Verbal Judo in the Classroom
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Verbal Judo in the Classroom


Thank you. My name’s Alisa Cooney Liggett and I am
the Director of Student Conduct and the Chair of our Behavior Intervention Team
and I’m gonna open it up and then turn it over to our expert on verbal judo
because believe it or not you kind of have to have a certificate to teach this,
so luckily we have a colleague who has that he’ll be explaining that, but when I
want to make sure you know is how to connect that to some of our community
resources. So the code of conduct doesn’t just cover alcohol, drugs, fights, theft, it
covers classroom disruption so if for some reason you had a student and your
course who was continuously disruptive it’s not just a matter of going gosh
what do I do with the student? There’re resources to back it up. Now the first
thing that we’re gonna want to talk to you about, even if you have a disruption
is, what you’re doing on the front end, how do you decide what the expectations
are for your classroom behavior. What are your expectations? Like what’s disruptive in your course? Cell phones yes, texting, texting I mean
I don’t have to say it through my teeth, texting. What else? Talking, pockets of
chatter I call it. What else? These two are the ones I think that
happen the most frequently, what can you do on the front end to prevent that
from happening in this portion where we still are as the school year begins? Anybody have it in their syllabus, their classroom expectations for behavior? I do, but I have a head start on this. It is not uncommon
to say if you don’t want food in your classroom, if you don’t want students to
read a newspaper in your course, if when presenters arrive you cannot pack up
until the presenters finished talking, these are basic structural things that
are ok to go ahead and say in the beginning, in the syllabus, this is my
expectation. Then on the first day of class this is my expectation if it’s not
me this is what happens. That doesn’t mean you’re some big ogre, that just says
here’s our community expectation. When I ask my students what they think the
community expectation is they say wonderful things like that we all participate, that
we’re on time, that people aren’t distracted during course time, they blow my mind.
These are freshmen in U101 who say this, so believe it or not students
expect that structure and when you have that one student who is the burr in your side
he’s the burr on the side of everyone else and he and everyone wants you to
take care of that. So let’s say you’ve done all the preemptive stuff, you know
you have a huge class and you’re getting the pockets of chatter, what are some of the
things you can do? My favorite one, let’s just say the two of you are constantly talking, giving your lecture, asking some questions, and you
casually go by, try to talk to him right now I’m standing right here, awkward it’s
impossible. Moving around the classroom and standing
by the people and they’re like isshe doing that cause she thinks I was talking. He he knows I’m
trying to be subtle, but the message is pretty clear, so there are some simple
things. If it continues I always believe in addressing it directly, but you can
also create a seating chart. Simplest thing in the universal, also it’s easier to take
attendance as you know, but if these two are separated half the time that
eliminates it and students are always trying to be rude and a lot of cases
they just genuinely think what they have to say super important to their friends.
