor in a sarcastic or teasing manner

Follow up privately with the student later

Prompt the student to acknowledge his/her own feeling state directly

Use tentative language with emotional labeling Ex: Lisa, you sound angry or appear frustrated, etc..

What underlying message is being conveyed through this disruptive behavior?

Ex: Student starts to laugh loudly when he/she is asked to answer a math problem in front of the class. What could the message be ?

Braithwaite, R. (2001) Managing Aggression. New York: Routledge.

Lanceley, F. J. (1999). On-scene guide for crisis negotiators. Boca Raton, FL: CRC Press.

Sprick, R. S. Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavioral problems in secondary schools. In M. Shinn, H. M. Walker, & G. Stoner (Eds). Interventions for academic and behavioral problems II: Preventive and remedial approaches. Bethesda, MD: National Association of School Psychologists

Mayer, G. R. (2000) Classroom Management: A California resource guide. Los Angeles, CA: Los Angeles County Office of Education. Retrieved September 29, 2003, from http://www.cde.ca.gov/spbranch/safety/resourceguids/classroommgmt.pdf