Dana was interested in how to work with an aggressive pupil. Her colleagues talk a lot about one particular student who is about to attend the seventh grade, where Dana also teaches, because she is supposedly often aggressive.
A Guide for Beginning Teachers
Aggressive pupils
Assignment: Communicating with an aggressive child
Try to write down in points the basic principles of verbal and nonverbal communication with an aggressive child.
Principles of communication
Open the file after completing the assignment mentioned above.
An aggressive pupil at elementary school is usually a situational aggressor, meaning a frustrated pupil that can be immature or backed into a corner by the given situation. You may also encounter a pupil whose aggression is a consequence of abusing addictive substances, yet that is not so common at this age. When facing an aggressive pupil, it is vital to assess the situation well, choose an appropriate strategy and begin to communicate.
Such a situation is also challenging for other pupils, and it must be attended to – take care of them. Do not forget to take care of yourself because you have been in this challenging situation too, and it is necessary to shake off the fear and stress that could paralyse you in the future.
It is crucial to perceive the situation through the win-win perspective (In Praise of Win-Win Negotiating: ), find a common goal and turn a confrontation into a conversation. The win-win model aims to resolve a conflict in such a manner that preserves the relations and allows both sides to achieve their goals. If we realise a conflict has arisen, we can respond consciously (link to “How (not) to behave” CZ), which may lead to a successful resolution of the situation.
We can use several ways to calm down a pupil.
The first one applies in situations that we assess as life-threatening. It is necessary to react quickly, separate other pupils and get help from other adults. At the same time, you must call professional help.
In another case, we can deescalate the tension by gradually persuading the pupil while using other deescalating methods. However, in a case of strong affect, this effort can be counterproductive. Such a situation can be avoided – by knowing the pupils and paying attention to their current mood.
Sometimes a child just needs a bit of time by her/himself – just needs a break. So, we should take the child away from the stimulus-filled environment, s/he leaves on her/his own (this is not safe. We should know who is responsible and can take care of her/him as well as how to communicate when the child is leaving) or it can be isolated (by making the other children go).
It is advisable to have a relaxation area at school (or classroom) for these situations (for example 1; for example 2), where the pupil can take a break from the pressure / use the services of the school psychologist and return to class.
- Request individual supervision
- Discuss the entire situation with the school administration, school counselling centre and all the staff involved.
- It is ok to be caught off guard by the situation. However, it is essential to embrace it, not downplay it and accept the care (supervision, consultation with the SCC).