Classroom Example #1: The Throwing Struggle
A student throws crayons after a tricky assignment.
Instead of reacting in frustration, the teacher:
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Takes a deep breath.
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Gets down to eye level.
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Names the emotion:
“This is hard. You look really upset.”
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Offers a tool:
“Let’s do our breathing together.”
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After a few breaths, offers support:
“I’m here. We can try again.”
The goal is not perfection — it’s modeling what regulation looks like.
Classroom Example #2: The Line-Up Struggle
A student refuses to line up for recess. They cross their arms and say, “I’m not going!”
Instead of:
“You need to line up right now or you’ll lose recess!”
The teacher:
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Pauses and takes a slow breath before responding.
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Walks over and kneels to eye level.
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Uses a calm voice:
“It looks like you really don’t want to line up. Are you feeling disappointed that we have to stop playing?”
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Validates the feeling, then offers structure:
“It’s okay to feel upset. Recess is ending. We line up now. You can choose to walk with me or stand behind Sam.”
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Offers a tiny choice and control:
“Would you like to be the door holder when we get outside?”
Result:
The student feels seen, keeps their dignity, and joins the line with a sense of purpose.
Classroom Example #3: Big Tears at Morning Drop-Off
A young student arrives crying and clinging to a caregiver. They are overwhelmed by separation.
Instead of:
“Come on, you’re fine. Time to get started.”
The teacher:
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Greets the student by name with warm eye contact.
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Says softly:
“You look really sad. It’s hard to say goodbye.”
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Stays close and offers connection:
“Let’s do three deep breaths together before you hang up your backpack.”
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Models the breathing — hand on belly, slow inhale, slow exhale.
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Offers a predictable next step:
“After you hang up your backpack, you can choose: blocks or drawing. I’ll stay with you.”
Result:
The child feels safe, their nervous system settles, and they can transition into the classroom with support.