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Jeast Situation
Updated: 11/20/2017
Jeast Situation
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Storyboard Description

Here I am seen trying to descalate disruptive student behavior.

Storyboard Text

  • Scenario: Student Non-Compliance
  • Today we will begin reviewing your spelling words for this week's vocab test.
  • Na-unnnhhhhhh!!!
  • Strategy 1: Offer the child a break
  • I know these words are challenging. If we just read a few and take a nice break on the ipad.
  • Strategy 2: Do not get caught-up trying to argue
  • *Student growls like a dog and pretends like he is going to bite, from under the table*
  • What's going on today ,Bud? I can see you are upset . If there is something else going on, maybe we can talk about it or talk to the counselor.
  • Here the teacher introduces lesson to the student. In the one-on-one session, the student mocks teacher and refuses to begin activity.
  • Strategy 3: Demonstrate active listening to Student
  • I hate school today! A boy called me stupid and said I will fail the test!
  • Let the child know they can take a break to cool down before you all begin the difficult activity.
  • Strategy 4: Reward alternative behavior
  • I am sorry that boy said that. You can do it! I really appreciate you stopping growling and using your words to talk to me, Why don't we play on the ipad first today, THEN review our words?
  • If student is arguing or making noises when you try to talk, don't engage. Let them continue to calm down.
  • Strategy 5: Praise frequently and during transistions
  • Wow! Great job getting off the floor and to the table. I can tell we are ready to have a little fun then get to work. Thank you for letting us move on.
  • After giving the student a break , the teacher should let the child know they support them and care why they are upset.
  • Give student a reward for agreeing to do the assignment, even if it's on different conditions.
  • Okay, I guess.
  • Give student more praise for getting off floor and moving to the reward task. Apply points for participation on behavior plan or chart.
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