WEBVTT 00:00:05,832 --> 00:00:09,477 Teacher: Nora, I see you’re feeling upset. Do you want to go to the peace corner and do some deep breathing? 00:00:09,477 --> 00:00:10,505 OK. 00:00:10,505 --> 00:00:12,221 Good call. Thank you. 00:00:22,657 --> 00:00:24,595 Teacher: Hey Nora, how you feeling? 00:00:24,595 --> 00:00:25,741 Nora: A little better. 00:00:25,741 --> 00:00:29,958 Teacher: Oh, yeah? Well, if you’re ready, you can go work on the math review worksheet and I’ll bring the class back. 00:00:29,958 --> 00:00:31,021 Nora: OK. 00:00:31,021 --> 00:00:33,521 Teacher: All right, cool. Thank you. Here you go. Nice job. 00:00:36,759 --> 00:00:38,238 Nora: I’m finished. 00:00:38,238 --> 00:00:43,566 Teacher: Great Nora. Thanks for finishing your math activity. I’m going to give you this debrief form, and you can use this to tell 00:00:43,566 --> 00:00:48,334 me about what happened earlier, OK? Just let me know when you’re done. 00:00:52,734 --> 00:00:54,170 Nora: I’m done. 00:00:54,170 --> 00:00:57,086 Teacher: Great! Thanks for completing the debriefing form, Nora. 00:00:57,847 --> 00:01:02,280 [ Begin Johanna Staubitz commentary ] 00:01:02,280 --> 00:01:11,551 So you saw that Mr. Santini gave Nora time and space to cool down without making any suggestions to her. This is really important, 00:01:11,551 --> 00:01:20,082 because if we start even just a conversation with a student, it can sort of feel like a demand and re-escalate emotions and behavior 00:01:20,082 --> 00:01:28,113 very quickly. So Mr. Santini waited for quite some time until Nora looked pretty calm and ready before he approached her, and then 00:01:28,113 --> 00:01:31,226 just made the suggestion of going to the Peace Corner. 00:01:31,226 --> 00:01:41,138 Now to use something like the Peace Corner, and we saw this earlier as a de-escalation strategy during the cycle, we, a teacher has 00:01:41,138 --> 00:01:47,708 to have already established some procedures for use, and in this case, she’s the only one in the classroom. So it’s no big deal to 00:01:47,708 --> 00:01:54,063 go over there. But notice that there are things that happen in the Peace Corner. He said, “Maybe you can try some deep breathing.” 00:01:54,063 --> 00:02:01,330 If Nora had never practiced deep breathing before this wouldn’t have been very helpful. But this teacher has taught some mindfulness 00:02:01,330 --> 00:02:09,873 strategies outside of the context of a stressful situation, which helps students to apply those strategies when they actually really 00:02:09,873 --> 00:02:18,075 need them, after a crisis like that. So this is another example, kind of like the procedure where the class left the room in an orderly 00:02:18,075 --> 00:02:24,735 manner during the crisis, is another procedure that needs to have been taught in advance. Very important. And these skills are really 00:02:24,735 --> 00:02:30,805 good to teach students, particularly students who are likely to experience crises, but all students. So this can be something that’s 00:02:30,805 --> 00:02:32,571 taught classwide. 00:02:32,571 --> 00:02:42,353 So the next thing Mr. Santini does, after giving Nora another 10 minutes (or whatever the adequate time is if this is you dealing 00:02:42,353 --> 00:02:51,912 with one of your students) to really calm down. Then it’s time to reintegrate Nora back into instruction. So it’s good to give an 00:02:51,912 --> 00:02:59,425 instructional activity. In Nora’s case, this is directly related to what they were working on before because the trigger had nothing 00:02:59,425 --> 00:03:03,940 to do with the content of the assignment so much as the delay to the assignment. 00:03:03,940 --> 00:03:12,097 So she gets to go work on that math review sheet that she wanted to get to earlier while Mr. Santini brings the class back because 00:03:12,097 --> 00:03:19,029 remember, they’re out of the room, and so that this all needs to be reconciled. And he checked in with Nora about that. And if Nora 00:03:19,029 --> 00:03:29,257 had said, “No, I’m not ready for the class to come back in,” that’s a really important report from the student to take into account. 00:03:29,257 --> 00:03:37,922 Because if she is she’s actually aware enough to say she’s not ready, then bringing the class back too early might mean re-escalation. 00:03:37,922 --> 00:03:40,906 It might not, but it is a little bit of a risk. 00:03:40,906 --> 00:03:50,457 Now that Nora has been reintegrated with the class and has engaged with the instructional activity (the math review sheet) and is finished 00:03:50,457 --> 00:03:57,876 with that, Mr. Santini asks her to complete a debriefing form. And this form is really important and should be completed during this 00:03:57,876 --> 00:04:08,970 de-escalation stage, where a student’s behavior is looking calm, relatively relaxed. No signs of re-escalation. Those signs or that 00:04:08,970 --> 00:04:18,173 calmness communicates that they’re prepared to think through the conflict that happened earlier. The crisis that happened earlier. 00:04:18,173 --> 00:04:24,988 And so this form is going to help Nora to identify triggers and what her behavior looked like and how it worked out for her and 00:04:24,988 --> 00:04:30,248 will be used later, during Recovery, to structure a debriefing conversation.