When Russell White is confronted by hostile student behavior that threatens to disrupt the classroom, the last thing he wants to do is add fuel to the fire by responding in anger. That’s why he uses a mnemonic device: “Q-TIP.” It reminds him to “quit taking it personally” and focus on the needs of the student in front of him.
“If I’m losing control in a crisis, I’m modeling that behavior to the kids,” said White, one of 18 teachers from around the city who trained in therapeutic crisis intervention at UFT headquarters in Manhattan for five days in July. “I have to be calm and nurturing. Once they know you care and their feelings are heard and validated, they want to work with you,” said the math coach at PS 369 in the Mott Haven section of the Bronx.
This approach to defusing crises in the classroom forms the basis for the Positive Learning Collaborative, a joint initiative of the UFT and the Department of Education. The program, which requires training for every school employee, from cafeteria worker to principal, operates in 14 schools. White and other teachers are being trained to take it to more schools around the city.
“Building capacity is key,” said Michele Pierro, an instructor from Cornell University where the approach was developed and a former New York City public school teacher. For troubled schools with high staff turnover, the Positive Learning Collaborative can staunch the bleeding, Pierro said. “Once the climate in the school changes, teachers stay,” she said.
Charles Graziani, a guidance counselor at PS 45 on Staten Island, called the Positive Learning Collaborative “super effective.”
“Students can’t learn if they’re agitated. It’s OK to step back from expectations and focus on helping the student. The student comes first,” said Graziani.
“Each day of the training was a different assignment,” said Julie Pleszewicz, a teacher at PS 45. She said tasks included role-playing, multiple presentations and a written exam to see if teachers had mastered the content and were adept at preventing hostile behavior or dealing with different levels of it.
Another big part of the training is helping adults identify things that might set them off when dealing with disruptive students, inadvertently ramping up the negative behavior. By identifying those things, the adults can focus instead on being a calming force.
The benefits also flow into the personal lives of those who take the training.
White, the Bronx math coach, said therapeutic crisis intervention has shaped how he deals with his family. “I’m married 13 years, and I’m aware of my triggers,” he said. “I’ve become more mindful and patient.”