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Try to reconnect with person(s) post incident.

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Try to reconnect with person(s) post incident.

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The different types of slow and fast triggers that impact students' mood and behavior.

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Notice "signals" before negative behavior occurs.

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Approach with empathy when a student is showing frustration.

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interesting to see Common Triggers list. Some I would not have thought of as a trigger.

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Stay calm and not "talk" too much.

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Using the lists of triggers as a reminder.

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"Walk a mile in someone else's shoes" invaluable quote!

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"Walk a mile in someone else's shoes" invaluable quote!

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Many things are triggers that seem small to us, but to the kids they are big things. We need to be more visual with these things.
Prompting is a great way to prepare kids for activities that are either preferred or not preferred.
Many kids are predictable in their behaviors and if we are able to see those triggers before, we might be able to deescalate many issues.

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slow triggers happens hours/days before emotional reactions

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slow triggers happens hours/days before emotional reactions

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fast triggers is the straw that broke the camel's back

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fast triggers is the straw that broke the camel's back

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Staying calm and limiting the amount of words we say. I really hammer that into my ladies in my room: That we say less and only talk 1 person at a time when giving directions or working through behavios

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When students feel loved and connected they are less likely to be triggered into an emotional state.

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When students feel loved and connected they are less likely to be triggered into an emotional state.

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Something that is hard to do and I continue to work on and try to make progress. After a behavior, we need to give them a fresh start. We can talk about what happened, what we want to do so it doesn't happen again, but then moving on and giving the kid more chances to get it right the rest of the day.

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How you initially respond is often the crucial difference between having a few difficult moment or a significant behavioral incident.

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How you initially respond is often the crucial difference between having a few difficult moment or a significant behavioral incident.

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We need to know what triggers our students and learn certain signals they may have.

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Use less language.

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notice and keep track of triggers if possible

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notice and keep track of triggers if possible

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my response and my emotional calm are crucial

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my response and my emotional calm are crucial

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Knowing your children helps to understand triggers and signals, which in turn, helps keep calm.

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Knowing your children helps to understand triggers and signals, which in turn, helps keep calm.

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Connect with and really know my students.

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Connect with and really know my students.