As teachers, we often receive professional development on classroom management and behavior interventions. We are asked to learn about and implement the newest buzzwords in behavior management programs in order to encourage our students to behave more appropriately in the classroom. We have token boards and reinforcers thrown at us to try with our students. We are tasked with finding time to teach social emotional skills during our already overloaded days. We are taught strategies to use to de-escalate behavior we may encounter in our classrooms. Although the authors tried all of the above, there always seemed to be something missing. What if we flipped our approach and taught students about behaviors? What an idea! We could teach students skills that would help them even without us!
Therefore, we set out to develop a series to teach students about behavior in a way that incorporates explaining what happens to their thoughts, feelings, and bodies as a normal part of the human experience, along with strategies for regulating their emotions while responding to these natural parts of life. Using the Acting Out Behavior (De-Escalation) Cycle developed by Geoff Colvin as the foundation, the following lessons will help you teach your students;
- To identify the de-escalation cycle
- To describe what they look and feel like when they are calm
- To identify and describe their triggers
- To identify and describe their own physical responses, feelings, and actions when they are agitated and at peak
- To identify, describe, and demonstrate strategies that they can use to avoid reaching “peak”
- To reflect on their own behaviors using the De-Escalation Cycle
The lessons are designed to become part of the core of your classroom. In order to be most effective, the De-Escalation Cycle should be reviewed frequently. Some students may need a review a few times throughout the day.
Paulita Peoples is the first in a series of stories we have planned to teach about the De-Escalation Cycle. Additional stories and lessons will be available in the near future.
Each book will be available from Amazon.com.
Materials available for each book on Teacher Pay Teachers include:
- Unit plans for each book with: (a) the why; (b) the approach; (c) six to seven lesson plans; (d) all materials for each lesson; and (e) many optional activities.
- Choice sheets that match the book
- Self-management forms
- Token sheets
Description of teacher response at each phase of the de-escalation cycle
Responding to Escalating Behavior - Teacher Strategies*
| Student | Teacher | Examples |
|---|---|---|
|
Calm |
Name the phase and indicators for the student. Provide a great deal of behavior specific praise. Provide opportunities to respond to learning. Build rapport through conversations, discussion of student interests |
“I see that you are calm. Your hands are relaxed on your desk. You have a thoughtful look on your face.”
“You are doing a great job working on your worksheet.” Allow students to write on individual white boards. “Paulita, tell me about your walk to school today.” |
|
Triggered |
Be intentional.
Be mindful of potential triggers and pre-correct/remind the student to use a strategy. Have a plan to avoid triggers within your control. Direct student back to task. |
Walk throughout the class and observe all students.
“Paulita, you seem distracted by Tommy’s behavior. What strategy would you like to use?” Mr. Sato knows that Tommy often offends Paulita, so he might seat them away from each other, remind Tommy of the expectations before class, or stand close to Tommy. “Tommy, please do your work.” “Paulita, please face the front of the room.” |
|
Agitated |
Know signs of agitation for your students.
Watch for signs of agitation. Quietly and verbally label the behavior that indicates attention for the student. Ask the student which strategy he/she would like to use. |
Mr. Sato recognizes that Paulita is looking over her shoulder at Tommy, her shoulders were tense, her face was red and her fists were clenched.
“Paulita, you look agitated. You shoulders are so tense, your face is turning red, and your firsts are clenched.” Showing her the strategy sheet, “What strategy would you like to use.” |
|
Peak |
Focus on safety, yours and your students.
Develop a plan in advance and teach the procedures to the students in the class. Know, understand, and follow established school procedures. |
“Paulita, please move into the hallway”
“Class, please take your work and move into the hall” Call for assistance. |
|
De-Escalation/Recovery (calm again!) |
Withdraw attention.
Allow student space to calm down. When the student is ready, talk about the situation and make a plan for next time. |
“Paulita, when you are ready to talk please let me know.”
Using the de-escalation worksheet say, “Paulita, let’s talk about the phases of your behavior. What was your trigger? What did you feel like when you were getting agitated? What strategies could you |
|
|
Encourage the student to rejoin the class.
|
use next time?”
“Please get back to work now.” |