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I'm Katie Mullins from ________ I'm a special ed teacher and
when we are working with the CI3T model you have to realize that everyone
has taken this into consideration and we're working as a team. So when students
are in a escalated mode, sometimes you might see a teacher who looks like
they're not handling this situation when in reality they are. I might be seen
sitting on the floor looking like I'm playing on my phone and in reality I'm
actually taking data while the child is escalating or de-escalating. So that I can
use it later and then IEP or maybe just in conferencing with the student or maybe
I'm just informing the general education teacher. This information is constantly put
into the behavior intervention plans but when you see someone maybe not handling it as
aggressively, the situation as you would want them to, it actually is probably
purposely thought out for that student based on either history or trying to
learn more about this student. For me, I never become worked up. I look like I'm calm, I'm
collected. I look very relaxed because the more I stay that way better it is for
this student. At the same time, the other thing is I get down usually lower than
the student and that seems to help a lot. I watch also how the student is
reacting and based on other times that they've either escalated or I've helped them
de-escalate
and I kind of pull up my notes on that and pull them back in the sync so I
can see where they are in the
path or in the whole continuum of escalating and de-escalating.
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