Teacher-Student-Conflict-Resolution
Storyboard Text
- Why's he crying again?
- It's the beginning of the Kindergarten year and our first finger-painting colour mixing exploration activity. He disliked how the activity was messy and sensory-based. He became overwhelmed, crumpled his artwork and ran to the corner having a meltdown and communicating angrily with his classmates. I gently and calmly approach him, kneeling down to his level.
- What's the matter, mon ami?
- I don't like art! I don't like it! I can't! I can't!!!
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- I gently ask the student to have us help each other by going to the calming corner to practice our magic breath and take care of his heart. We practicing our mindful breathing together and positive affirmations that he is loved, safe, and special. We practice kind words to say to our heart.
- Breathe in... Breathe out...I am loved. I am safe. I am special.
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- We talk about what happened and how the art made him feel once he is calmer. I communicate that I am proud of him for trying the activity even though it was something new. We discuss strategies for what to do or say when he feels upset (asking for help, raising his hand, trying our calming strategies) and how we can make the art activity easier for him. He agrees to try colour mixing with a q-tip instead of his finger.
- Let's try being a colour scientist with a q-tip!
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- Okay, I can try.
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