TRIANGLE OF CHOICES FOR MANAGING THREATENING BEHAVIOR. STEP #1: First Choices

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1 TRIANGLE OF CHOICES FOR MANAGING THREATENING BEHAVIOR STEP #1: First Choices Get involved in activities/crafts Think of consequences Count to 10 Talk to yourself in a positive way: ( Stay cool ; I can handle it ; Take it easy Think of something pleasant Look at books Listen to music Write (e.g. in a journal or diary) Focus on other things Eat a snack Walk Read Draw/Color/Paint Be along/take a self time out Do relaxation exercises Physical exercise Talk with staff Our goal is to provide a safe and supportive learning environment. Your safely and the safety of others IS important to us. If you become upset or angry, school staff are available to talk and help you find ways to solve the problem. We encourage you to choose the best way to manage your anger from the choices listed in Step One. STEP #2: Take a time out STEP #3: Principal s Office STEP #4: Suspension STEP #5: Expulsion While we understand that students can become upset while in school, we try to maintain a safe environment for everyone. Students who utilize safe ways to calm down avoid disciplinary actions. WE ASK YOU TO MAKE A COMMITMENT TO TELL SCHOOL STAFF WHEN YOU NEED HELP TO MANAGE YOUR UPSET FEELINGS OR ANGER.

2 THE AGGRESSIVE CYCLE III. Crisis II. Escalation IV. Recovery I. Triggering Baseline Function V. Post Crisis

3 Components of Behavior NON-ASSERTIVE ASSERTIVE AGGRESSIVE NON-VERBAL VERBAL Apologetic words. Veiled meanings. Hedging, failing to come to the point. Rambling, at a loss for words. Failure to say what you really mean. Actions instead of words hoping someone will guess what you want. Looking as if you don t mean what you say. VOICE: Weak, hesitant, soft, sometimes wavering. EYES: Averted, downcast, teary, pleading. Statement of wants. Honest statement of feelings. Objective words. Direct statements which say what you mean. I messages. Attentive listening behavior. General assured manner that communicates strength and caring. VOICE: Firm, warm, relaxed, well modulated. EYES: Open, frank, direct, eye contact without staring. Loaded words. Accusations. Descriptive, subjective terms. Superior words. You messages that blame or label. Exaggerated show of strength. Air of superiority. Flippant, sarcastic style. VOICE: Tense, shrill, loud, shaky, deadly quiet, demanding, superior, authoritarian, EYES: Expressionless, narrowed, cold, staring, not really seeing. STANCE/POSTURE: Lean for support, stooped, excessive head nodding. STANCE/POSTURE: Wellbalanced, erect, relaxed STANCE/POSTURE: Hands on hips, feet apart, stiff, rude. HANDS: Fidgety, fluttery, clammy. HANDS: Relaxed motions. HANDS: Clenched, abrupt gestures, finger pointing, fistpounding.

4 PROFILE OF A DANGEROUS EDUCATOR A Dangerous Educator... * Believes he/she can handle any situation ALONE * Believes these kids should do as I say - not as I do * Never makes time to just sit and LISTEN * Believes he/she can t make a difference * Believes Morality & Values should be taught only at home * Sees the act - not the young person behind it * Forgets he/she is modeling * Has lost a sense of humor * Has no boundaries or structure * Never Practices Random Acts of Kindness towards the kids * Constantly says that s not in my job description * Never takes time to care about his/her team members MALCOLM SMITH CONSULTING, LAWRENCE, KS

5 Your name Date Time WRAP SHEET (We Reflect And Plan) ARE YOU IN CONTROL? What I did was The problem this caused was Who could this disturb or hurt? I ve had trouble with this before: Yes No How will I avoid this problem in the future: Is it appropriate to apologize for the behavior I demonstrated? Yes No If yes, I need to apologize to : Good things will happen to me if I control my behavior: Some of these are: *Completion of this sheet means I am ready to follow directions Your signature Staff signature Progress Checks: Date: Goals Met Goals in Progress

6 FOLLOW-UP ACTIVITIES After attending the workshop in MANAGING AGGRESSIVE BEHAVIOR: 1. What problems can you identify related to workplace anger, negative behavior, enabling behavior, bullying? 2. How will you apply the Aggressive Cycle in everyday school interactions? Everyday home interactions? 3. What plan will you develop and implement in the event a weapon is brought into the school? What code will you use to alert all staff that a weapon is being used in threatening situation? 4. What plan will you use to evacuate students/teachers if a weapon is produced during a confrontation? How ill you practice this plan? 5. How will you alert other co-worker during a threatening situation if their behavior is becoming inappropriate and escalating with another co-worker/student? 6. What is your plan if there is staff/staff student/student confrontation in the school? How will you assure that this plan is implemented and followed by all staff? 7. How can you implement the Triangle of Choices in your classroom? 8. What pro-active precautions will you review prior to parent-teacher conferences?