What's Your Vibe?

Think about a time when a student in your class started to get visibly frustrated, angry, or upset. Before you even said anything, how did you feel? What was your immediate reaction?

Draw a quick emoji or write 1-2 words to describe your 'vibe' in that moment.

Now, quickly share your emoji/words with a partner. No need to explain the situation, just share your initial feeling!

Discussion Question: Why do you think it's important to be aware of your own feelings and reactions in these moments?

De-escalation Scenario Cards

Instructions:

1. In your small group, choose one of the scenarios below.
2. Discuss how you would use the de-escalation strategies we just learned (Active Listening, Empathetic Responses, Offering Choices, Calm Body Language) to handle the situation.
3. Briefly role-play the scenario with your group, focusing on practicing at least two of the strategies.

Scenario 1: The Frustrated Finisher

Liam (5th grade) is working on a math worksheet. He crumples his paper loudly, throws his pencil down, and mutters, "This is stupid! I don't get any of this! I hate math!" He then puts his head down on the desk.

Consider:

• What non-verbal cues is Liam showing?
• How would you approach him?
• What would you say to start, using active listening?
• What empathetic statement could you make?
• What choices might you offer him?

Scenario 2: The Disruptive Chatterbox

During independent reading time, Maya (8th grade) is loudly whispering and giggling with her friend, distracting students around her. When you make eye contact, she rolls her eyes and continues to talk, albeit a little quieter.

Consider:

• How would you quietly approach Maya?
• What would your calm body language convey?
• What specific choices could you offer her to regain focus?
• How would you acknowledge her potential feelings (e.g., boredom, desire to socialize) without excusing the behavior?

Scenario 3: The Refusing Responder

During a group project, David (10th grade) is refusing to participate. When his group members try to get him involved, he crosses his arms, glares at them, and says, "Leave me alone, I'm not doing this." He then stands up and walks to the back of the classroom, turning his back to the group.

Consider:

• How would you create a private space to speak with David?
• What active listening questions could you ask to understand his resistance?
• How could you validate his feelings while still addressing the expectation to participate?
• What limited choices could you give him regarding his engagement?

De-escalation Reflection: My Takeaways

Instructions: Take a few minutes to reflect on today's session.

1. One Key Strategy: Of the strategies we discussed today (Active Listening, Empathetic Responses, Offering Choices, Calm Body Language), which one do you feel is most important for you to focus on improving in your classroom?
   
   
   
   

2. Why that Strategy? Briefly explain why you chose that particular strategy and how you think it will help you.
   
   
   
   
   
   
   

3. One Small Step: What is one small, actionable step you can take tomorrow to practice this strategy in your classroom?
   
   
   
   

Stay Calm, Teach On! - Teacher Script

Warm-Up: What's Your Vibe? (5 minutes)

(Teacher says): "Good morning, everyone! Let's start with a quick warm-up called "What's Your Vibe?". I want you to think about a time in your classroom when a student started to get visibly frustrated, angry, or upset. Before you even said anything, how did you feel? What was your immediate reaction?"

"On your paper, draw a quick emoji or write 1-2 words to describe your 'vibe' in that moment. Take about 30 seconds for this."

(Teacher says): "Now, quickly turn to a partner and share your emoji or words. No need to explain the full situation, just share that initial feeling. You have about a minute for this quick share."

(Teacher says): "Alright, let's bring it back together. Can anyone briefly share why you think it's important to be aware of our own feelings and reactions in those moments?"

(Allow 1-2 teachers to share. Guide towards self-awareness and not escalating the situation further.)

"Great points! Today, we're going to dive into de-escalation strategies. This isn't just for extreme situations; it's about mastering small moments that can prevent bigger ones. Our goal is to equip you with practical strategies to handle tense situations, helping maintain a positive and productive learning environment for everyone."

Introduction to De-escalation (5 minutes)

(Teacher says): "Let's look at our first few slides on the De-escalation Strategies Slide Deck."

(Display Slide 1: Stay Calm, Teach On!)

(Teacher says): "De-escalation is a crucial skill for all educators. It's about creating a safe space, keeping everyone learning, and honestly, reducing stress for both you and your students. We're going to tackle how to do that effectively."

(Display Slide 2: What is De-escalation?)

(Teacher says): "So, what is de-escalation? Simply put, it's about reducing the intensity of an agitated state or a potential conflict. Our main goal is to help a student regain control and get back to a learning mindset. It's not about blame, it's about finding solutions together."

(Display Slide 3: Understanding the Escalation Cycle)

(Teacher says): "Situations often follow an escalation cycle. We have triggers, then agitation, acceleration, a potential peak, and finally de-escalation or recovery. The magic happens when we can catch it early and calm it effectively. Can anyone give an example of an 'early sign' of agitation they've noticed in a student?"
(Allow 1-2 teachers to share.)

Key De-escalation Strategies (10 minutes)

(Teacher says): "Now, let's get into some specific strategies you can use. Remember, your calm is contagious!"

(Display Slide 4: Strategy 1: Active Listening)

(Teacher says): "Our first strategy is Active Listening. This means really hearing them out. Give your full attention, put down any distractions, and listen to understand what they're really trying to communicate. Try phrases like, 'It sounds like you're feeling frustrated right now,' or 'So, if I understand correctly, you're upset because...' Listening builds trust, even in tough moments."

(Display Slide 5: Strategy 2: Empathetic Responses)

(Teacher says): "Next, we have Empathetic Responses. This is about validating feelings, not necessarily their actions. You can say, 'I can see this is really difficult for you,' or 'I understand why you might feel that way.' It's crucial to acknowledge their emotions without judgment. Empathy opens the door to connection."

(Display Slide 6: Strategy 3: Offer Choices)

(Teacher says): "Our third strategy is to Offer Choices. This empowers students to choose calm. Provide limited, positive options. For example, 'You can choose to work quietly here, or you can take a 2-minute break at your desk and then restart.' Both choices should lead to a positive outcome. This is about empowering, not threatening."

(Display Slide 7: Strategy 4: Calm Body Language)

(Teacher says): "Finally, your Calm Body Language matters immensely. Maintain an open posture, use a low and even tone of voice, control your breathing, and respect personal space. Your calm is truly contagious, and it helps de-escalate the situation faster."

"Now, let's do a quick check-in. Thinking about a common classroom scenario, how might you apply one of these strategies? Turn to your partner again and briefly share. You have one minute."
(Allow quick partner share.)

Practice Scenarios: Role Play (5 minutes)

(Teacher says): "Excellent discussions! Now, it's time to put these into practice. I'm going to divide you into small groups. Each group will receive some De-escalation Scenario Cards."

"In your groups, choose one scenario. Discuss how you would use these strategies, and then briefly role-play it. Focus on practicing at least two of the strategies we just reviewed. I'll be circulating to offer guidance. You have 5 minutes for this activity."

(Circulate among groups, listen to discussions, offer support, and answer questions.)

Debrief and Wrap-Up (5 minutes)

(Teacher says): "Alright, let's bring it back together. From your group discussions or role-plays, can one person from each group share one key takeaway or a successful strategy you found yourselves focusing on?"
(Allow 2-3 groups to share briefly.)

"Fantastic insights, everyone. To wrap up, please complete the De-escalation Reflection Cool Down. This is for your own reflection on what we've covered today."

"Remember, practicing these skills takes time and consistent effort. Also, don't forget the importance of self-care. De-escalation can be emotionally taxing, so take time to reset yourself. Thank you for your active participation today! You're all doing incredibly important work."