It’s not always them being disrespectful, even though when you’re standing here it
is blatantly disrespectful, so saying, what’s your name, “Stephen” Stephen can I talk to the two of
you right after class? A. he’s probably not going to say anything else for the whole class,
which is wonderful but when he comes up after class what do you say? He’s
probably clueless. Stephen when you talk when I’m talking it’s distracting to me and it
makes me feel like what I’m saying is an important, so I just assume if you’re not
here to participate that you not come I’d rather count it as an absence. He’s
probably going to oh my gosh I am so so sorry, now if he doesn’t part two of what you
say once you’ve outlined what the problem is and where it crossed the line
number three is and Stephen if it happens again we’re gonna talk and go
over to the um..Conduct Office. I forgot the name of my own office the what is it? Oh the Student Conduct office because at
that point it’s disrupting my course and you’ve had a warning, so outline the
behavior, where it crosses the line, and what happens next time and you know what if I get
back to my office Stephen thanks for adding some clarification. Glad we could have
the conversation, again I want to reiterate I don’t want to get to this
point, so we’ll have to get the Conduct Office next time. Usually this will
handle it. Know this right now though, things like
classroom disruption problems do not spontaneously solve themselves without
your intervention, so a lot of what we’re going to talk about today is when it
gets more complicated, which is a skill set that Eric is wonderful at. And then if
it really becomes a problem in a student that you’re concerned about there maybe a
crisis, what to do through the Behavior Intervention Team also through the
Conduct Office. But before I go I do have to make sure you know how to say one
important thing and we always do this in classroom management because it’s really
beyond what they ever teach you in grad school, if you have someone who is just
constantly combative in your course I talked about what to do in that case to
make sure that we de-escalate instead of escalate, but you have got to
be the one that role models. I know that they’re wrong and you’re right but you
are the bigger person in this, if it escalates though something you probably
never practiced saying is I’m gonna ask you to leave and if you don’t leave I’m
gonna call the police, so we’re gonna practice so that you get all the willies
out. Soooo I’m asking you to leave my classroom, if you don’t I’ll have to call the police. You
guys said it in nice voices, it does not have to be threatening you know, what you want
a piece of this. This does no good no you never want to be derisive. Steve no
wonder getting an F, no you want a role model what the behaviors are and Eric is
going to discuss a little bit more about what that looks like and how to kind of
keep the upper hand so that the student is umm you know it’s not going to
place you don’t want to and you’re getting buy-in, so thank you for that
expertise. So it’s so easy to follow the Alisa as you can tell she warms things up
correctly. So when you say if you don’t leave I have to call the police I’m the
guy that shows up and and we’re going to talk a little
bit about maybe some ways to intervene before he even gets to that point, so I’m
gonna ask you to come to open your minds up a little bit. I know that you have a
very set way of doing things we all do in probably great ways that work but I’m
gonna introduce you today I want to emphasize introduce. I’m gonna give you
a bit of aroma of what verbal judo is. I can give you the main course because the
main course would take about two days so, I might be able to squeak into about
five or six hours in you know what if we get rave reviews and you want me to come back
and do that one time I will do that would love to do it because I really
believe in this stuff and the reason I believe in this stuff is because over my
many years of law enforcement I figured out that this is all about common sense. So I’m not gonna talk too much about it
till we get into it but I wanna tell you about verbal judo. Dr. George Thompson Dr
George Thompson I had the pleasure of listening to him speak twice and
actually going through a week-long instructors course with him, he passed
away last year unfortunately, and he had a very eclectic
background very unique that not only did he taught English at the high school
level, he also taught at university, he taught English literature, and he also
on top of that was a full-time police officer for many many years and then he
was an auxilary police officer, so he had a very unique bag of tricks so to speak. He also
had black belts in both judo and Taekwondo so all of these things that
are going on at university, teaching students, on the street, teaching bad guys. Before I go on my foot, I did not break it practicing verbal judo, ok my credibility
would go out the window ok. But he he had that street kind of
practice he was able to incorporate into many different things. He developed the
only nationally recognized tactical communications class that’s another name
for verbal judo sometimes on the street. When you tell police officers I’d like
to teach you verbal judo they kind of start singing Kumbaya and think alright
what is that a touchy-feely kind of thing and it’s anything but that but he
also termed the phrase tactical communications, so Dr. George Thompson. Alright goals of the course enhance
