Classroom Discussions That Address Behavior Issues

As a college instructor, I have found that actively listening and showing empathy is a powerful de-escalation technique in the classroom. One particular incident comes to mind when a student became increasingly frustrated during a discussion about a controversial topic. Instead of reacting defensively or dismissing their concerns, I took a deep breath and consciously chose to listen attentively. I maintained eye contact and nodded occasionally to show that I was engaged in their perspective. As the student expressed their frustrations, I resisted the urge to interrupt or argue back, allowing them to fully express their thoughts and emotions. Once they finished speaking, I took a moment to validate their feelings by acknowledging their frustration and emphasizing that I understood their point of view. I assured them that their opinion mattered and that I genuinely wanted to understand their perspective. This approach had a remarkable effect on the student's demeanor. They visibly relaxed, realizing that I was not there to argue or dismiss their thoughts but rather to create a safe space for open dialogue. This de-escalation technique helped to diffuse the tension in the classroom, allowing us to continue the discussion in a more respectful and productive manner. By actively listening and showing empathy, I learned that it is possible to create an environment where students feel heard and valued. This not only helps to de-escalate conflicts but also fosters a positive and inclusive learning atmosphere. #collegesanduniversities #learning #learninganddevelopment #humanresources #innovation

Do you struggle with tattling in your classroom or at home? As a teacher, I know how draining it can be to have 20-plus children coming up to you all day long and tattling. As a parent, it can be frustrating and make your weekends feel like you are putting out fire after fire. But why do children tattle? They don't know how to solve the problem themselves and come to us frustrated, angry, and sometimes sad. So how can we fix it? We can empower our children to believe they can solve problems themselves. I have my students repeat after me, "We are problem solvers. How do we solve the problem?" After repeating this phrase, my students reported not being upset, angry, or frustrated. They said they were confident and more joyful. We need to help shift their mindset. This simple shift in mindset has made a huge difference. Students go from feeling defeated to finding solutions to solve the problem independently. Problem-solve together. If they can't figure it out, they can bring another student into the conversation and process it together, with me as the mediator. I am not the one doing most of the work they are. By doing this, I've noticed that the classroom environment is better because they know they can tackle challenging situations. Imagine a student coming up to you and saying they are having difficulty solving a problem and need your help. It has a very different feel to it, doesn't it? You can ask them what they have tried, whether it was successful, and what else they could try. Then, put their suggestion into practice and report to you to let you know if it worked or didn't. Do you have suggestions for empowering children to solve problems or curbing tattling? Let's discuss this in the comments. The post is based on my 30-plus years as an educator and coach. Imagine designed by Freepik. 🔆 Hi! My name is Christine 🔆 I am a teacher mentor 🔆 I am an International best seller 🔆 I create creative educational solutions 🔆 I engage and support my community daily 🔆 Ring my 🔔 for mindset, education, and inspirational content #ProblemSolving #EmpoweringChildren #ClassroomManagement

The top reason discussions fall flat in classrooms? Too much focus on the plan and not enough focus on the student habits. - What are all the backpocket questions I need to ask? - How can I make sure my most struggling students get involved? - Who should I call on and when? Then, after all that planning, it's a bunch of frustration for a teacher who just planned for hours. Here's what great teachers do instead: - Pick a discussion-worthy question - Pick 1-2 student habits they plan to roll out, model, and practice in the context of the discussion - Give feedback on those habits in real time What habits should you be teaching your students in real time? Here's a list to get started on immediately. Level 1 Habits -- Are students speaking and listening to each other? - Do students speak audibly and clearly? - Do students show they're listening to each other with eye contact and body posture? - Does only one student speak at a time? - Do students follow along by jotting down key information and revising their work? Level 2 Habits -- Do students improve their thinking through discussion? - Do students argue from evidence to justify their claim? - Do students use discipline-specific vocabulary? - Do students revoice what was previously said to agree, disagree, or build on to the previous speaker? Level 3 Habits -- Do students discuss with depth and nuance? - Do students prompt each other for clarity (e.g., "Can you explain ______ more? I'm not sure I'm understanding your point.")? - Do students respectfully challenge one another's ideas (e.g., "I read that evidence differently than you did. I agree that ____, but I disagree that ______.")? - Do students revise their thinking based on peers' arguments (e.g., "I want to revise my thinking based on what I heard ____ say.")? - Do students pose questions to one another to advance the discussion (e.g., "I'd like to hear more about why you think ______ is true.")? So, make sure the plan is good. But more importantly, make sure student discussion habits are strong. And the only way to do that is to teach those habits daily. The most overlooked habit I see on that list? Speaking audibly. What about you?