2. Presentation Expectations
Honor each other’s time
other’s
Actively listen:
turn off laptops, iPods,
iPods,
cell phones; avoid side
conversations; put aside work
Interact professionally:
avoid sarcasm, eye-rolling,
eye-rolling,
blaming students and families
for systemic failures
3. Communication Truths
ΠMost communication success
is determined by the delivery
style.
ΠPeople often interpret what
is said wrong.
ΠPeople generally prefer to
speak/be heard rather than
listen/hear.
ΠPeople seldom say exactly
what they mean.
4. The Invitation to Dance
It takes two to tango:
ΠJust because someone asks
you to dance, does not
mean you have to accept.
ΠEvaluate the situation and
stay objective.
5. Tone
Œ It’s HOW you say WHAT you say.
It’s
ΠMost of what people hear
is based on the delivery.
ΠWhen the words and the
tone are in conflict, people
believe the TONE.
ΠIt is difficult (nearly impossible)
for people to hear their
own tone.
7. Rate & Volume
Rhythm
Use appropriate Use appropriate
rate & rhythm volume
8. Body Language
Œ Facial Expressions –
Smiling, frowning, scowling…
Smiling, frowning, scowling…
Œ Gestures –
Hands up in the air, pointing...
Hands up in the air, pointing...
Œ Motion –
Moving fast // slow, tiptoeing…
Moving fast slow, tiptoeing…
Œ Posture –
Hovering over, slouching…
Hovering over, slouching…
9. Respect Peoples’ Space
Œ Evaluate other’s
Œ Evaluate other’s
comfort zone.
comfort zone.
ΠPersonal space
ΠPersonal space
varies from person
varies from person
to person.
to person.
How big is your comfort zone?
10. Everyone Except Me
“Unfortunately, the
“Unfortunately,
people who REALLY need
to work on their lousy
tone, volume, cadence,
body language, and
personal space are not
even here today!!”
today!!”
11. Kids Bring Baggage
The internal or external causes
for behavior over which staff
have little or no control:
Environmental
Environmental
Physiological
Physiological
Psychological
Psychological
12. Verbal Escalation Process
HANDS OFF!!!
Student Behavior Staff Response
ANXIETY SUPPORTIVE
DEFENSIVE: Questioning EVALUATE & RESPOND:
x Information seeking x Provide information
x Challenging x Ignore and/or redirect
DEFENSIVE: Refusal and/or SET LIMITS
Non-compliance (clear, simple, reasonable
and enforceable in calm tone)
RELEASE / VENTING REMOVE AUDIENCE
INTIMIDATION TAKE IT SERIOUSLY
Non-violent Crisis Intervention: Crisis Prevention Institute (CPI)
Non-violent Crisis Intervention: Crisis Prevention Institute (CPI)
13. Setting Limits:
ΠClear
ΠSimple
ΠReasonable &
Enforceable
Offer choices and state consequences
Watch your tone – avoid punitive, judgmental,
or challenging statements
Non-violent Crisis Intervention: Crisis Prevention Institute (CPI)
Non-violent Crisis Intervention: Crisis Prevention Institute (CPI)
14. Re-establishing the
Relationship
ΠMay occur after any stage:
anxiety, defensive, venting, or intimidation.
ΠWait until everyone is calm.
ΠTalk openly and honestly
about “what happened.”
“what happened.”
Œ Let them know you didn’t
didn’t
take their behavior personally.
15. BE PROACTIVE!
Physically Acting Out Students
Physically Acting Out Students
ΠReview the school plan.
ΠCreate a class emergency
plan.
ΠGet CPI Trained
Contact Information:
Tracy Seney, Special Education
Tracy Seney, Special Education
880-6830.
880-6830.
16. Keep Your: Head, Sanity, Job
ΠNever take anything a
student says personally.
Œ Don’t hold grudges.
ΠDo not make personal jokes
with students if you cannot
take personal jokes about you.
ΠDevelop effective student-adult
relationships.
Kids in Chaos, Ray Culberson
Kids in Chaos, Ray Culberson
17. Keep Your: Head, Sanity, Job
ΠAlways acknowledge
students – say “hello,” nod,
greet at the door, etc.
ΠFind ways to show
appropriate affection
and concern.
ΠRead the emotional signs
and body language.
ΠRespect their feelings even
when you may not agree.
Kids in Chaos, Ray Culberson
Kids in Chaos, Ray Culberson
18. Keep Your: Head, Sanity, Job
ΠUse redirection techniques.
ΠDo not confuse your
logical reasoning with
chaos thinking – chaos
thinking is illogical.
Œ Forget about “winning.”
ΠUse your ultimate
authority only when there
are no other options.
Kids in Chaos, Ray Culberson
Kids in Chaos, Ray Culberson
19. Don’t Take it Personally!
Staff can not control the emotions
Staff can not control the emotions
and actions of their students;
and actions of their students;
they must, however, control their
they must, however, control their
own emotions and actions.
own emotions and actions.
I want my Somebody
money give this
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is
Get thn
NEXT! lessons. clowa
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20. Stay Objective
Sometimes the only thing we can control
Sometimes the only thing we
is our own response.
is our own response.
BE PART OF THE SOLUTION … NOT PART OF THE PROBLEM.
BE PART OF THE SOLUTION … NOT PART OF THE PROBLEM.
21.
22. Take Care of Yourself…
ΠWhat do you intentionally
do to relieve stress?
ΠHow is that working
for you?
