5.17 – Thinking space scenarios – feedback
Were your solutions similar to these?
| Scenario | What others said |
|---|---|
| 1. Sasha’s Sofa: | Tell Sasha she has to sit with you for a few minutes (telling her what she needs to do and removing from the situation), because she has been kicking the sofa and did not listen when told to stop (what she has done wrong). When Sasha has sat for a couple of minutes (thinking space), tell her why you do not want her kicking the sofa: you might break the sofa and it costs a lot of money to fix (reason and effect of behaviour). Say that in future she is not to kick the sofa (how you expect her to behave). Tell her she needs to apologise for not listening and for kicking the sofa (apologise). Thank her for her apology and suggest an activity/game for to play (praise and moving on). |
| 2. Bat Battle: | Ask Zen to choose if he wants to sit with you or on his own, as he has been hitting his friend, (offering a choice as to what he has to do and why and removing from situation). When Zen has done his time out (thinking space), ask Zen why he was hitting his friend and explain why it is wrong to hit each other (the reasons and understanding effects of his behaviour). Ask Zen what he could do next time instead of hitting his friend. If he can’t think of anything make suggestions eg “Come and talk to me if your friend upsets/hits you.” (future behaviour and how they can manage their behaviour). Ask Zen if he thinks he should apologise to his friend. Tell him it was a good thing that he thought about what he had done and that it is great that he apologised to his friend (apologise, praise). Let Zen go back out to play with his friend (moving on). |
| 3. Bad Language: | Remain calm. Suggest that Ashleigh needs to have some time in her room to think about what she is saying, and why (what she needs to do and why, removing from situation). When Ashleigh has had time to think (thinking space) ask her what has happened that made her so upset (reason). Tell her how it made you feel when she swore at you, and that you don’t want her talking to you like that in future and that she should apologise to you (future behaviour, consequences/effects of behaviour). Get her thinking about how and what she could do next time someone upsets her at school (managing behaviour). Thank her for her apology and sharing with you what had upset her (apologise, praise). Ask if she would like a cup of tea and biscuit and to watch a soap on TV (moving on). |
| 4. Angry Aleksy: | Stay calm, and let him go and cool off on his own (giving him thinking space). After he has had a chance to cool off, go and speak with him about what had happened, explaining that he nearly broke the door (effects of his behaviour) and what could have happened: the expense of new glass or someone could have got hurt by falling glass etc (what was wrong with his behaviour and possible consequences). Ask why it was so important that he wanted to go out, and why got angry (reason, feelings). Also explain how it made you feel when he slammed the door and that an apology would be helpful (consequence of behaviour). Ask him for suggestions on how he could handle similar situations in future (managing behaviour). Thank him for calming down and for his apology. Ask if he would like to do something together later in the week (praise, moving on). |
Well done. Using this technique often will help you get used to it.
Next: 5.18 – Avoiding argumentsBack: 5.16 – Thinking space scenarios