FIRST!
As hard as it might prove to be, don’t go for the throat first.
Start with the non-intrusive strategies.
You might have to take a few deep breaths first. You do remember that World War One started with one shot.
I have sometimes been caught out by not making a concerted effort to get al the facts first.
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5 0 W A Y S T O B E A B E T T E R R E L I E F T E A C H E R
Distract – Diffuse – Disperse.
The truth of the matter is that sometimes you are going to be confronted with a disagreement between students. This can happen within metres of a teacher.
Here is a simple strategy that (usually) works.
Firstly, DISTRACT students from hurting or hitting - what ever is occurring. This might be a whistle or calling out. ( Water on the fighting dogs! ).
The aim is to get the offenders to focus on you, not each other. ("I'm here gentlemen/ladies. Look at me!" - repeat this calmly.). If you can use humour, now is a good time to apply it. If not - DON'T.
Never get in the middle no matter how big you are.
Secondly, DIFFUSE the anger by NOT being angry yourself. (Riots develop when both sides are angry.) Avoid shouting or panicking. Be calm - at least sound calm. Keep your directions short and clear. Never give more than ONE direction at a time.
"Bill, thanks for standing over there. John, thanks for putting your hands down." Repeat if necessary but do not change the directions. "OK. Let's sit down and face opposite directions." Having students sit on the ground really has a calming effect. (Watch what NYPD do). and then handcuff them to the nearest pole.
Thirdly, DISPERSE. You only need the offenders. Chase the watchers away. (Move on citizens. Nothing to see here) The next step depends on your level of authority. If you are comfortable dealing with the offenders at this point, then do it. I suggest if you are a relief teacher you probably need to pass the offenders over to some one.
Now .. that is another article!
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Use the assertive “I message”
These I-messages are expressions of our feelings. Thomas Gordon, creator
of Teacher Effectiveness Training (TET), tells us to structure these messages in three parts. First, include a description of the child’s behavior. “When you talk while I talk. .” Second, relate the effect this behavior has on the teacher.
“. .I have to stop my teaching...” And third, let the student know the feeling that it generates in the teacher. “. .which frustrates me.” A teacher, distracted by a student who was constantly talking while he tried to teach, once made this powerful expression of feelings: “I cannot imagine what I have done to you that I do not deserve the respect from you that I get from the others in this class. If I have been rude to you or inconsiderate in any way, please let me know. I feel as though I have somehow offended you and now you are unwilling to show me respect.” The student did not talk during his lessons again.
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5 0 W A Y S T O B E A B E T T E R R E L I E F T E A C H E R
Never make it