Calming a disruptive student without an audience, using low-profile redirection techniques.
At a glance
When: A student is becoming disruptive and other students have stopped to watch.
Remember: An audience raises the stakes. You're managing the moment and the student's dignity, not just the behavior.
What strong practice looks like — and why.
The scenario you saw
A student is becoming increasingly disruptive during a transition. Other students have stopped what they're doing to watch. What do you do?
Before you read on — what would you do here? Picture your move, then reveal how strong practice handles it.
You move toward the student calmly — low voice, no audience — and give them a way out that doesn't feel like losing. You keep it between the two of you.
Why this works
Once other students are watching, an audience raises the stakes: for a student who's already dysregulated, backing down in public can feel like losing, which fuels the escalation. Lowering your voice and removing the audience shrinks the conflict instead of amplifying it, and offering a face-saving way out lets the student choose the calm option without humiliation. You're managing the environment and the student's dignity, not just the behavior.
What to look for
Recall is where it sticks — a few quick scenarios.
Reading is useful, but recall is where it sticks. Three short scenarios, low-stakes, no scoring — about 3 minutes. You can stop any time.
Start the practice set →Short on time? Start with the first one.
In-depth guides written specifically for paraprofessionals — no login required.
IRIS Center (Vanderbilt)
Covers the acting-out cycle and how to intervene early — before transitions become crises.