TRAINER NOTES FOR LESSON PLAN School Bus Driver In-service TITLE OF LESSON: STUDENT MANAGEMENT

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1 TRAINER NOTES FOR LESSON PLAN School Bus Driver In-service TITLE OF LESSON: STUDENT MANAGEMENT LENGTH OF LESSON: 1 hour 30 minutes TRAINER NOTES: Handouts: Print off H-1 for drivers to take notes. This is an outline of the talking points in this lesson. Skits: This lesson comes with some very nice skits included, which you may use or you may create your own. Print off enough copies for those involved in the skits. The first two skits are performed back to back with discussion in-between as they are a pair showing a right way and a wrong way in the same situation. The third skit models setting limits. The skits, in order of presentation, are: 1. Incorrect Strategy Skit which demonstrates the incorrect way to respond to defensive behavior. 2. Correct Strategy Skit which demonstrates the same situation with the correct way to respond to defensive behavior. 3. Setting Limits Skit, the last skit, which demonstrates a five-step approach to setting limits District Policy and Procedures: There are plenty of opportunities to insert your districts unique protocol for violent situations. Work with your transportation administration to determine additional content and use of assistance from other district personnel. Upon doing so, allow adequate additional time for discussion. The estimated time indicated for this lesson plan does not include additions of district policy and/or procedure. Videos: Each district will receive one copy of the two-dvd set to be added to the district s training library. Make sure to set up your equipment to assure your video will work properly For the Driver Student Management

2 School Bus Drivers Inservice TITLE OF LESSON: STUDENT MANAGEMENT Objectives of the Lesson: At the end of this lesson, the student will be able to: Name three ways to appreciate and respect your students. Name three ways to establish expectations. Name the four levels of problem behavior. Name the response for each of the four levels of problem behavior. Name two intervention strategies. Name the two different types of physical assault. Identify two ways to respond to being confronted with a weapon. Equipment for Lesson: Video s Preventing Problems and Managing Crisis (2-DVD set) Laptop/DVD Player, Projector and Screen Handout for class and Skits for actors Introduction: S- 1 Student management is the most challenging part of a bus driver s job and one that is faced daily. Today we will watch two videos. Some of the content will be review and some will present new concepts. We will cover ways to show appreciation and gain respect along with the importance of knowing your students and establishing expectations. We will also identify four different levels of problem behavior and how to respond at those different levels to prevent or deal with escalation. Last but not least, we will discuss what you can do to protect your students and yourself in the event of a fight, assault or confrontation with a weapon. Let s get started with the first video Lesson For the Driver 1 Student Management

3 Show Video: Preventing Problem Behavior on your School Bus (14 minutes) Trainer Note: For class discussion, decide if you will have the class form small groups or stay in a large group for discussion. You may assign a scribe in either situation. The handout (H-1) is for participant note-taking. Presentation: H-1 I. Prevent Problem Behaviors A. Know your students S- 2 We have all had different kinds of relationships in our lives. It never feels good to be ignored, undervalued or degraded. To avoid this, know your students names and greet with a smile, showing interest. We would much rather feel appreciated and respected. Wonderful things can happen when relationships are good ASK: Why do you feel more willing to cooperate with someone who respects you? ASK: What do you do, to show you appreciate and respect your students? B. Establish Expectations S-3 1. Post simple and positive rules. 2. Go over rules at the start of the year and periodically as needed. 3. Treat students as you would like to be treated. Whole class or small group discussion: ASK: How do you get your students to understand your interpretation of the rules? ASK: How do you know if your students understand the bus rules? ASK: If someone gives you a rule, what makes you want to follow that rule? Lesson For the Driver 2 Student Management

4 II. Respond Effectively to Problem Behavior S-4 When you respond effectively, it keeps problem behavior from escalating. As bus drivers we want to be proactive, not reactive. We will find that addressing small issues early and using appropriate follow through in a timely manor will remedy many problems down the road. Let s talk a little about the levels of behavior we saw in the video and share ideas about our responses. A. Anxiety Level - Be Supportive S- 5 In the video, the driver talked to the student, invited her to sit up front, and distracted her with an assignment. Not all anxiety looks the same; it can include pacing, finger drumming, wringing of hands, or staring. Whole class or small group discussion: ASK: Can you share a situation where a student was anxious or nervous? ASK: In what way did you show support for that student? Trainer Note: You may return small groups back to general session if you had them break into small groups. B. Defensive Level Be Directive. S This is the beginning stage of loss of rationality. At this stage, an individual often becomes belligerent and challenges authority. You must be very clear at this point. Know the difference between direct and aggressive. 2. Aggression is not acceptable or professional. The consequences start with loss of respect. Being direct clearly identifies your requirements and the consequences of the actions the student chooses Lesson For the Driver 3 Student Management

