#CFISDchat is a weekly chat run by Cypress-Fairbanks ISD educators and guest moderators. Join us for discussion on various education topics and grow your #PLN!
Kandace Blowey, Academic Achievement Specialist @salyardsms! And that is the hardest question ever! But if I had to pick anything on a 90s playlist...but so many more. #cfisdchat
Hi everyone! Sandra Windham, Read 180 & Dyslexia teacher at Cy Creek. Can’t choose one genre, I like almost everything. Pop, R&B, rap, Country, classic rock... #CFISDchat
Yay!! I just scared a horse with my @CFISDchat alarm!! 😂😬 Jessica Howell @WarnerCFISD 3rd grade teacher, mentor leader, PBIS Leader, and Aspiring Administrator #CFISDChat
Hi, I’m Sarah Brashear 👋🏼 I teach English I @BridgelandCFISD and you’ll usually find me singing along with 90s hits, musical soundtracks, or folk music 🎶 #CFISDchat
Trisha Samuels, ELAR CCIS @kahlams. Favorite genre of music???? 😩Starting with the hard questions first in this chat 🤔
Probably 70’s rock 🙌🏻✌🏻#cfisdchat
Checking in from @SpillaneMS in the @CFISDLOTE department! My name is Hannah Cutshall, and I'm a Spanish teacher! I love to listen to anything on the radio- country, top 40, praise music, etc! #cfisdchat
A1 Escalated is not responding to normal interventions, despite relationships that have been built. Acting out to the point that it is disrupting the learning environment. #CFISDchat
A1: shouting curse words, throwing furniture (like, real throwing, not just tripping over a chair and it falling over), rude gestures to the entire class, or the complete opposite: shutting down. #CFISDchat
A1: students in combat mode. Ready to fight to the end no matter what happens after the fact. They communicate through words, actions or no action. They are in shut down mode and everything is bothering them. You can feel their escalation. #CFISDchat
A1: Escalated is typically irrational & cannot be reasoned with in that moment. Raised voices, repeating the same phrases, & wanting to get away come to mind but also sometimes they just shut down in voice but act out by hitting things or throwing things. #CFISDchat
A1: Escalated to me is when a student continues to act out even when a teacher has tried to redirect the student but the student is not responding to those attempts in a positive way. #cfisdchat
A1: Escalated behavior can look like a lot if different things in the Life Skills classroom. Generally though, I’d say it’s behavior that’s unusual to the student and that we haven’t determined the function of yet. #behavioriscommunication#whatthefunction#cfisdchat
A1: escalated behaviors- anything that results in the student disrupting their day or mine — or that of their classmates. It’s usually something you can see coming & most times you get a chance to redirect or help that student calm down #CFISDchat
A1: escalated student behavior could be when a student continually responds in a way that is outside the norm and with a heightened sense of emotion. #cfisdchat#WeAreSalyards
A1 #CFISDchat When I think about ‘escalated’ Ss behavior, I think of prolonged/continual Ss behavior that has been ignored/ allowed to continue without restorative practices or intervention. Sometimes it’s because no one has taken steps to address initial behavior when it starts.
