Instructional Playbook

C

Classroom Adjustment: De-escalation- Help, Prompt , Wait

Protocol

Level of Teacher Effort

Step 1 - Observe early signs of frustration or disengagement. Examples: Student stops working, looks overwhelmed, Says “I can’t do this,” avoids beginning a task. Step 2 - Help: Provide just enough support to get the student started. Clarify directions Complete the first problem together Break the task into smaller pieces Point to needed materials If responsive: Praise communication of needs and provide what they communicated, or an approximation to the request. If student becomes more agitated, switch to the PROMPT or WAIT strategy as appropriate. Step 3 - Prompt: Give one brief, simple, specific prompt. If responsive: Praise any cooperation or approximation of cooperation. Continue to prompt until working independently or switch to HELP strategy if appropriate. If student becomes more agitated, switch to the WAIT strategy. Step 4 - Wait: Give the student processing time. Wait 5-10 seconds or longer if needed. During the waiting: stay calm avoid repeating directions avoid adding more language allow thinking time. If student starts to de-escalate , switch to HELP or PROMPT strategy. Remember they do not need to be all the way calm, just a step down. If student remains escalated , continue to wait. De-escalation does not have a time limit. Step 5 - Reinforce: when the student begins independently provide behavior-specific praise that acknowledges effort. “You got yourself started - that’s exactly what successful learners do.” Target Students Considerations “Now try the next one” “Read the first sentence” “Show me your first step” “Start with question one”

Low High Medium

Works well with all students, but may be especially helpful for: Students seeking to escape/avoid something - reduces task overwhelm while maintaining expectations. Students seeking tangibles - supports access to work without removing responsibility. Students seeking attention - provides appropriate teacher attention before behavior escalates.

Use before behavior escalates. Pair with high-quality instruction and clear expectations. Maintain a clam, neutral tone. Allow genuine wait time. Fade adult support as independence improves. Reinforce attempts - not just correct answers. Consider processing time needed to ML. SpEd, or Students experiencing anxiety.