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De-escalating Crisis Situations in School - Session 3 of 5

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This podcast is part of the series: De-escalating Crisis Situations in School


Robert Hudson and JoNell Comegys


Glenwood Autism and Behavioral Health Center, Birmingham, AL


In this third of five videos targeting how to de-escalate a crisis situation in school, we begin to discuss the importance of our own self-care and how our actions can impact a crisis situation.  Each of us has an impact on others in every encounter we have and our interactions send ripples out into the world around us.  In this video we will identify what those ripples look like and then address how we need to bring our best ripples to these crisis situations.  What do you enjoy doing?  That is a question you will answer and then you will be encouraged to incorporate that activity into your life on a regular basis because it will help to relieve the stress in your life.  When you are taking care of yourself and your stress level is managed well, you will be able to respond to others and their stress in healthier ways.  After watching this video, we hope you will become more aware of your stress and choose to implement a plan to address stressors to relieve the pressure.  Then, we hope you will teach your students some self-care techniques as well.

Please contact Robert Hudson 205-410-1576 for more information.

This project was made possible through collaboration with the Alabama Department of Education, Special Education Services.

Length: 10:04

Content Areas: Professional Development

Alabama Course of Study Alignments and/or Professional Development Standard Alignments:

AQTS_2.C.1: Learning Environment [Knowledge of norms and structures that contribute to a safe and stimulating learning environment.]
AQTS_2.C.3: Learning Environment [Ability to develop a positive relationship with every student and to take action to promote positive social relationships among students, including students from different backgrounds and abilities.]
AQTS_2.D.10: Instructional Strategies [Ability to use strategies that promote the independence, self-control, personal responsibility, and self-advocacy of all students.]
AQTS_2.D.9: Instructional Strategies [Ability to use questions and questioning to assist all students in developing skills and strategies in critical and high order thinking and problem solving.]
AQTS_2.E.11: Assessment [Ability to engage all students in assessing and understanding their own learning and behavior.]
AQTS_3.A.4: Oral and Written Communications [Ability to model appropriate oral and written communications.]
AQTS_3.A.5: Oral and Written Communications [Ability to demonstrate appropriate communication strategies that include questioning and active and reflective listening.]
AQTS_4.A.1: Cultural, Ethnic and Social Diversity [Knowledge of the ways in which student learning is influenced by individual experiences and out-of-school learning, including language and family/community values and conditions.]
AQTS_4.A.2: Cultural, Ethnic and Social Diversity [Knowledge of cultural, ethnic, gender, linguistic, and socio-economic differences and of how these may affect individual learner needs, preferences, and styles.]
AQTS_4.A.5: Cultural, Ethnic and Social Diversity [Ability to communicate in ways that demonstrate sensitivity to diversity such as appropriate use of eye contact, interpretation of body language and verbal statements, and acknowledgement of and responsiveness to different modes of communication and participation.]
AQTS_5.A.9: Collaboration [Ability to communicate and collaborate effectively with colleagues, students, parents, guardians, and significant agency personnel who are included and valued equally as partners.]


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