When I began teaching in a 5th grade self-contained classroom in East Tremont, I found myself constantly confounded, on a moment-by-moment basis, by the behaviors of my students. The raw emotions, aggression, anger, and frustration that my students expressed, and that I also experienced, was like I can only imagine as comparable to the experience of warfare. I dragged myself home each night feeling like I’d been turned inside out.
I found some solace in reading a copy of Life Space Crisis Intervention (LSCI), a book about a therapeutic system of strategies for supporting children experiencing crisis developed in a residential care setting. But I did not have any formal training in the method.
Fortunately, in my 2nd year of teaching, it just so happened that I was able to attend a workshop from two educators from D75 on a method called Therapeutic Crisis Intervention—a modified and simplified version of LSCI created by Cornell University specifically for classroom use. This was and continues to be the most influential and useful professional development I have ever attended. It helped me begin to shift my mentality and how I approached student behavior.
So it was with delight that I saw one of the educators who provided me that training, Dana Ashley, featured in American Educator. I urge you to read her piece, “It’s About Relationships,” in full.
“When teachers wonder “What should I do?” in response to challenging student behaviors, the answers are not as simple as they might seem. Although an individual teacher asks the question, the response must be nuanced enough to take into account the specific school and community. As in any field—not just in education—context is key.” (Bold added)