professionalism now you’re saying I’m already professional yes you are but
what I want to emphasize is professionalism versus versus taking
things personally because when I get up in the morning and I put on a uniform my
my my tie whatever I’m looking here at that point that’s when I kind of put on
my my face. Right? I’m still personable guy but when I go to work I’ve got my
professional face on rather than my personal face and we’re gonna get more into that in just a minute. Develop a habit of mind towards conflict, this is cool stuff right. You’re going to go where was this thirty years ago, oh itwas there you’ve been using it but I have in mind
we gonna talk a little bit about this because we are creatures of habit the
things that we do the things that we say the places we go the way we react those
are all habits of mind to talk about that specifically when it comes to
dealing with conflict only stop right here this is not just for your classroom
I hope I hope you never have to use this new classroom but you probably will at
some point but it’s also for home it’s with your friends it’s for everything in
life learn new ways of handling verbal
conflict you like me I know you stay Eric your conflict avoider now you
police officer and a conflict avoider I had to learn over the years to
understand what conflict is in the work on myself to be able to deal with that
conflict so I can do it effectively know when and how to act when words fail here’s the deal we had a police officer
go to our course and he came back he called me or email me he contacted me
and said Eric he said I gotta tell you I got into a bad situation last week
because I was doing everything you guys taught and the bad guy he he he he he
assaulted me well there’s a point by which your words fail and you have to
take action and we’ll talk about what that action isn’t how that’s appropriate
your classroom let ok now who in this room does not want to
lessen personal stress on the job at home who raise your hand if you are busy
one not have stress ok thank you very much learning how to balance that because you
have this what we call habit of mind in understanding and practicing dealing
with conflict to you this is good stuff verbal judo the mastery of communication
by redirecting behavior with words two-story second grade aircraft ski kind
of a little kid aircraft would walk home from second grade every day in the first
two weeks of class and I got beat up by Mike for see everybody remembers names
from the past you know my core see ya gotta talk after
class so if you don’t even have to call up Mike foresee might force used to meet
me at a certain spot when I walk home and he used to punch me in the face he’s
to punch me in the side he’s to trip me used to harass me w so you know this was
not very good and I go home and I didn’t tell my parents at first cuz I was a
little embarrassed by will eventually that guess they saw what was going on
they say so what are you doing about it I just let him beat me up I guess so
they sent me to judo classes honest and what it was the first thing that my judo
instructor said do not use the stuff until you know it so two weeks later
three weeks later for weeks later I came how long Michael force me but before she
met me at the same spot and I so very gently through him over a fence literally was a very high thats only
second grade but I threw more offense Michael 14 never bothered me again after
that time so I use Michael foresees actions kind of against himself so to
speak redirecting behavior with words you go
down to the EU means gentle know do means way so the gentle way as opposed
to cry D which we don’t have time to get into but you know me too gentle way
redirecting rather than resistance we talk about what you do if you don’t have
that professional face on when you just dealing with things the way you would
naturally do them doesn’t go well sometimes maximum efficiency maximum
effectiveness with minimum effort that’s good stuff and it is a contact are now
to be able to interact with someone you’ve got to have contact with them and
we’ll talk a little bit more about that and mastery through adaptation the
ability for you tonight just be the same person in the same way of dealing with
individuals but understanding the ability to be able to listen to someone empathize with them restate what they’re
saying to paraphrase drawing the line in the sand so that they understand what
the expectations are and then giving them an option I mean it’s that simple say this simple their profession
professional use of language again your professional faces are not part if I go
through some of this a little bit quickly and you want to ask a question
please raise your hands but a lot of slides in a lot of good stuff to show
you use of words to Chi professional objectives project professional
objectives in your class you’re gonna be able to if you have a student or anyone
in your life that gives you verbal conflict be able to use professional
language in professional words t you reach your objectives and being in
contact with the audience skillful communication that is on target
and here’s the key when we just leave it to our own devices when I mean by that
are natural selves we’re not able to many times beyond target because we
allow our feelings or emotions to take over and then what happens it’s becomes
much bigger and what the issue really is is not dealt with which dealt with them
is a tit-for-tat or an escalation is Lisa likes to use it and we like to deal
with it before it gets to that point what are your goals for teaching and