A1: When I think of escalated behaviors, I think of lack of rational thought...Argumentation, Walking Out, Shutting Down, Verbal Threats, Physical Aggression to others or themselves #CFISDchat
A1 escalated behavior is when the student is showing signs of aggravation, conflict, or emotional distress that causes them to act out taking away from their own learning or the learning of other students. #cfisdchat
A1: “escalated” behaviors to me are those when the S isn’t responding to redirection or attempts to intervene with the behavior. Disruptive to the learning environment and other students. #cfisdchat
I can understand why secretly! People are sooo judgemental about it! Like only the scourge of the earth would listen to it! That’s ok I’m old enough now where I don’t care what people think 😂 #CFISDchat
In reply to
@chbellomy, @B_Weinstein212, @CyWoods212
A2: one of the resources we use is food. We have hungry learners who are sometimes hangry, and nobody does well with an empty tummy. We also use info from parents--especially when they call to let us know it was a rough night. #CFISDchat
A1: I think of “escalated” behavior as something that starts as one thing and builds up to something bigger, usually blown out of proportion due to deeper issues. #CFISDchat
A2: Relationships! It will not always prevent an escalation but relationships can go a long way with de-escalating a situation when they do happen. #cfisdchat
A2: can prevent a lot simply thru relationship. If they trust you, they can better communicate the underlying issue. They sense fake a mile away. Also, letting them take a break, get a drink of water, etc. can clear their head & help de-escalate. #cfisdchat#WeAreSalyards
A2 Building relationships is #1. Avoid getting into power struggles with students is also important. Taking a student aside and asking what is going on and getting to the bottom of it before it escalates.. #CFISDchat
A2: not limited to any one campus, we as teachers bust our butts to build relationships with kids and try rewarding and praising positive behaviors in an attempt to be proactive. (We also teach specific skills re: anger management etc. too) #CFISDchat
A2: Relationships, Relationships, Relationships! Built in breaks for our students who tend to escalate. Checking in with them often. Hugs and high fives and celebrating successes! #CFISDChat
A2: It's always good to have a "toolbelt" of various strategies. Some will work when others don't. But the most important thing is to know your Ss and build relationships with them! You will be able to identify issues more easily. #CFISDchat
This PLUS debriefing with the teacher involved when the student returns. Teachers need to know what happened in the office to bring the student back into the frontal lobe. The more you know, the better. #CFISDchat
A2: it really depends on the S. Approach calmly, ask if they will talk to be (this gives them a non verbal cue, & makes me less threatening), we walk & talk (I let them vent, bc their perception is reality), if they don’t want to talk, I sit with outside of the class #CFiSDchat
.A2: It wasn’t necessarily a campus-wide practice, but my partner and I would support our kids by giving them options to take breaks in the other room so they could have a change of scenery or talk it out before it became escalated. #cfisdchat@Carter_MRob
A2 #CFISDchat Teacher presence/awareness is a great way to deter escalating behaviors. Are you paying attention to your students? Do you KNOW your students?
A2- Preventing escalated behaviors begins with the relationship- do you know the student? Do you know what could set him/her off? Next- how are you acting/reacting? Are you a calming presence? What is your classroom atmosphere? #classroomsweetclassroom#cfisdchat
A2: The biggest key to this is building relationships and trust with your students. If you take the time to invest in them it will be the best tool in your tool box. #CFISDchat
A2 #CFISDchat
Building relationships, strive to give Ts communication techniques & strategies to not engage in a power struggle, positive reinforcement of the little things, & encourage Ts to partner to give S a change of venue when needed to give them a moment.
A2- COLLABORATE!! Last year as a first year teacher I used advice and techniques from my AP, behavior specialist, student’s previous teachers they had good relationships with, parents, partner teachers, counselors, paras. Everyone knows something you don’t know yet! #CFISDchat
YES! This is great--especially for students who are new that you haven't been able to build that trusting relationship with yet. Relationships are key, but sometimes an escalation happens in the very first few days they're with us and we've got to have a strategy. #cfisdchat
A2: it really depends on the S. Approach calmly, ask if they will talk to be (this gives them a non verbal cue, & makes me less threatening), we walk & talk (I let them vent, bc their perception is reality), if they don’t want to talk, I sit with outside of the class #CFiSDchat
A2: foundation of relationships, recognizing the positive behaviors and rewarding them consistently, purposefully designing engaging instruction & supporting students who struggle to minimize frustration #cfisdchat
A2 building relationships is key & depending on the situation/student I give them space, breaks, we may take a walk, or some other way to help them cool down #cfisdchat
A2 always build relationships first, that way they know you are a safe adult to come to when they do not have control of a situation. From there you can have a designated cool down area, work on breathing techniques or other stress relief activities. #cfisdchat
A2- we try to prevent certain behaviors by establishing relationships. Often, these relationships may be w an adult that’s not the Ss teacher.
#CFISDchat
A2 #CFISDchat It always has to start with relationships from day 1! one-on-one chat with S, brain breaks to change the energy in the room, peer assistance, proximity to S, & even a smile. And don’t engage to further the negative energy!
