Questioning Stage
Answer the question.
Assume that questions are real. Do not assume the student is trying to “start something” or be
manipulative by asking questions.
Acknowledge the question and offer to answer it later.
Ignore the challenge, but not the person.
Use reflective listening to maintain clear communication:






Let the student do the talking
Focus on what the student is saying
Focus on the student’s emotions (look at body language, sound of voice, etc.)
Restate what the student is saying to you to show you understand….tell them what you
are seeing
Supportive words like these will let the student know what’s happening and you may get
a positive response
Keep your answers short and clear
Questioning Stage
Answer the question.
Assume that questions are real. Do not assume the student is trying to “start something” or be
manipulative by asking questions.
Acknowledge the question and offer to answer it later.
Ignore the challenge, but not the person.
Use reflective listening to maintain clear communication:






Let the student do the talking
Focus on what the student is saying
Focus on the student’s emotions (look at body language, sound of voice, etc.)
Restate what the student is saying to you to show you understand….tell them what you
are seeing
Supportive words like these will let the student know what’s happening and you may get
a positive response.
Keep your answers short and clear
Back Talk Stage
Stay calm and in control.
Be aware of your facial expressions, your posture, and how your voice sounds.
Keep a distance of at least 1 ½ -3 feet between you and the student.
Speak slowly and be respectful.
Do not cross your arms or make yourself look “closed”.
Redirect the student back to the topic of the discussion.
Back Talk Stage
Stay calm and in control.
Be aware of your facial expressions, your posture, and how your voice sounds.
Keep a distance of at least 1 ½ -3 feet between you and the student.
Speak slowly and be respectful.
Do not cross your arms or make yourself look “closed”.
Redirect the student back to the topic of the discussion.
Refusal Stage
Stay calm, cool and collected.
Your behavior impacts the situation.
If you are responding to the student’s anger, the student will become angrier.
Give the student two clear choices that are reasonable and appropriate. Explain the
consequences for each of the choices.
Use “If you _________ then __________” statements.
Use statements like…”Please take 30 seconds to…..”
“Here is a gift for you….”
“Please take this opportunity to…”
Refusal Stage
Stay calm, cool and collected.
Your behavior impacts the situation.
If you are responding to the student’s anger, the student will become angrier.
Give the student two clear choices that are reasonable and appropriate. Explain the
consequences for each of the choices.
Use “If you _________ then __________” statements
Use statements like…”Please take 30 seconds to…..”
“Here is a gift for you….”
“Please take this opportunity to…”
Challenge Stage
Try to remove either the student or the audience (The student may escalate faster if the others
are watching).
Seek help if you think this will escalate further.
Check your own behavior and make sure you are in control.
Be aware of how you are communicating.



Tone
Cadence
Volume
Increase distance between the student and yourself.
Restate choices.
Implied compliance—Give the student a moment to comply with the direction. A student’s
stress rises when they feel rushed. Allowing time brings calm.
Challenge Stage
Try to remove either the student or the audience (The student may escalate faster if the others
are watching).
Seek help if you think this will escalate further.
Check your own behavior and make sure you are in control.
Be aware of how you are communicating.



Tone
Cadence
Volume
Increase distance between the student and yourself.
Restate choices.
Implied compliance—Give the student a moment to comply with the direction. A student’s
stress rises when they feel rushed. Allowing time brings calm.
Outburst Stage -verbal
Keep a space between the student and yourself.
Allow the student to vent.
Do not attempt communication at this point.
Wait for the episode to progress naturally to the next level; the “Quiet Period”.
Outburst Stage- physical
Remove the other bystanders from the room.
If your school has a Crisis Response Team (CRT), call the team and implement Non-Violent
Physical Crisis Intervention.
If your school does not have a CRT, maintain observation and wait for the student to move into
the next level; the “Quiet Period”.
Outburst Stage -verbal
Keep a space between the student and yourself.
Allow the student to vent.
Do not attempt communication at this point.
Wait for the episode to progress naturally to the next level; the “Quiet Period”.
Outburst Stage- physical
Remove the other bystanders from the room.
If your school has a Crisis Response Team (CRT), call the team and implement Non-Violent
Physical Crisis Intervention.
If your school does not have a CRT, maintain observation and wait for the student to move into
the next level; the “Quiet Period”.
In Control Stage
Allow silence for reflection. Gives a student a chance to reflect on how he or she needs to
proceed. Silence can be a powerful communication tool.
Invite the student to rejoin communication.
Ask the student to join clean-up of any messes or damage caused.
Ask the student which of the choices they have selected.
In Control Stage
Allow silence for reflection. Gives a student a chance to reflect on how he or she needs to
proceed. Silence can be a powerful communication tool.
Invite the student to rejoin communication.
Ask the student to join clean-up of any messes or damage caused.
Ask the student which of the choices they have selected.