again we’re enhancing our professionals in here but let me ask you first what
are your goals are teaching absolutely teaching information bringing new ways
helping your students to be able to think critically to to look at new ways
of understanding things when I want to in this is the police academy coming out
but also need you to remember that this needs to be done safely right number one
goal verbal judo for your class be conducted safely in really on campus if
you think about it if we can’t conduct this in a safe environment and we’re not
gonna be able to conduct what we need to do to your goals are going to be met also the ability to generate voluntary
compliance through cooperation and collaboration think about voluntary
compliance for a minute can you make your students do anything you make them good question I would argue that you
can’t make anybody do anything they have to make the decision they may not
realize that they may not understand that but what our goal is is to have
them voluntarily do something now can we remove them from the classes that making
them do something yes can we call the police yes can we tell them from the course yes
those are things we can do but our goal is to generate bunker complaints what
they want to do it and this is all part of the goals of our course here’s a good
one at least I spoke about this the other day I love you want to be in
control of your classroom of you must be in control of your classroom to be in
control of your classroom you’ve got to first be told you what I mean by that
you look like very well controlled people sitting here and see you don’t
control the situation is going on but let me just say this right when a
situation arises especially a stressful situation oftentimes we lose control and
we lose control because we hadn’t thought about that situation we haven’t
practiced that situation we don’t know what to say in that situation we don’t
know what to do in that situation so it takes over as our natural tendencies are
natural words are natural actions so being controlled yourself this is great stuff the habit of mind
you should have it is anyone heard of this word is a Japanese term called
musician’s musician means literally without mind now you are not mindless
people I understand this you have great thinking minds I love the University
I’ve been here for 27 years twenty six years in the reason I love it so much is
because I have a challenge when I come to work every day to be with thinking
people into think myself we all have much but what this means is you are
literally taking yourself in your own biases in your own prejudice in your own
feelings out of the situation you sharon is a state of mind and many martial
artists used the state of mind when they’re in battle and when they’re in
everyday life so that when they approached the battle all the things
that are going on in life you know I gotta pay this bill I gotta make sure I
meet this deadline my children are talking about leaving home whatever it
is all those things you can put out of your mind you can deal with the
situation to remain open flexible you know but this is a very difficult thing
to do because we all have our own points of view and again this doesn’t mean you
have green with the other person this means that you’re able to be flexible
and open in understand in here what they’re saying disinterested now disinterested when you
first see it it it you thinking I’m just not paying attention and that’s not what
we mean and I have a little video clip illustrate what we’re talking about here are to me I thought this would be appropriate also
with football season we are endorsing the disinterested state
of mind now I guess we could argue is he is he disinterested or is he just
completely true morale I think he’s completely to help him in his job but
musician is remaining disinterested and actually being able to tune out your own
your own immediate but in in words and also understand what the person saying
without becoming emotionally attached to the right ways to her to hand over
booked on your classroom in your life we talked about this natural reaction
vice versa study response when I I don’t know if you like me I think you probably
are in some ways when I get up in the morning I’m not necessarily a nice
person I knew you might find that hard to believe but I wake up and it takes me
a little while to get going because the first thing I’m thinking when I get out
is why do I have to get up why you know I might be thinking of a million
different things but it takes me a little while if I am not prepared for a
stressful situation which conflict is the same thing happens I if I’m not
prepared for that my natural response natural words are gonna be disastrous been married for 27 years and I can tell
you that this is true I’ll tell you example when I asked my wife if she
would do something once and I’ve also got a written disclosure I can talk
about her when I asked her to do something ones she didn’t do it so I
told her well I guess I’ll have to do it myself and she looked at me and she said
I guess you will so my natural words are disastrous I’ve learned that my marriage I’ve
certainly learned that with my children I got a 24 year old and a 22 year old
and I’ve learned a lot about verbal judo just by living life with those two guys
and I did I’m convinced that aliens take them over about fourteen fifteen years
old they bring back when they’re about 24 but somewhere in that time period
than that but I’ve certainly learned that my words
