De-escalating behavior

De-escalating behavior
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  • Balancing Group Work
  • Class Discussions
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  • Scenario: Students have been assigned to work in small groups on a lab experiment.  Preventing the "lazy" and disruptive/distracted partners: As the teacher it is important that groups are well balance- even if it means students cannot work with their friends all the time. In this scenario each group has one student who is weaker in the the English language, one is stronger and one student who often times needs motivation to stay on track. 
  • Power Dispute  
  • I want to go down the slide first today! 
  • No you can't because we are older and better!!
  • Scenario: Students are sitting on the carpet for class discussion about a book they just read together. Preventing disruptions or students feeling left out: be consistent by ensuring all get to to share their ideas and show that you care about each students thoughts. It is also important to be consistent with nonverbal communications, make consistent eye contact with all students and nonverbally show that you are a. watching and b. care about their thoughts/actions
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  • Scenario: At recess time a group of girls get in a dispute over who goes down the slide first. De-escalating the situation: first it is important to intervene right when you hear the girls raise their voices at each other and their is name calling. Then, explain to the girls that they take turns going down the slide  "first" each day and at the end of recess all will have gone down plenty of times. Keep track of "first" turn down the slide each day. 
  • Ha ha, yeah you're a baby!
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