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Help train staff in conflict-resolution

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Intervene; we don't have SROs BUT we call 12 when main office/admin feels like they "can't handle a situation". I as an educator can use my "teacher skills" to deescalate

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counselors not cops

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Conflict-resolution engagment, group peace circles, school social worker and counselor involvement (if we had one on every campus!). Personally, I should have refused to involve or speak to SROs even when admin told me to.

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Because it was off duty cops workng security in my kids elementary schools children ended up interactin giwht police instead of security. To avoid this the school needed to not have off duty cops working there.

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Build relationships based on mutual respect and trust. Provide services before behaviors arise.

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Engage in the conversations around this and listen compassionately to all, so that we can all work as partners in building the schools we envision

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-lil tree

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Conflict resolution, school wide positive behavior systems that are oriented towards our students, developing spaces to which our students can take minutes before re entering the spaces

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I could have owned up to my own mistakes and role in the conflict - Jianan Shi

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I could have owned up to my own mistakes and role in the conflict - Jianan Shi

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Relationship building comes to mind for me. Making sure every student has a at least one or two people in the school they can trust and turn to

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Have a conversation. Provide opportunities for reconciliation. Honor truth but also healing.

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Give youth actual ways to hold teachers accountable 

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Give youth actual ways to hold teachers accountable 

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lil tree

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learn strategies to deescalate dangerous situations and how to recognize the signs before an incident occurs. Think about the  valid feelings behind it, teach coping

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learn strategies to deescalate dangerous situations and how to recognize the signs before an incident occurs. Think about the  valid feelings behind it, teach coping

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Focus on relationships and connection with students.

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Creating a safe space in the classroom for recognizing emotions. Building relationships in the beginning and continuing that throughout the year.

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Any and everything... they could have let the student go get ice cream and collect themself.

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Any and everything... they could have let the student go get ice cream and collect themself.

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-lil tree

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We have a program for "Pop in, Pop out" intervention for students to build meaningful relationships with a teacher at school. Oftentimes, teachers in my building forget this exists and is effective in giving students who are having a difficult time at school to have a safe place to talk. I believe it needs to be the first thing to be thought of rather than the last thing.

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Wilma Pittman

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Restorative conversations and teaching students the SEL skills to be successful.

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#1 for me is making sure that I try to problem solve when I'm calm.  If I am not calm, I will use my limbic system tools (blaming shaming name calling, defending) or fight/flight/freeze responses instead of my cortex responses. Reflect on how I as an adult centered demands for respect for me in relationship vs. co-regulating and bringing my full tools and adult skills to the storm created by the child's upset.  My cortex/problem solving responses are only available when I'm calm. 

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#1 for me is making sure that I try to problem solve when I'm calm.  If I am not calm, I will use my limbic system tools (blaming shaming name calling, defending) or fight/flight/freeze responses instead of my cortex responses. Reflect on how I as an adult centered demands for respect for me in relationship vs. co-regulating and bringing my full tools and adult skills to the storm created by the child's upset.  My cortex/problem solving responses are only available when I'm calm. 

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I could call on teachers who are on the same wing as me to help intervenewith behavior.  I can allow students to take time away from the group by allowing them to take breaks in another room

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There aren't any physical spaces at my school for kids to just take a minute. Isolated spaces are associated with punishment. I'm think about how my school needs to prioritize this.

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Talking with students, restorative conversations, mediation with peers, circle practices

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We could have taken the student on a walk to let them calm down, before asking for assistance from a counsleor.

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Restorative Justice. Circles. Conversations. Trying to understand why what occurred and helping the student with that instead of punative discipline.

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I teach at a Noble campus. The demerit system serves as our form of policing through admin and educators. One of the easiest things to do at our school is call culture for removals, something I have done in the past. As I've reflected on my own practices I've established alternatives such as "calming areas"; checking myself (teachers are human, I have an attitude); needing to take a step back and out; circling back with the student later; student led accountability checks.

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Conflict-resolution engagment, group peace circles, school social worker and counselor involvement (if we had one on every campus!). Personally, I should have refused to involve or speak to SROs even when admin told me to.