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

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Session5December8.wmv
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This podcast is part of the series: De-escalating Crisis Situations in School

Creator:

Robert Hudson and JoNell Comegys


School/Organization:

Glenwood Autism and Behavioral Health Center, Birmingham, AL

Overview:

In this fifth and final video targeting how to de-escalate a crisis situation in school, we discuss the timing of our de-escalation interventions and we are reminded of certain things that need to be taken into consideration as we initiate an intervention.  Additionally, we discuss how to use our best communication skills to impact a crisis situation with calmness that is solution focused.  You will be encouraged to be the staff person a student wants helping them because of your wisdom and calm demeanor.  A final word of encouragement to become de-escalators in the world around you ends this session.

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

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


Length: 12:47

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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