are definitely we disasters when they first come out of my mouth so we’re
talking here about is studied response and again that means being like we
talked about earlier being in control of yourself you have a student thats
disruptive verbally and maybe when you go and you stand over next to them
they’re not getting the hand right or they’re coming up to you in the middle
of class or before class starts in the one argue with you about a great you
give them about not being able to make up a test whatever you’ve got to study what’s
happening in this situation react to it universal truth and if if if
these are not correct please raise your hand if we can argue that would you
agree that all people want to be treated with dignity and respect I would say so want to be asked rather than being told
to do something now if you come from different generations I think that might
when I was in the Army I didn’t necessarily wanted to be asked but I
know that I was told quite often what to do and I get used to that but that was
my choice want to be told why they’re being asked
to do something again generational any of your students asked
why elat and that’s not such a bad thing I think we want our students to
understand why it in the appropriate setting in an appropriate way want to be
given options rather than threats alright I understand here are some
options and that doesn’t mean you’re making concessions that doesn’t mean
that you’re bending the rules that doesn’t mean that you’re putting the
integrity of your classroom or your college or your program in jeopardy what it means is that your painting the
options for them and the consequences if you don’t leave the classroom right now
I will call the police you just presented an option for them
and that’s up to them to decide whether they want to leave a night when you
least presented the options to them want to second chance I think we all
want second chance thank goodness for second chances sometimes we don’t get
them but I’m so grateful for second chances in life because sometimes you
just need ways to handle conflict can deflect by using phrases such as ok well apparently that phrase did not
want to come down again you know what you’re doing alright that phrase I can
tell you with that phrases I understand you’re angry and I might be
angry in the same situation however and what did I just do I knowledge first of
all there’s this student or whomever you’re speaking to in my case the
suspect they stand that they’re angry right now know if you ever tried to tell the
person that they’re angry did you ever tell did you ever tried to explain that
to somebody do they say you’re right really angry right now and I’m sorry and
you know let me stop being greasy we can continue this conversation no that’s not
what happened when they do they say are not angry when you leave the situation
so what we do being disinterested being unbiased and
not letting our natural reaction come out their natural words as we recognize
that there’s something deeper going on when then what the words that are coming
out of that person’s now right because very rarely will someone say what they
really really mean even in a normal situation and I can tell you again have
the signed document I consider this my wife tells me all the time what do you
mean by or did you really mean or we have to talk about it because sometimes
if I just say it I’m not even sure where I’ll be until I get out more clearly so
you seem to be angry and I might be angry saying you would be angry and
you’re certainly not siding with them I might be a green the same situation
however now there’s two schools of thought on however because they however
is just like a but this do the two schools of thought are you know what you
really need to clean your room I really want you to be able to go out tonight
but talking my kids and the school of thought is that well after the but you
know hearing but I would argue is that if you tell them that you’re listening
to them and show them that you listening to them and trying to understand them
they are much more apt hear what you’re about to say so what you’re about to say is a
redirection immediately immediate redirection by using the goal of what
you’re trying to get out of what’s about to happen so if it’s that they’ve not
turned in an assignment they want an extension and they’re mad and angry
you’re bringing back to whatever that professional goal is and you’re not
letting those feelings and emotions just kind of hang out there and in guide what
is taking place and the way to do that is just like we
said you deflection and redirection combination I hear that you’re angry
same circumstances I might be angry too however and then you fill in the blanks
this also allows you to save face for the students now they’re sometimes we
will talk about this where you’re going to have to be very directing your gonna
have to act and saving faces its weight that that options were gone but I would
suggest that most times if you’re able to save face with the student things
will go better because we all want to be respected as well whether we’re angry or
whether or not whether we feel we’ve been given an injustice or not we all
want tax a face it also shows respect and empathy only tell you a little thing
about empathy sometimes you confuse empathy and sympathy sympathy empathy
does not mean you condone what’s going on empathy literally means you’re seen
through the eyes of another you see through the eyes of that person you’re
not agree with them but you seen their eyes and that takes listening it takes
