I have come to a frightening conclusion' I am the decisive element in the classroom' It is my perso

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ON MODELING

• 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
  childs 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

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Crisis Management

• 4 components of effective crisis management

1. Pre-crisis 2. Prediction of crises
3. During the crisis 4. Post-crisis
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Pre-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.

4
Guidelines for Preventing of Crises

• 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.

5
Guidelines for Preventing of Crises

• Behavioral expectations should be clearly
  defined.
• Model the behavior you desire for your students.
• Only discuss the What of behavior not the
  Why.

6
Guidelines for Prevention of Crises

• Avoid arguing with students.
• Interfere with the behavior before conflict
  develops.

7
Pre-Crisis

• 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.

8
Prediction of Crises

• What is the students history of crisis behavior?
• What have you observed about the student?
• Have you seen the student lose control?

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

• 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

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During the Crisis
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.
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During the Crisis
4. Always ask student to stop. 5. Occasionally
use surprise actions to get control of
situation. 6. Be assertive. Be firm. 7. Dont
threaten. Dont plead. 8. Dont argue, but dont
back down.
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During the Crisis

• 9. Ignore verbal aggressions, keep
  communicating expectations.
• 10. Always give a reason why behavior must
  stop.
• 11. Dont panic.
• 12. Wait for help to come.

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Post Crisis
A. Before the Discussion.

• Move student to an area where he can calm down.
• Anticipate stages student will go through in
  calming down.
• Teacher should go some place and calm down.
• Plan for discussion to be therapeutic.

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Post Crisis

• 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.

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Post Crisis
B. During the Discussion.

• Let student tell his/her side of story first.
• Be honest with student.
• Point out realities of episode without
  moralizing.
• Get student to identify how he/she was feeling
  immediately before incident.
• If student wont talk to you, wait.
• Work toward solution with student.

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Post Crisis
C . After the Discussion.

• Integrate student into classroom in a clear,
  systematic manner.
• If student cannot calm down and discuss the
  incident, postpone discussion.
• Inform supervisor, building principal, and
  students parents of episode.
• If necessary, meet with administrators/parents
  for ways to prevent and/or handle future
  incidents.