A2 cont’d: starting every day with class meetings (10 min) which address PBIS matrix, social skills, character traits, class problem solving, and class recognitions/celebrations. #cfisdchat
A2 It all begins with relationships! When I was at @HopperMS we started implementing Restorative Practices. I want to start implementing more this year! #cfisdchat
A2: Data, data, data! Document what it happening and analyze it. Why is it happening? Address the function. Ensure that Maslow’s hierarchy of needs are being met. #cfisdchat
A2: Procedures and protocols in your classroom provide security and reduce frustration, knowing your students and arranging your classroom accordingly helps avoid situations. #cfisdchat
A2:Most importantly build relationships...without this you have nothing when a S or T is having an off day. Always ask “Why”? 99.9% of the time it is not you. Relationships are proactive not reactive. #CFISDchat
A2: depends on the student, but we have great APs that help & dont antagonize. If I have a good relationship w/ the student & if they aren’t being violent/out of control, I can usually get thru them & help them thru it. I’m lucky to have great support on my campus. #CFISDchat
A3: even with 5th graders I let them calm down in a “safe” area before I talk with them. Sometimes I want to yell or cry and I need to find a safe place or safe person to go to.🚨 if they are in fight or flight mode, they will not hear your reasoning!!!!#CFISDchat
A3: Listen to them. Give a CLEAR directive (please sit here), get them to talk--even if it's only one word answers. Go for a walk. Hand them a mermaid pillow. Give them time in a safe place. Bring them back to functioning in the front of their brain. #cfisdchat
A3: I leave the student alone. When they are upset I find it is better for all involved to leave the student alone until they have calmed down. #cfisdchat
A3: Step 1 remove them from the situation. Let them go get water or go out in the hall. Give them a space to cool down or talk if that is what they need. Step 2 find out what they need to move forward. #cfisdchat
A2: the QL mantra - where the attention goes, the energy flows. Yes, relationships are crucial but judgment and patience on part of teachers can deescalate a situation as well #CFISDchat
A3 #CFISDchat de-escalation varies S to S and sometimes even the same S it’s different from 1 time to the next. Give them time for a break, thera-putty, walk and talk, distraction are usually my first go-tos.
A2: Building relationships with Ss is key! Be real, talk honestly and let them know you care. Sometimes they just need to vent or take a break/walk. Our APs are good at having conversations with kids to help de-escalate, and we have a BI this year to help. #CFiSDchat
A3 by listening to them! Most of the time, a student wants to be heard.. but may have issues w trust and who they can talk to about it. Also try to distract them.. lift them up with positivity and create goals on how to work through escalating behaviors. #cfisdchat
A3: Sometimes you need to check how you are responding first. You need to be in a place where you can work with this student and not take it personal.
#CFISDchat
A3 (continued): it all depends on the kiddo. That's where the relationship piece comes in. We do what they need us to do to help them return to success, and we give them a genuine fresh start. Because being a tiny human with big feelings is exhausting. #cfisdchat
A3: Sometimes you need to check how you are responding first. You need to be in a place where you can work with this student and not take it personal.
#CFISDchat
A3 listen to them, let them know you care, help them see the positives, relate to them. If aggressive - they need space & cooling off - but always come back to them & address. Build them back up. They’re not their behavior. They are more. #CFISDchat#WeAreSalyards
A3 #CFISDchat sometimes the behavior is due to something outside of the school or the https://t.co/1vTRxGUVXQ with the S & get to the root of the issue. If they know you care they may just need to talk about it. Let them cool off, walk it out, take a break, change the energy
Taking a look at what we did as the grown-up to escalate the situation is essential. We MUST always reflect on what we could've done differently. #cfisdchat
A3: Sometimes you need to check how you are responding first. You need to be in a place where you can work with this student and not take it personal.