center stage can’t help but think about my I’m sorry
my wife in these situations she stopped me over the years that she wants to be
listened to I want to fix things she wants to be
listened to there’s a conflict there so what I found after years of trial in
there and getting second chances is that if I listened to her truly understand
things to her point of view even though I don’t agree with her things go better this is really cool to get this is this
empowers the other alright so when you’re showing empathy when you’re
listening to someone it disempowered someone for you to use this technique
because all the sand ok yeah I you giving the options in the control is
being taken back by you and not by the students and you know I just sounds good
it really does we hear someone do this I hear Lisa do it all the time when she
does not sounds good I need to work on remaining remain the contact
professional not using your natural self your natural facial natural words how
long do you have till to you in contact with yourself you’re in contact with the
institution and the goals of the institution the goals of your apartment
two goals your class and you’re also in contact with the other person or a
student this case do you see you are the you the hub near the center near the
middle part of that wheel and things revolve around you that’s why it’s so
important for you to be in control and understand that you’re the fulcrum in
all this knowing your weaknesses impact strength is built on recognizing
weaknesses now if you don’t know what your story we had a job interview couple of days ago and a gentleman came
in and when asked to tell us about some of your weaknesses in how you overcame
them pretty typical job interview question and when I really don’t think I
have any weaknesses why aren’t you start with vanity and pride checked out that
works for you and then get back with us if you want to know where u weaknesses
are you can ask couple different people ask your brother of good friends sister
children right this is variable if you have
children ask your children they will tell you what your weaknesses are now
you need to have a good habit of mine we do this right because you might use a
natural words that you wouldn’t want your name on the final owner we are
weaknesses its ok that’s who we are we can overcome those weaknesses but I
understand and taking control of them and not defending them understanding
communication dr. George Thompson says people never say what they mean
especially under stress I wouldn’t say they never see within me I think that’s
a pretty extreme statement I would say that most times almost always people
don’t say what they mean they use words and meaning is deeper going to kind of keep going through this
because I think some of it is a little redundant alright so you respond to the
meeting rather than into what the words are again we have are angry students he
didn’t agree that they don’t feel that they deserve their angry what your
understanding is that although they’re being verbally loud and possibly even
disrespect pool then there’s meaning behind that and you’re not reacting to
those words what you’re doing is you’re redirecting to what the real problem is
I can’t believe you let me take the exam this is the worst things ever happened
to me is the worst professor in the face of the planet I just wanna die that
far-fetched think so I think we’ve heard things like that students make comments
like that that I wanna die part at least gonna cover in a little bit but now he’s
out is that true literally what this person meet when you say you leave imma call please
write so meaning what do they mean maybe they need help maybe they’re fearful I
know when I’m overwhelmed I speak languages that don’t even exist so
there’s meaning behind those words and it’s important for you to understand
that it’s important Peter responded meeting in that two words important
concept here content of what you say communication
the words that actual words that coming or so only 74 to 10% of your
communication what you say so he sent to 10% your voice whether I’m talking like this I’m
talking like this the way your voice the internation the reflection those makeup
33 to 40 percent communication either non-durables we all know this right this
is a power stance my wife top news she does but this is a power stands I didn’t
realize that are non verbals what will happen is what happens between this up
to 73 really seventy-three percent of ninety-three percent over rule the words
so if somebody’s talking to you and they’re saying something and you see
something different what’s happening as you’re not understand you’re not taking
the words at face value taking what they’re doing their actions if he’s so
your delivery style is 93% of communication paraphrase one of the most powerful
tools in the human language paraphrase the other person’s perspective your
words and then get back to know what does this do this is a very empowering
thing if i if you’re arguing with me and I say just a really understand really
want to understand what you’re telling me is what you’re telling me block away
you just keep going on and on I would think so cuz don’t you want me to
understand what you’re telling you right now you might be angry you might still
be ranting and raving but what are we doing just kind of stopped things for a
minute and the tone of things change and all the Sun okay this person wants to
hear without very very powerful you can interrupt people when they’re angry with
