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The document describes a kindergarten student who has difficulty regulating his emotions and would frequently have meltdowns in class. The teacher has worked with the student and his parents to reduce the severity and frequency of the meltdowns through strategies like using a calm down zone, going for walks, and responding with acceptance when meltdowns occur. The teacher is now focusing on helping the student through minor outbursts and shutdowns.

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52 views

Domain 1

The document describes a kindergarten student who has difficulty regulating his emotions and would frequently have meltdowns in class. The teacher has worked with the student and his parents to reduce the severity and frequency of the meltdowns through strategies like using a calm down zone, going for walks, and responding with acceptance when meltdowns occur. The teacher is now focusing on helping the student through minor outbursts and shutdowns.

Uploaded by

api-438623441
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Domain 1: Learners

De-escalation
Julia Coston
Kindergarten
Teaching Scenario

There is a student in my class who has had a tough time conveying how he
felt and getting his emotions across to classmates and people in authority over
him. He would go from being the happiest child you had ever seen to a child
who shuts down completely, his emotions taking over his body and thinking,
and acting out accordingly. There were many escalations of varying
magnitudes over the beginning of the school year, but we have worked
extensively to change that and have worked with his parents as well. It has
gotten to the point where now he does not have any extreme meltdowns
anymore. We are now working through minor outbursts and shutdowns.
My Student
◦ Family
◦ Egyptian
◦ Older sister
◦ Mom and Dad (high regard for his dad)

◦ Interests
◦ Dinosaurs
◦ Jurassic World
◦ Superheroes

◦ Friends
◦ Looks to them to make him smile
◦ One knows how to avert my student’s negative emotions

◦ School Environment
◦ Walks
◦ Other Teachers

◦ The Classroom
◦ The Zone
◦ The Toys
◦ Depending on the magnitude of the breakdown, the people
involved, and where it happened determines how I respond to
the student and what I respond with.
◦ Instances:
◦ During a lesson, I will often ask him if he needs to use the
zone to collect his thoughts and calm down. He has
favorite toys in there that help him as well
◦ Often the Zone feels like a trap to him and so

Responses
affirming him and telling him that he can still be
included helps also
◦ I would take him on walks or talk him through and
experience that brings joy to him when I realize that
urging him to finish the lesson will not help.
◦ Responding with the utmost acceptance is what helps draw
him to seeing he can trust you
◦ Being truthful about everything you say is important
◦ Explaining that the feels are normal and just need to be
dealt with differently
◦ 1.2 The candidate pursues opportunities to increase his or her
understanding of students’ ethnic, cultural, linguistic, and socio-
economic experience; instruction shows evidence of the candidate’s
professional development

◦ 1.3 The candidate fosters relationships and collaborates with families and

Rationale community stakeholders to create a culturally responsive educational


environment.

◦ 1.5 The candidate identifies and implements appropriate modifications


and accommodations to enable all students to reach their potential

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