How can Ms. Rollison determine what behaviors she should address and when she should address them?
Page 8: Phase 6–De-escalation
When students come out of the Peak Phase, they may be confused, disoriented, and far less agitated. Many students will withdraw, deny any responsibility or involvement, attempt to blame others, and even try to reconcile with those they harmed or offended. Although students will most likely not want to discuss the incident, they are often responsive to directions.
Kathleen Lane explains more about how a teacher should take control during the De-escalation Phase (time: 0:56).
Kathleen Lane, PhD Professor of Special Education University of Kansas
Most likely, during this time, they’re not going to want to talk about the incident. And most oftentimes, teachers don’t want to talk about it because they’re afraid of re-escalating the child. The good thing is, these children are pretty receptive to directions at this point. So you need to figure out a way to give them a way to get out of this with some dignity. So oftentimes what teachers will do is put the child in a different area, not a timeout area, but a separate area in the classroom. Then you give them an independent activity that’s at their instructional level. So it might be a worksheet, it could be writing their spelling words three times each, it could be—at the high school level—it could be a journal: “Go ahead and write about what just happened,” kind of a thing. But it’s a short assignment that removes the child from the attention of the other kids in the classroom. It gives you a couple minutes—not many, two to three—as a teacher to get the other kids back on task and then you can re-approach this child in the next stage.
Once the teacher has restored calm to the classroom and the student has appropriately de-escalated, it is time to implement the final phase of the acting-out behavior cycle—Recovery.