defusing volatile situations |
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what is a 'volatile' situation?
> Any occasion where the students behaviour is likely to change for the worse
> When a student is non-compliant
> When a students behaviour is likely to change at little or no-notice
> When a student has a loss of temper or control
> When a student is aggressive or makes threats
> When a student could become violent
> When a student is non-compliant
> When a students behaviour is likely to change at little or no-notice
> When a student has a loss of temper or control
> When a student is aggressive or makes threats
> When a student could become violent
what does 'defusing' look like?
> Influencing the situation in a way that reduces the likelihood of escalation
> Managing a situation until support arrives
> De-escalation to the point of student compliance
> Managing a situation until support arrives
> De-escalation to the point of student compliance
how do you avoid volatile situations?
> All staff working in a school will experience volatile situations with students from time to time
> We can neither predict the cause nor avoid the situation
> It is the responsibility of all adults working in a school to help the students in learning to manage their behaviour
> It is the responsibility to all adults working in a school to ensure that no students harm others or themselves, physically or mentally
> If we accept these responsibilities, then we should also accept that we need to prepare ourselves for dealing with them
> We can neither predict the cause nor avoid the situation
> It is the responsibility of all adults working in a school to help the students in learning to manage their behaviour
> It is the responsibility to all adults working in a school to ensure that no students harm others or themselves, physically or mentally
> If we accept these responsibilities, then we should also accept that we need to prepare ourselves for dealing with them
The importance of R&R
> Relationships and reflection play a significant role in your ability to manage a students behaviour
> Use every opportunity to build relationships with all students (of course easier when undertaking some roles than others)
> Your relationship with students is the foundation of your reputation with students & they talk about us just like we talk about them
> To be good at managing students you must develop a reflective mindset
> Instinctively review every encounter in your mind. What went well and why, what went badly & why
> Accept our own flaws and mistakes and well as congratulate yourself when a job is well done
> The real R&R, we are better at dealing with challenging situations when we are mentally and physically in a good place ourselves
> Use every opportunity to build relationships with all students (of course easier when undertaking some roles than others)
> Your relationship with students is the foundation of your reputation with students & they talk about us just like we talk about them
> To be good at managing students you must develop a reflective mindset
> Instinctively review every encounter in your mind. What went well and why, what went badly & why
> Accept our own flaws and mistakes and well as congratulate yourself when a job is well done
> The real R&R, we are better at dealing with challenging situations when we are mentally and physically in a good place ourselves
what are the classic errors?
> Use of sarcasm - younger students don't understand it and older students hate it
> Loss of temper - if you fear you may genuinely lose your temper, you should step away and seek support
> Create a win/lose situation - you back the student into a corner where they are bound to make the wrong choice
> Aggressive behaviour - Shouting, getting into a students personal space, or touching a student is highly likely to send them over the edge
> Make a student lose face - likely to escalate a situation and lead to a negative reaction
> Expect an immediate reaction - another example of backing students into a corner
> Sanctions - threats of any form of punishment are likely to fall on deaf ears. Only consider in low level situations, often as a reminder rather than a threat and always stepped and measured
> Loss of temper - if you fear you may genuinely lose your temper, you should step away and seek support
> Create a win/lose situation - you back the student into a corner where they are bound to make the wrong choice
> Aggressive behaviour - Shouting, getting into a students personal space, or touching a student is highly likely to send them over the edge
> Make a student lose face - likely to escalate a situation and lead to a negative reaction
> Expect an immediate reaction - another example of backing students into a corner
> Sanctions - threats of any form of punishment are likely to fall on deaf ears. Only consider in low level situations, often as a reminder rather than a threat and always stepped and measured
Who has not been guilty of one, some, most, or all of these classic errors!
Time to reflect! How did you end up there?
Time to reflect! How did you end up there?
strategies for success
> Be pleasant no matter what - students are like a mirror that magnifies so model how they should be behaving, i.e. with respect and dignity regardless of what they have done or how you feel
> Calm & consistent - stand at a respectable distance and use a slow and gentle voice
> Create a win/win - present two options to the student, this makes them feel like they have an element of control and which could also allow them to save face
> Patience - Give students thinking time and allow them the opportunity to do the right thing
> Listen - students are far less likely to escalate bad behaviour if they feel someone is listening to the cause of their anger or frustration
> Ask questions - get them talking, for example ask them what they think is fair in a given situation, or what they should be doing at the moment
> Give them answers - may just be a case of telling them what they need to do from her, i.e. "I think what you need to say is 'sorry Miss' and make sure it never happens again!" or perhaps explaining what you expect them to do (& give them time to do it)
> Baby steps - the first step on the road to compliance is the hardest one for them to take, so make it a small one
> Use of language - use inclusive language, give students a choice (win/win), ask them questions (answers are a form of compliance), thank them after you ask them to do something
> Calm & consistent - stand at a respectable distance and use a slow and gentle voice
> Create a win/win - present two options to the student, this makes them feel like they have an element of control and which could also allow them to save face
> Patience - Give students thinking time and allow them the opportunity to do the right thing
> Listen - students are far less likely to escalate bad behaviour if they feel someone is listening to the cause of their anger or frustration
> Ask questions - get them talking, for example ask them what they think is fair in a given situation, or what they should be doing at the moment
> Give them answers - may just be a case of telling them what they need to do from her, i.e. "I think what you need to say is 'sorry Miss' and make sure it never happens again!" or perhaps explaining what you expect them to do (& give them time to do it)
> Baby steps - the first step on the road to compliance is the hardest one for them to take, so make it a small one
> Use of language - use inclusive language, give students a choice (win/win), ask them questions (answers are a form of compliance), thank them after you ask them to do something
assessing the situation
> Who are they and who are you - do you know them and do they know you? If you have prior experience make it count
> What can you tell about them - age and gender, state of clothing, level or agitation, likelihood of additional needs
> Do you need support - never a weakness to ask for help when needed. Can you send another students, make a phone call, call for assistance
> What does success look like - remember it is about managing or de-escalating the situation, you can't do it all in one go, modest success is still success
> What can you tell about them - age and gender, state of clothing, level or agitation, likelihood of additional needs
> Do you need support - never a weakness to ask for help when needed. Can you send another students, make a phone call, call for assistance
> What does success look like - remember it is about managing or de-escalating the situation, you can't do it all in one go, modest success is still success
win the war (even if you lose the battle)
> Following up on any situation is key, regardless of the outcome
> Make time, it is a good investment for the future
> Inform all the right people, both in school and at home
> Write-up all but minor incidents and log on SIMS
> Insist on a reflective meeting with the student and member of staff if necessary
> Now it is time to implement or chase sanctions if appropriate
> Never assume someone else has taken follow-up action, make sure they confirm it to you
> Learn and move on! If a student gets the better of you, live with it and learn from it. Use the lesson they taught you when dealing with the next student!
> Make time, it is a good investment for the future
> Inform all the right people, both in school and at home
> Write-up all but minor incidents and log on SIMS
> Insist on a reflective meeting with the student and member of staff if necessary
> Now it is time to implement or chase sanctions if appropriate
> Never assume someone else has taken follow-up action, make sure they confirm it to you
> Learn and move on! If a student gets the better of you, live with it and learn from it. Use the lesson they taught you when dealing with the next student!
Opportunity to describe situations that have got the better of us that we would like advice with
Opportunity for staff to discuss and strategies not yet mentioned that have worked for them
Teaching staff - Performance Management Portfolio & requesting observations
Opportunity for staff to discuss and strategies not yet mentioned that have worked for them
Teaching staff - Performance Management Portfolio & requesting observations