You're faced with a confrontational student. How can you defuse the situation with empathy and composure?

I am a Certified Instructor with Conscious Discipline. Based on my training, I am clear that the adult always should be calm- in their Executive State to offer safety to the child. Once calm all the resources will be at your fingertips and you will be able to connect with the child and redirect.

Maintain a calm distance, apologize and ask what can you do to restore the student. Confrontation happens when there is an actual or perceived loss or slight. Finding out what that is will allow for next steps.

Remain calm: a purposeful demonstration of calmness and composure can enable de-escalation; Change the setting: this may involve parties to the conflict and onlookers; Watch your tone of voice, the volume of your voice, the rate of speed in which you speak and the inflection in your voice. Be aware of words or syllables as that can negatively affect the situation. Body Language: keep a relaxed and alert stance off to the side of the person; keep your hands down, open and visible at all times; use slow deliberate movements and maintain neutral and attentive facial expressions.

When faced with a confrontational student consider what may have precipitated this confrontation and redirect the student's attention; offer them a cup of water and an opportunity to 'talk' for a debriefing session. There may be a lot to unpack in the moment but there may also be other students who need attention. Reach out to support staff to maintain the class work momentum while you check in with the student. Connection is what it is all about when educators have moments with individual students that can be transformed from a volatile moment to an aha moment.

Es una realidad aunque a veces en casos muy extremos puede ser muy complicado creo que desde las delegaciones y entidades deberían ayudarnos con más formaciones sobre estas actuaciones.

When facing a confrontational student, I stay calm and composed, giving them my full attention with eye contact and open body language. I listen without interrupting, acknowledging their feelings with phrases like, "I see you're upset." I clarify and paraphrase to ensure I understand, asking open-ended questions like, "Can you tell me more about what happened?" I empathise, saying, "I understand how that could be frustrating," and avoid judgment. Once they feel heard, I work with them to find solutions, asking for their input and offering suggestions. Finally, I follow up to ensure they feel supported moving forward.

Listening to what the student has to say can offer you important insights on different aspects of school life, which could be used to improve the educational environment later on. Simply listening to the student could help de escalate the situation. If they feel heard and understood, they may not continue. Arguing with them would only create more conflict. I would probably listen and then say “I hear you and I see that you are very upset about…”

I have found it is key not interrupt and yes sometimes the version is long winded and not always direct, but let them get everything out and then ask key clarification and follow up questions. I always think of it as an exploding coke, let it fizzle down and then start cleaning up. Also, I do not advise ever interviewing conflicting students at the same time. This tell me your side in front of each other can super charge the conflict again.

Parar e ouvir o outro mostra o quanto podemos ser útil, o silêncio muitas vezes n?o se é utilizado, a correria do dia a dia impede as pessoas de parar e observar o que está ocorrendo em sua volta. Parar e ouvir é um caminho importante na vida de um profissional educacional dedicado.

Students will always listen to a staff member they trust. Staff must build trust with students by authentically listening to their concerns. It’s only when staff understand a student’s concerns can they help resolve the issue.

I’ve found that validating a student’s experience is crucial. This means acknowledging their emotions and the events that led to them. Saying, "I can see why this situation would be really frustrating for you," or "It's understandable that you're feeling this way given what happened," can make a big difference. When students feel heard and respected, they are more likely to engage positively and work towards a resolution. This approach helps de-escalate conflicts and fosters a more constructive conversation.

One thing I found helpful is to on their level, even if it means getting on the floor with them when you get on their level, you seem less threatening and less frightening to students who are angry or upset

A mi me resulta muy benefecioso el tratar de entender las motiviaciones y los sentimientos de los estudiantes , dandole la oportunidad de conocerse a través del diálogo para ello utilizo preguntas como: ?cómo te sientes al respecto? ?en qué otras situacioens sientes lo mismo? Luego abro la posibilidad de pedir ayuda con preguntas que les faciliten el proceso, ?puedo ayudarte con eso que estás sintiendo? ?qué esperas de mi, como ayuda? por último legitimo sus sensaciones y reitero la disponibilidad para nuevas conversaciones

I find it critical to try to understand the student’s point of view. Separating facts from feelings is important. Facts may necessitate consequences, but considering feelings and acting with grace may require mitigating those consequences. I often think back to when I had disagreements with my teachers. How did I need to be heard at that time?

Uma coisa que acredito que seja bastante penitente, poder colocar-se no lugar do outro é agir com empatia. Estar apto a se posicionar no lugar do ouvinte ou do falante em determinadas situa??es evitam problemas futuros.

An example I have seen was when the adult in charge stated what they knew to be true of the situation, then asked the student for clarification. This gave credibility to the adult and respect to the student. After the student gave their version they had been diffused and were ready for a calm conversation.

I think boundaries and expectations are extremely important and they must be made very clear from the beginning of a course as well as reinforced during the year. It is useful to try to make students understand them and how not following the rules impacts everyone in a negative way. Even in a difficult moment, especially then I would say, we must first empathise with the student, but then remind them of these boundaries and offer them acceptable alternatives to their behaviour (hoping they will choose one of these in the future).

All educators must set boundaries that are crucial to the success in their classrooms and set rules and expectations that need to be followed. Educators must emphasize these rules on a daily basis, so students know what is expected of them and what will not be tolerated. Educators must show and teach their students what mutual respect is and plan for times of instruction on setting boundaries and what that may look like in their classroom.

Make sure to not blame the student and give them lots of encouragement and positive statements about their strengths once they’ve calmed down and have a good solution to the problem.

Teaching students problem-solving skills are essential for one's on life. Life skills are valuable to teach students so they may use these necessary skills in their own lives. Educators can build trust with their students when working with them to solve their problems or conflicts that may arise. They can help them brainstorm resolutions that are beneficial to their personal and academic growth and students can use these conflict resolution skills and learn how to apply it throughout other situations that may occur in their lives.

After they’ve calmed down I would ask them to help me understanding their point of view but also analyse why their reaction has been inappropriate, how it impacted everyone and how they think they could address the issue in the future in a more constructive way. I would guide them in finding alternatives that are acceptable and that might even help them convey their message successfully.

While it is developmentally normal for a young person to have an emotional response in the moment, it is also normal for them to apologize later for their behavior. Be ready to have that restorative discussion and move forward with the student. The one student who has ever experienced a heated exchange with me is still in contact with me years after graduating.

When you follow up, make sure that you remind them that they can continue making good choices and that will help them to behave well

One way I have learned to approach a student who is angry is by being calm, taking a pause to listen and then saying something they may not be expecting such as, “I understand that you are upset, how can I help?”

Ein Schema-F hilft in der Praxis meistens nicht weiter. Manchmal ist es auch besser, nicht zu sehr darauf einzugehen, einen Scherz zu machen oder die Lernenden in Gruppen arbeiten zu lassen und nach dem Unterricht das Gespr?ch zu suchen.