#CFISDchat
A3- Give them the opportunity for a break- grab some water, use the bathroom! Then, be there waiting when they are on their way back to the classroom to see what the problem was! #cfisdchat
A3 #CFISDchat
This depends on the S but I find they typically need a moment - either in the classroom or out - to regroup & calm down. Usually removing them from the environment helps. Then having someone listen to them so they can process. #WeAreSalyards
A3: depends on the student. Sometimes a walk to the water fountain does the trick, for others a time to color, hold a stuffed animal or go visit another teacher to “help” works better. #cfisdchat
Provide a safe place to calm down. Give short directive to gain compliance. Listen. Acknowledge feelings. Take a break. When they are at a place to address issue determine the trigger of possible remind them you care about them and are here to help #CFISDchat
A1: I think escalated behavior is when normal methods of behavior management are not working for a student and they could potentially hurt those around them. #CFISDchat
A3 I usually ask them to take a minute or two to collect their thoughts, calm down and then come back inside when they’re ready to resume class. Most of the time this works. #cfisdchat
A3: I have found that a safe cooling off zone is the best start to try and de-escalate a situation. Try never to call the student out in front of the whole class and embarrass them even more. Walk over to the student and speak to them calmly and rationally. #CFISDchat
Christine Tran, 2nd grade blended learning math & science teacher @BangElementary . I love all genres of music, esp Motown, international, and rock. #CFISDchat@CFISDchat
In reply to
@CFISDchat, @BangElementary, @CFISDchat
A3 Allow them to take a break, give them the resources to deal with their frustrations. Don't escalate the situation and remain calm, that sometimes can hard to do if they're cursing or being violent. #cfisdchat
A3: remove the S from the situation, take a walk, go get water, come & talk privately. I like to sit on the floor with the S to not seem “powerful”. Keeping a quiet voice while talking things out, reminding them to have their voice match mine. #cfisdchat
A3: I try & remove them from the area they are frustrated in. Sometimes a change of scenery helps ease tension. I listen, if they talk, encourage where I can, & talk about how I care about them. Many times, I come in the middle of the escalation, so this works for me #CFISDchat
A3: One of the most effective strategies for de-escalation is Validation - I can see you are upset, I can see this really bothers you - not condoning behavior but validating their feelings #cfisdchat
A3 again it depends on the S/situation but I’ll ask them about something completely unrelated, like their interests, to get their mind off of whatever event/trigger upset them in the first place #cfisdchat
A3: I invite students to a cool off spot. After a few minutes, I speak with them privately. I am not pushy. I assess the situation for needs: Does the student need the counselor, AP, just an ear to listen...what is best for the student is most important #CFISDchat
A3 again it depends on the S/situation but I’ll ask them about something completely unrelated, like their interests, to get their mind off of whatever event/trigger upset them in the first place #cfisdchat
A3: One of the most effective strategies for de-escalation is Validation - I can see you are upset, I can see this really bothers you - not condoning behavior but validating their feelings #cfisdchat
A2: I learned some great tips for this today at PD. Ultimately it comes down to getting to know your students and if you see them getting very upset, it might be best to give them some space to cool off before taking to them. #CFISDchat
A2: We are a pbis school so we try to emphasize and promote positive behaviors through rewards. Building relationships is important to help descalate the situation privately. #CFISDchat@CFISDchat
A4: let them know that you even though three made a bad choice/had a bad day, I still love them and will still be here for them every. Single. Day. #CFISDchat
A4: hey, I know you had a rough day, screwed up, etc. You still are good. You still matter. Not giving up on you. I won’t quit. They want consistent relationship. They need to know they can recover. #CFISDchat#WeAreSalyards
A3: this depends on the ss, but giving them that time to de-escalate and then discussing after some tools for situations when they feel that way . As need to be taught tools to help them with those situations #CFISDchat
A3 #CFISDchat Depends on the Ss; building those relationships is critical. Some may just need a few minutes in class to cool off, while others may need to take a walk or have a private meeting outside the classroom
A4 #CFISDchat They always need to know that every day is a new day! We give them the chance to start over anew and not hold anything against them. If we want change they need every opportunity to make it happen!
