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I try to find the time for individual conversations to get to the know the student, express to them that a conversation with me is a ""safe" place. When the time is right, problem solving and discussing how it could be different next time are important pieces that I try to tie into the conversation.

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I try to build relationships so students feel like my office is a safe space to unload. Because I see students infrequently for short bursts of time, I have to be creative about how to connect with students. Humor, empathy statements, and self-disclosure are some of the strategies I use.

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Building relationships prior to conflict occurence is incredibly important. Students are unlikely to respond or receive guidance prior to the development of trust.

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Appropriate humor and informal conversations based on teacher's questions that show interest in the student's life are effective strategies.

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I usually try to take an interest in my students and talk to them about what they like and try to find similar likes.

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Building a relationship with each individual student.

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build a relationship and get to know student, ask about their activities, family, likes dislikes

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Get to know my students.

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I work on my relationships year around so when situations happen, I already have a strong connection with my students.  I generally have the triggered student take a break when I see them starting to react.

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I work on my relationships year around so when situations happen, I already have a strong connection with my students.  I generally have the triggered student take a break when I see them starting to react.

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I try to make sure that I remain regulated and not allow myself to be drawn into an emotional response.

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I use rapport and connection as a foundation for students to feel safe.  I check in frequently and ask about their personal lives often.

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Build rapport with your students. Get to know them. In Spanish class, we can spend a lot of time talking a personalizing questions.

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In creating a social contract, we discuss what is acceptable and unacceptable when conflict occurs. It establishes a solid baseline.

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If we can anticipate a stressful situation that might trigger the student we can help with some calming activities or prepare them for the situation.

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Begins with establishing a positive relationship with the student so that when a "trigger" occurs, I can effectively communicate with the student.. Also, it is important that I establish expectations and procedures that are student centered...Making sure that I approach the student with empathy.. Making the conversation "invisible" to the other students

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Listen and observe during individual, small group, large group collaboration. Build relationships by offering my personal/professional setbacks and how I may problem solve. Offering a safe space to communicate theirs.

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Build relationships with all students

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Make contact at the door each day to  understand how the child is feeling.

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Use my experiences as the third of ten kids, and 20 years of teaching, to build relationships along with letting them know that I am not going anywhere so we will still be here when the dust settles

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I teach my students that they do not have to attend every argument that they are invited to. I'm proactive, not reactive.

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I take time at the beginning of the year to get to know my students and to make connections which allows me to reach them when they are struggling.

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Use the beginning of the school year to get to know students

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I try to listen without judgment-really listen so the student feels they are really being heard and understood.

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Relationship building! I try to have something personal I can talk about with each student for the moments when they may get emotionally hijacked

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Send an email or meet with a student of concern individually outside of class -- building interactions with that student that aren't limited to redirections for behavior.

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I try to get to know my students and become aware of triggers and avoid confrontation in the moment.

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Something I do at the start of the year is ask students to complete a learner profile including their preferred name and prompts like "I learn best when..."  Day to day, I try to make each learning experience as flexible and accommodating as possible and honor the individual journey each student is taking in their learning.  Practically speaking, this may mean that an advanced student gets to go beyond, developing students are met where they're at, and individuals can demonstrate their learning in the manner that's most effective for them in their situation.

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I spend a lot of time getting to know my students.

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Using my relationship to get a one on one visual eye to eye. Just giving them my attention to let them know I "see" them, I know they are having difficulty. Then that gives me time to get to the one on one to descalate.

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Take the time and put effort in to  creating relationships with students. Getting to know students and their triggers can really help when a conflict arises.

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I do my best to not take insults and things students say personally.

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Build relationships from the start. Try to observe body language as students enter the classroom. Take time to pull student aside and have a 1 on 1 conversation before class

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I knew my "billy" has had issues since she was a freshman, so I talked to Jill in the LC about how to help "billy" in my class, and she gave me some great information that helps me understand "billy" and help "billy" be more successful in my class.

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If Billy is having a moment, I start by verbally recognizing they have the right to react however they are reacting.  Next,  I ask if they have the energetic space to talk to me about it.  If they do, we find space to have a private conversation, asking what is happening right now.

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Talk to the student quietly or ask if they need to take a break. Then later talk about how we can work together and to be able to handle this in a better way.

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Being aware at the beginning of class if the student appears upset... so I know how to approach them as class moves on. Letting the student take time out, or leave the room for a bit.

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I try to create a relationship with the student. "Hey, what's going on?" is a good opening.

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I use procedures that I follow consistently. This gives Billy the ability to predict what will happen next, thus reducing the stress of the unknown.

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Ask questions - lots of questions. Most people like to talk about themselves.

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Know your kids.

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I have talked to kids about walking away when they feel they are losing it. We talk about walking to a safe place to cool off and avoid the confrontation. This has worked well.

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If I can catch the student getting upset early enough I try to offer them the opportunity to step out in hall and take a moment to calm down. And I will step out in the hall to check on them and see if there is anything I can do to help.

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Talking to the student is the best strategy.  It can be quietly during class, or at a scheduled time.  Let them know you understand and want to help them succeed, while at the same time establishing expectations, possibly with their input.

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At the start of the school year I try and get a opportunity to sit down and talk to each individual student. Throughout the rest of the school year I try and continue to work on this relationship to ask follow up questions and any Good News.

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I've implemented a Peace Corner in my classroom where my students indicate to be a safe space that they can relocate when they feel stressed or upset -- it is important to respond in the classroom and not send them out so they can still hear the content being delivered. They also have the option of taking a lap of 2B hallway to cool down and re-enter the classroom once they are ready and able to hear content. My biggest push is always trying to handle it inside of the classroom so that I can be apart of their regulation process.

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Don't be afraid to save the conversation for later.  Give the kid time to get into a space where they can process things better.

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I focus on getting to know my students throughout the year so we have that connection to allow me to communicate successfully with them.

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Take time to get to know your students. This helps to identify when they are having challenging days so I can recognize when they are triggered.

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I try to separate the students from the issue at that moment, if I can. They won't calm down to process the issue if they are in the thick of it.

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Letting the student take a break or chance to calm down. If they feel it building up or use notice it building give them a chance to self soothe before it gets to the bad. Then they can come back in and complete the lesson.

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Having conversations with Billy have to start with an empathetic approach. They need to know that you understand why they might behave the way they do. A conversation might look like, "I understand your frustration. I might feel the same way. I will not hold your actions against you. Let's work together to figure this out."

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At the beginning of school, use those first few days to get to know the student

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From the very beginning, I have my classes create a set of norms that emphasizes safety, listening, and asking questions rather than living in the world of reaction.  We practice having difficult conversations, and understanding we all have different thresholds, so rather than get angry, ask clarifying questions.  That usually slows down the reaction enough that they oftentimes will catch themselves.  Give kids a chance to process.

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Get to know the students, that rapport is so important. Identify the triggers and knowing where the student is coming from helps with the situation. Everyone has a story!

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If I notice a student having a hard time (angry/sad/etc) or reacting differently than they usually do I look for a time to talk to them quietly or talk to them quickly after class to try and find out what is going on.

This really only works because I try to take the time at the beginning of the semester to get to know them and get an idea of their status quo attitude/behaviors/etc.

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Taking the time at the outset to establish rapport and relationship, getting to know each individual to identify potential students with trauma while simultaneously establishing classroom routines.

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Learner Inventory Question (start of the semester or school year): One thing I wish my teacher knew about me...