Redirection/Calming:
Redirection/Calming:
Watch for signs of student frustration and use de‐escalation strategies to redirect and calm a student.
• Be alert to triggers that lead to misbehavior
• Use a soft, soothing voice when redirecting/directing a student to focus
• Call student by name and discreetly redirect
• Intervene quickly at the first sign of a student losing control
• Use verbal or nonverbal cues to refocus a student
• Assign a task for redirection (e.g., passing out paper, running an errand, taking a note to a neighboring teacher)
• Play soft, classical background music
• Use relaxation exercises (e.g., use guided imagery, take deep breaths, perform cross‐lateral exercises, count slowly, use
laughter)
• Teach students to use positive self‐talk
• Model and practice Give Me Ten (e.g., count forward or backwards to 10)
• Allow time for student to refocus and gain self‐control
• Lead student to recognize when a problem situation might occur and what action to take
• Provide a cool down area in the classroom that a student can access when needed
• Allow student to take a walk with supervision
• Use physical activities to relieve stress (e.g., walking fast, using clay, squeezing a stress ball)
Watch for signs of student frustration and use de‐escalation strategies to redirect and calm a student.
• Be alert to triggers that lead to misbehavior
• Use a soft, soothing voice when redirecting/directing a student to focus
• Call student by name and discreetly redirect
• Intervene quickly at the first sign of a student losing control
• Use verbal or nonverbal cues to refocus a student
• Assign a task for redirection (e.g., passing out paper, running an errand, taking a note to a neighboring teacher)
• Play soft, classical background music
• Use relaxation exercises (e.g., use guided imagery, take deep breaths, perform cross‐lateral exercises, count slowly, use
laughter)
• Teach students to use positive self‐talk
• Model and practice Give Me Ten (e.g., count forward or backwards to 10)
• Allow time for student to refocus and gain self‐control
• Lead student to recognize when a problem situation might occur and what action to take
• Provide a cool down area in the classroom that a student can access when needed
• Allow student to take a walk with supervision
• Use physical activities to relieve stress (e.g., walking fast, using clay, squeezing a stress ball)