you when they’re upset with you we caught the sort of interruption let me
be sure I understand what you just said I prob ninety-nine times out of a
hundred that person’s gonna stop and say oh ok well let me tell you you’re
feeling blank because of that true it’s so powerful thompson’s book which can go
online and get a highly recommend it there’s several things that this does
you no i didnt listed on the PowerPoint but the sort of interruption better magically in one sentence by Fred
paraphrasing you hooked the other person they’re listening using this sort of
interruption without the sense is only one way I know interact up somebody with
generating further resistance to yet taking control because you’re talking
and he is listen three you’re making sure of what you have heard is right for
if you had not heard the person accurately they’ll correct you five
you’ve made the other person feel better and be a better listener it goes on and
on so there’s some very very powerful things that happen when you use the sort
of interruption in when you paraphrase and remember to mean disinterested
remember that you can’t allow those personal things coming to play all right
we’re almost done talk about tactics now there’s a little
bit of language anybody oppose its not severe but a little bit you are right
that ok I was asked today love it and I gotta tell you I live it I
really think certainly live that there is a time to be nice and you know what
I’m not suggesting you put in this initial ok however there’s some there’s
some truth in common sense to what the video tells us and that’s don’t take it
personal I learned a long time ago from one of my managers in minute I start
taking my job personally I’ve gotta rethink what I’m doing and I’ve done it
many many times I’ve got my feelings hurt and upset about me angry I thought
I was an injustice but I had to get myself back if you get personal with
your students it’s not going to go well I’m gonna go through these quick to
tactics just asked to contact now if you don’t need a sign or if you
don’t do this then this is what could explain your option non-compliant hearing you you’re not
gonna leave the classroom right now and then act and what do we mean by acting
you have time showing his classic not shown up so now I have class when medicaid when
it’s time to act you act sometimes it’s the most
difficult thing to do especially plan like a plan ahead then you may not know
exactly what to do when it’s time to have my acting what we mean is you let you know that they’ve gotta
leave the class are you gonna call the police or are you have the student leave
the class or you dismiss the class for a break for the day if it’s gotten out of
control he dismissed the class you can view both of us things call us if you
feel now that when words go to the point where you feel frightened that’s the
time to call the police dismiss the class if you feel you called and referred to bet call it talk about
that in just met Wednesday displays behavioral issues less stress yes when
you practice these techniques you can reduce my stress in your life but I
understand me your cell others in doing when it had questions
right even in my job dealing with behavioral
issues or with concern if something is imminent or I feel that I call the
police I don’t you call me I don’t have a gun 545 we need to stabilize the situation
first and then act but want to make sure that all of you have a copy of anyone
who this is a chance you can have one thanks bTW I forgot nine you gonna have
to do that everyone else have one for sure ok intervention team is here to deal
with any students of concern you may be a threat to themselves or a threat to
others so it’s nice to be on a campus where we can decide the behavioral issue
is it something that may need mental health above some sort of just general
consequence what we do is that students who are in distress with the necessary
resources we also follow and track to make sure so it’s nice that even prior
to the Virginia Tech strategies we already had this in place and so we work
closely with the counting centre and with the police where would you think
either a student who respond grossly disproportionately something that you’ve
said might be contacted at out we have most of our faculty referrals come from
faculty members who receive an email asking for an extension that doesn’t
just say may have an extension it’s four pages long about all of the awful thing
happening a student’s life and they really are awful awful you go cried at what in the world do I do with
this manner that is fine but most people say I want to be able to report which is
right here / once you hit go on that it goes to Eric
ago to me it goes accounting Santos university housing so that we can try to
find that student make sure that we put on them and say hey to make sure that
your ok now can be grossly behavioral usually that’s what it’s designed to do
most people just say I need some help with the soon and I don’t know what to
do anybody in here to teach physics or
teacher hard science those folks especially go I don’t you feeling and
I’ve got a live one has a bunch of them say no please no their resources around
campus are on both sides of its behavior and somebody just need this is a
consequence of your actions or meet them or long-term help we’re here to help you
with that in the moment you got that under lockdown now too so we just want
to be able to be helpful to you in any way we can any questions or for me

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