A4: talking with them privately and not in front of their peers. Most of the time they are embarrassed as is and don't want more attention on them. #cfisdchat
A4: generally try to use something restorative, to turn that negative into a positive. Last year, I did a range: from creating a compliment box for the class to introducing/assessing a self-soothing skill. Always debrief with the teacher upon the student's return. #cfisdchat
A4: generally try to use something restorative, to turn that negative into a positive. Last year, I did a range: from creating a compliment box for the class to introducing/assessing a self-soothing skill. Always debrief with the teacher upon the student's return. #cfisdchat
A3: Address the function, which is often seeking to have a need met. What are they missing? Make sure they feel safe, loved, and like they belong. #cfisdchat
A3 #cfisdchat know your kids.If you know they are a student that has outbursts, then spending time with them when they are NOT having an outburst works for me. I've pulled kids and built legos in my room during lunch ...just because. They will calm down for me usually
A3: mostly those kids that have acted out in the past, if you actually spend time with them , they will open up about their situation and feelings. That's key. If they see you are listening to them, they will share. #CFISDchat@CFISDchat
A3: De-escalation can take many forms. It can mean talking to them, leaving them alone, letting them go cool down, letting them visit the counselor. And I always want them to know I’m there for them if they need me! #CFISDchat
A4: I always tell my students that what happened last time you were in class doesn't matter. Today is a new day but I also ask them what I can do to help them move forward if they haven't done so already. #cfisdchat
A4 I welcome them back to my class and talk to them about discussions we had. If they are in DMC I visit them when they are there to help them with their work so they do not fall behind, which is common on our campus. The kids are excited to come back. #cfisdchat
A3: I learned some great tips for this today at PD. Ultimately it comes down to getting to know your students and if you see them getting very upset, it might be best to give them some space to cool off before taking to them. #CFISDchat
A4- Good question! You definitely need to have a conversation to discuss what went down and how every day is a new day in the classroom, and you will both learn from the experience! #CFISDchat
A4 I welcome them back to my class and talk to them about discussions we had. If they are in DMC I visit them when they are there to help them with their work so they do not fall behind, which is common on our campus. The kids are excited to come back. #cfisdchat
A3: Remove them from the situation, show concern, be genuine! Let them take a break/walk, cool down for a bit, ask them to talk. Try to see past the disruption to the root of the problem. Could be school related, or something much bigger. Be there for them. #CFISDchat
A4 #CFISDchat A ‘clean slate’ is a way to give them a chance to start fresh. Once I’ve addressed the issue with the student, we can move forward. They are always pleasantly surprised to be given a 2nd chance, & you’ll be surprised when you see the difference it makes. 🙌🏻
A4 by letting them know you are still there for them regardless of what they say or do in the said escalating behavior.. they should not have to feel like one incident means they are labeled as the "trouble student" .. just keep working at it and show you care! #cfisdchat
I love that you take the time to visit students in DMC and fill in any questions they might have about content. PLUS you're building up that relationship! Awesome job! #cfisdchat
Positives as soon as possible, let them know that you still love them, even if you didn’t love the choices they made. 5 positives for every 1 negative is so important (and something I’m still working on!) #CFISDchat
A4: After the student has cooled down, I want to talk to them to understand their feelings and how I can make them feel respected and comfortable. #CFISDchat
😂 Here’s what I meant to say: let them know that even though THEY made a bad choice/had a bad day, I still love them will still be here for them every. Single. Day. (It’s been a long day, y’all) #CFISDchat
A4: let them know that you even though three made a bad choice/had a bad day, I still love them and will still be here for them every. Single. Day. #CFISDchat
A4: Tell the student you know how amazing they are and that mistakes do not define them. Discuss the mistake and how to avoid it I the future. Make sure the student knows you believe in their ability to grow from mistakes #cfisdchat
A4 #cfisdchat the best repair??? Treat each new day as a new opportunity. Sometimes at home kids are used to lasting punishments. Let them walk in with a fresh start, a high five and a positive remark. If anything, it'll shock them into behaving
A4: Remind students (and adults) that we are not our mistakes. I don’t look at them and think about what they “did”...I only see what they can accomplish. I never want people to remember me for the mistakes I made as a child. Give Grace #cfisdchat
A4: One ex. I pull them aside later that day if it’s in the a.m. or the next day if in the p.m. and talk one on one. They need to know that there isn’t a grudge and that we all go through hard times. We have to let them know we love them and are there for them. #CFISDchat
A4: I go out of my way to find them and call them by name. Depending on how we ended the day before will predict my response - apologize or encourage. I always tell them today is a new day for both of us. No grudges, no judgements. #CFISDchat
A4: taking the time to talk to the child one on one. Asking them what they could do differently. Ask them how you can help them so there isn’t a next time #CFISDchat
Yes and my students are so funny, if I DARE bring up something from the past, they quickly remind me, “every day is a new day! You don’t hold grudges!” OK kiddo, point made! #CFISDchat
A4- I pull the student aside before they walk in the room the next time I see them. I let them know it’s a new day. I give them a positive affirmation and usually I’ll give a mom speech bc I care! 👍 #CFISDchat
A4 by letting them know you are still there for them regardless of what they say or do in the said escalating behavior.. they should not have to feel like one incident means they are labeled as the "trouble student" .. just keep working at it and show you care! #cfisdchat
A4: reflecting together to look ahead to the future. Reminding them of the tools they have to successfully handle the situation if it arises again, asking how I can help them the next time, letting them know we are on the same team to learn and grow #cfisdchat
A5 #CFISDchat A smile from a colleague, a deep breath, and always knowing that I’m making a difference...the impact of good for students. (And coffee or chocolate helps too 😉)
A5: I eat a piece of chocolate, and do a brain break with my class! Oftentimes they need a break too when they’ve witnessed the behaviors - the movement helps us all! #cfisdchat
A4 have a one on one talk with them, it might not even be about the situation at first. Eventually it'll come out, let them know you aren't holding a grudge about the situation. Have lunch, play games, something to build a stronger relationship #CFISDchat
A5: I already touched on this a bit, but I have my person at work that I know I can tap out for a minute if I need to, no questions asked. I will also try to find a fun song to dance to if telling myself to quit taking it personally isn’t working. #CFISDchat
A4: #CFISDchat
I like to speak with them one on one to find out what happened & how I can do better to help them in the future. I really try to improve our collaboration & increase trust. I also apologize for my role in making them more upset.