5 III. Be Directive Use Intervention tools and strategies S- 7 These can apply to all levels of problem behavior. A. Use Nonverbal communication S Body language posture 2. Facial expressions 3. Gestures 4. Allow personal space don t crowd B. Use Para Verbal Communication S- 9 How you say what you say makes a difference. 1. Angry, frustrated 2. Firm but calm 3. Tone and volume of voice C. Use Integrated Experience S-10 Your attitude has an impact on students and vice versa. D. Use Rational Detachment S Stay calm and in control. 2. Don t allow students behavior to affect your own. 3. Take care of yourself on and off the job. 4. Reduce stress. Trainer Note: Skits are provided or you can develop your own. See instructions in trainer notes for conducting the skits. Show S-12 during the first two skits: Incorrect Strategy Approach skit and Correct Strategy Approach skit, then lead discussion off the same slide (S-12) Intro Skits: Now we will watch some skits. We can have different outcomes for the same situation. Watch carefully for the strategies listed on the screen so we can discuss how the bus driver did after each skit. S-12 E. Set Limits S-13 We learned about a 5 step approach to setting limits. 1. Explain which behavior is inappropriate. 2. Explain why behavior in inappropriate. 3. Give reasonable choices with consequences Lesson For the Driver 4 Student Management

6 4. Allow time for student to choose. 5. Enforce consequences. Trainer Note: Present 5 Step Approach skit with 3 willing participants, then conduct the discussion. Intro Skit: Now let s watch a skit and see how the 5 Step Approach works in a different situation. The steps are up on the screen. Watch carefully so we can discuss what we observe. S-14 Discussion Questions: 1. Explain which behavior is inappropriate: Be specific. What rule isn t being followed? 2. Explain why behavior is inappropriate: Don t assume the student knows why the behavior is unacceptable. 3. Give reasonable choices with consequences: By providing choices, you are acknowledging that you cannot force the student to behave in a certain way, but you are also informing him of the consequences of his actions. Stress the preferred choice. 4. Allow time for student to choose: If you don t allow time for the student to make his decision even if it s just a few seconds it may seem that you are giving an ultimatum. 5. Enforce consequences: Regardless of which choice the student makes. Trainer Note: Allow class to re-situate for viewing the second video. S-15 Intro Video The next video 1. Includes responding to violence and early intervention and 2. Reviews the four levels of problem behavior in volume 1. You have had a chance to work with the first two levels, Anxious and Defensive behavior. We will work with the second two levels after watching the video Lesson For the Driver 5 Student Management

7 Show Video: Trouble on Board: Managing Crisis Situations (23 minutes) Trainer Note: Insert and/or cover district policy and procedures in the next sections where appropriate for calling in or dealing with violent situations. IV. Be Prepared to Respond A. Acting out be prepared to respond. S-16 At this point, there is a total loss of control which results in a physical acting-out episode. Individuals in this level are presenting a danger to themselves or others. B. Fights There are five tactics you can use: S Pull over 2. Use a distraction 3. Attempt verbal intervention 4. Evacuate if necessary - what are other options? 5. Summon assistance V. Be Prepared to Respond to Assaults S -18 Some route assignments have an increased possibility of assaultive behavior. It is important to keep yourself and your students Safe in Violent Situations. If this is the case, please work with the transportation administrator on a violence response plan. A. We learned there are two types of Assaults: S Strike 2. Grab Ask: Have you ever been hit, slapped, kicked or scratched? Ask: What did you learn that you could use to avoid a strike? B. Be Prepared to Respond to Weapons S-20 Have a plan, policy and procedure Lesson For the Driver 6 Student Management

8 C. There are five strategies for being confronted with a weapon. Let s review: S Try to stay calm 2. Don t try to disarm or restrain the person 3. Talk quietly, in an even tone 4. Negotiate 5. Time is your ally VI. Tension Reduction S-22 This is also known as the Cooling off Period. It's the time when the student calms down and becomes more rational. The driver responds with a therapeutic rapport which means, S-23 to give support and encouragement while finding ways of preventing future crises. Ask: How can you tell when a student has calmed down and is becoming more rational? Ask: At what point do you discuss ideas about preventing future crisis? Ask: What kinds of settings offer the student a place where they can feel safe? Summary: S-24 The two videos and our discussion covered many concepts. Knowing your students is crucial so that you have established trust and respect. Your expectations must be clear and consistent. With these two established, you will be able to read warning signs and identify and respond to problems early. Even with our best preventive student management we may experience one or more levels of problem behavior. Our first priority is always safety for ourselves and our students Lesson For the Driver 7 Student Management

