Classroom Conflict 3: Showtime Mindset for managing children
Classroom Conflict: Being in your Showtime Mindset Children present with challenging behaviour in classrooms and schools for two main reasons: Task (sometimes Situation) Avoidance or Attention Seeking. The dedicated staff who support those children during Classroom Conflict have seemingly limitless reserves of patience, compassion and empathy for them. When we at Dynamis see a professional in contact with […]
Classroom Conflict 2: The Five Maxims for Effective Classroom Communications
Classroom Conflict: “this is how we do business around here” Treating each other with dignity by showing each other respect Classroom Conflict demands that we approach it with a set of appropriate values. Any system of behaviour management, physical intervention training with children, or restraint training at a school, should come with a value system. […]
Classroom Conflict 1: Being Alert and Decisive
Classroom Conflict: Having a pre-planned practiced response in mind to deal with forseeable incidents Classroom Conflict demands that we are prepared and have some mental models for what we may have to face. At Dynamis we infuse our training in school settings with our Verbal Defense and Influence methodology, which brings with it an understanding […]
The Five Maxims for Effective Communication in the Classroom
How to use The Five Maxims in the classroom Listen with All Your Senses Ask, don’t Tell Give Context (Tell them Why) Offer Options Allow them a Second Chance Katie Dill, a Teacher, talks about how she uses the Five Maxims from VDI with the Special Needs Children in her class day in and day out. […]
Positive Handling By The Numbers #6: Duty of Care
Positive Handling Duty of Care Positive Handling Duty of Care is a critically important concept for staff to understand if they are called upon to intervene to create safety in a dangerous situation. Sometimes we see stories of teaching staff being injured by children in schools and receiving 6-figure payouts when they seek compensation. One […]
Positive Handling by the Numbers #5: Five Steps to Persuasion
Positive Handling Verbal Deescalation You may remember in my last post about Positive Handling Number 5, we looked at a stuation whereby a disruptive child was resolutely refusing to leave a classroom? “You cant’ make me! I know my rights! You’re not allowed to touch me!” How did we get here? In my previous […]
Positive Handling by the Numbers #5: Five Values for Effective Interactions in the Classroom
Positive Handling Values Base One of the most frequent scenarios we come across in working with teaching staff is the issue of the seriously disruptive student who refuses to follow a reasonable request. Often this type of serious resistance to a request can escalate (in some settings more than others) into situations where physical intervention becomes necessary, […]
Positive Handling by the Numbers #4: Forewarned about (some) Four-year-olds is Forearmed
Positive Handling Plans Positive Handling Plans should consider the wide range of risks involved in the types of situations where these interventions are potentially needed. Is it possible for a four year old child to lash out and send their teacher or teaching assistant to hospital? How about giving them a life-changing injury to their […]