A4 once we’ve debriefed, move on with positivity! Every day is a new day with new opportunities. We all have our moments, we’re human. we just have to learn and grow #cfisdchat
A5 #cfisdchat this is a tricky one...I try reminding myself that it's either it's a learned emotional response from home, a lack of teaching of correct responses, or just out of their control. Either way, it's not their fault, they're learning their way.
A5: take a deep breath, focus on the positives, write an encouraging note to a student, remember my WHY, then evaluate how I could have handled differently/better, get a game plan, be ready for the next one. #CFISDchat#WeAreSalyards
A5: That is the hardest for me. It is hard to see a student escalate. I will sometimes ask a neighbor to keep an eye on my class while I take a breather. Just talking with another teacher and getting it all out to an adult can help clear your head. #cfisdchat
A5: Breathe! Take a moment. Sometimes, your adrenaline is just as high as theirs depending on the situation. I also debrief with other adults. They hold me account with my response in the situation. Never stop growing yourself. #CFISDchat
A5: At my best, I close my eyes, take a deep breath, and am thankful for the opportunity to make a difference on a student’s life in that small way.
At my worst, I hold it in until planning period and then go cry in the bathroom 🙈 #onlyhappenedtwice#CFISDchat
A5: I’m not great at having practices to do after an escalated situation, mostly because I think there’s somewhere else I need to be/something else that needs to get done that’s more important than self care. I think, “What’s next?” and go to work. Guilty as charged! #cfisdchat
A5 I pull out my “smile file” after a rough day. It has all the cute letters and drawings from previous/current students and positive parent and administrators emails/notes to remind me that I’m loved and appreciated and know what I am doing and #WhyITeach#cfisdchat
A5: #CFISDchat
I debrief with someone who knows the S & me when possible as that person is usually able to draw on that knowledge to help me see where I could have gone in a different direction or better understand the S perspective.
I had a mentor once who told me that in the. most challenging situations he found that the best thing was to more more of himself out for his kids (but we do have to self care too!) #cfisdchat
A5: take a deep breath, focus on the positives, write an encouraging note to a student, remember my WHY, then evaluate how I could have handled differently/better, get a game plan, be ready for the next one. #CFISDchat#WeAreSalyards
A5 I take a walk, get a drink of water or I even talk with the counselors when I have a break! Who says they are just for the students? They are professionals who value your time and opinions! Do not be afraid to reach out to them.. they never turned me down! #cfisdchat
A4: Have a conversation, start fresh each day, don’t take it personally. Check in with them periodically to make sure they’re okay, depending on the situation. #CFiSDchat
A5: honestly I don’t need a reset until later. I usually go home and go for a run and do some praying. On the rare occasion I need a reset at school I usually ask a colleague to cover my class and go for a walk and again pray for patience and/or understanding #CFISDchat
A5: I try to reframe the situation. What were all the factors? What was my mood? How could I have reacted differently? I want to know if I could have changed the outcome. Sometimes you can’t, but sometimes it can change your interactions for the rest of the year. #cfisdchat
A5: I’m not great at having practices to do after an escalated situation, mostly because I think there’s somewhere else I need to be/something else that needs to get done that’s more important than self care. I think, “What’s next?” and go to work. Guilty as charged! #cfisdchat
A5: Deep breaths, reflect on the situation, write a note to the student, and remind myself their students and I have the ability to shape and make a difference in their life #cfisdchat
A5: take a few breaths, then either pull a small group or pull the class to the floor for a read aloud. Those settings help me reconnect with my purpose and are my favorite ways to connect with my Ss (with a book!) #cfisdchat
A5 It’s difficult but I have to remind myself that the S must have something going on, not to take anything personal. They haven’t gotten to the level to process things correctly & even if they hurt my feelings tomorrow is another day! A strong support system is key. #CFISDchat