9 If a student is anxious, we support them. S-25 If they are defensive, we are direct with them and give options. Students can act out in different ways including fights, assaults and even with weapons. We discussed many strategies and we always need to put the safety of our students and ourselves first. When students start to calm down after a crisis, we have an opportunity to resolve issues so that we can prevent them in the future. It s a big responsibility and much more demanding than driving children from point A to point B. It s an opportunity to work with children in a way that makes a positive difference Are there any questions? Trainer Note: Answers for each question will appear on the PowerPoint slide underneath the answer when you click. Evaluation: 1. Name three ways to show appreciation and gain respect with S-26 students. Know students names, greet daily, be a positive role model 2. Name three ways to establish expectations. S-27 Post the rules, explain the rules, set limits. 3. Name the four levels of problem behavior. S-28 Anxiety, Defiance, Acting Out, Tension Reduction 4. What are the four responses to problem behavior? S-29 Supportive, Directive, Responsive, Therapeutic Rapport Lesson For the Driver 8 Student Management

10 5. Name two intervention strategies. S-30 Non Verbal, Para Verbal, Rational Detachment 6. Name the two different types of physical assault. S-31 Strike and Grab. 7. Identify two ways to respond to being confronted with a weapon. S-32 Stay calm, talk quietly, negotiate, time is your ally The End S Lesson For the Driver 9 Student Management

11 Incorrect Strategy Approach Skit Please watch for what is incorrect about this approach. S-12 S (Girl in back is spraying something.) D (Pulls bus over, jumps out of seat, looms over girl pointing finger & shouts.) What s the matter w/you? You could kill someone spraying that stuff! What if someone has asthma? Give me that! (Grabs it away from her.) I m writing you up.(storms back up isle, throws perfume in trash, starts bus & takes off.) (As bus takes off everyone s heads whip back from the speed.) Class Discussion: Use S-12 and ask student s what they observed.

12 Correct Strategy Approach Skit Please watch for what is correct about this approach. S-12 D (At school, students leaving bus.) (Call student by name.) Could I speak w/you. (Student sits in front seat & driver turns to speak with her.) S What s up, (Insert bus drivers name)? D I saw you spraying something. (Knows her name-gives personal space.) S Oh, it was just my new body spray. D Yes, but you could smell it throughout the entire bus. S Well, I let some of my friends try it, too. Anyway, you should thank me because this bus stinks. (Student shows defensive behaviour.) S A lot of the other students didn t like the smell & complained. (Driver is calm & in control.) S That s their problem. D Not really, It s against the rules to spray anything in the bus because many people have allergies or asthma. Did you know that strong smells, like your body spray, can make it difficult for them to breath? (Driver is direct, firm, states rules & explains them, is kind.) S I never even thought about that, (insert bus drivers name). I didn t mean to hurt anyone. D I know. But do you understand now that there will be no more spraying anthing? S (Getting up to leave.) I know, (insert bus driver name), I won t do it again, promise! D Thank you, (Insert student name), have a great day. Class Discussion: Use S-12 and ask student s what they observed.

13 Five Step Approach to Setting Limits Skit Please watch for the steps outlined on the screen. S-14 D (Insert student number one s name), please sit down. I m not going to move this bus until you re seated. S1 I don t have to. I m just rockin out w/my air guitar. D (Insert student number one s name), you re expected to sit down, it s a bus rule that everyone has to follow & it s for your safety. Think of what might happen to you if I have to brake suddenly while you re standing up. S2 Yeah dude, maybe your head will go through the front window. That would be so cool. S3 You don t have to listen to her, (insert student number one s name)! S1 Yeah, just mind your own business & drive. D You have a choice to make; either come up here & sit down or I ll have security meet the bus. (wait) (radio) Transportation this is bus 163 I ll be arriving at the H.S. in 10 min. Please have security meet my bus. S1 (Comes to front & sits down.) Don t do that, you re gonna get me in trouble. D Thank you for sitting down but you ve disrupted the entire bus, we re now late & we are going to talk w/officer Kim. S1 (Student crosses arms, slumps down & slowly shakes head.) Class Discussion: Use discussion questions on page 5 of the lesson plan