A6: depending on where I am, I can look at the camera footage later (after de-escalation with a S) and debrief with one of my teammates on what was being said, how I was standing, etc. I have a great team I can always talk through things with. #cfisdchat
A6: I have an amazing admin team that is always there to talk through how to handle all types of behaviors! Anytime I need them, they are there for me and the student #cfisdchat
A6: we have other teachers! We all come from different places and with that have different strategies. Right now we have a supportive admin with a former BI and recently started our PBIS Level 2 committee. You’re not meant to go it alone. #CFISDchat
A5 #CFISDchat Remind myself to not take it personally, take a walk, debrief with my AP partner, have a Coke Zero and resist the urge to eat ALL the chocolate 🍫 😬
A5 usually the whole class is waiting for my reaction, so I try to move on & get down to business as usual. I try not to let them start talking about it or otherwise engaging in it, esp if it was a fight or violent outburst. And then I do a quick inner peace check! 🤗#CFISDchat
A5 deep breaths, close my eyes, maybe step in the hallway for a second, or even take a quick walk down the hall if my Para or coteacher is in the room #ithappens#cfisdchat
A6: We have great district-level staff that can help, and it usually means teachers changing how we teach/structure. But colleagues are invaluable because they see the same students. #CFISDChat
A2: I usually have a private conversation. My students want me to kick them out, but I let them know that is not an option. I notice that the students are wanting control. This is when I make sure to tell the students we can agree to disagree with what is going on. #CFISDchat
A6 #CFISDchat We @kahlams have amazing support from our administration, collaboration and problem solving with colleagues, campus and classroom procedures to help guide us, and always parent communication.
A6: I use my AAS/CCIS/DI to help get in front of some problems - knowing ss prevents/helps with responses. Use your resources, read pd books, get to know this generation. #CFISDchat#WeAreSalyards
Thank you for participating in the chat tonight! Thanks @chbellomy for a great chat subject! Join us next week at 7:30PM as we talk about teamwork and collaboration. @CyFairISD#CFISDchat
A6: My admin team and DI support/back us and will call parents with us during our conference period or sit in with us in a meeting with the parent & student. This is huge to be able to have support when we need to have these conversations and restorative interventions. #CFISDchat
A6-PBIS, an amazing administration team, great teachers who are willing to share past experiences and what has worked for them. @Lamkin_Ele is full of wonderful resources! #CFISDchat
A6: I’ve learned a lot through experience. But I’ve been surrounded by people who are great with kids. I observe, learn and practice. If I’m unsure of how to handle a situation, I find my people and we talk through it. #CfISDchat
Thank you for participating in the chat tonight! Thanks @chbellomy for a great chat subject! Join us next week at 7:30PM as we talk about teamwork and collaboration. @CyFairISD#CFISDchat
A6 #CFISDchat Our A-Team is a great resource, as well as the teachers who see them the most. Our teachers collaborate during PLN to discuss Ss behaviors & create plans to deal with it.
It’s all hands on deck! 🙌🏻
#cfisdchat - Thank you all for the great participation and the great ideas and thoughts, blessed to work in a district with so many great educators and good people period!
A6 Our staff at Arnold is amazing. We all support each other to make sure we have everything we and our students need to be successful. I always feel like if I have a concern with a student, someone else has already started working on helping them too. #CFISDchat
A5: Take a deep breath, change the energy in the room, depending on what happened. Remind myself not to take it personally, and remember my WHY. Then raid the 🍫 stash in the @truitt_library! #CFISDchat
Q3 de-escalation strategies vary by student. Sometimes the student may simply act out as a means to leave class. Proximity, state changes, lighting and a calm voice can help. This year I would also like to try using back channel conversations through Google classroom. #CFISDchat
