[Rachel]

With fun and engaging activities. Whether it’s a quick brain break with a dance or a short storytelling session, these moments not only add joy to the classroom but also serve as effective tools for redirecting negative energy.

[Rachel]

create a fun env

[Lesllie]

Some kind of fun

[Diana]

With my students with ASD, I’ve noticed counting to ten works well, and if they are not calm after 10, I ask them to count to 10 in Spanish.

[Anna]

Some of the strategies I’ve been working on developing as I work with kids prone to tantrums is to keep in mind what things are important to stick to my guns about (rules put in place for safety reasons, interacting kindly with others, etc.), and what things are okay to abandon at the first sign they aren’t working (finishing an art project, etc.). If it’s not really important, and it’s clearly upsetting a child a lot, there’s no reason to keep trying to make the child endure it.

I also always try to keep my own voice and body language calm and soothing, and even get *more* calm the more worked up a kid gets. I try to get down to their level so I’m not intimidatingly tall and distant, and offer gentle comforting touch if they’re open to it. I know that when emotions are that high, logic and rational thinking are not possible, so I try not to reason or explain or fix things until they’re calmer. I try not to ever tell a kid to stop crying, especially little boys, regardless of my personal feelings on their outburst. Rather I let the expression of feeling run its course and release the calming brain chemicals it is designed to do, while also trying to make sure the kid feels safe and heard.

Even if ultimately it’s something I cannot bend on (safety rules, etc.), I try to make sure the child knows that I see and understand and sympathize with the fact that they are upset by it.

[Brandi Dickerson]

If a child is throwing a tantrum, lets say, because they want a toy that another child happens to be playing with, first, I try and remain calm, deep breaths, then I will grab one of our hourglass timers, and proceed to show both children, I explain to each child that when the sand runs through to the other side, it will be time to share the toy. This usually helps..

[Cheryl Person]

One of the ways I have found to work with a child having a tantrum is to offer them the chance to go to the cozy cube and just get away from the group and just reset. Most of the time, children arrive upset. The parent or siblings have made promises that were not kept and therefore, the child is upset and remain upset during group time.

[Trainer]

Cheryl, creating a cozy space for children to reset is a great strategy for managing tantrums and supporting emotional regulation. Well done!

[Debra]

My favorite is when we are in reading circle. When a tantrum moment occurs with a student, I reverse my role as a teacher. I give the moment to the student to become responsible to read the story to the clas, showing pictures and all. This gives them a chance to rethink their behavior.

[Trainer]

Debra, I love how you empower students during tantrum moments. Giving them responsibility and a chance to rethink their behavior is a great way to turn tantrums into teachable moments.

[glaiza]

I like to teach deep breathing exercises or mindfulness activities to help children manage their emotions. Provide a quiet area with sensory tools like fidget toys or soft cushions where children can retreat to regulate their emotions. I also help children develop problem-solving skills by encouraging them to communicate and find solutions to conflicts.

[Mary]

If a child in my classroom was having a tantrum I would first try to calm him/her down. I would find out why the child was upset if they can talk to me about it. I would talk with the child and come up with ways that would help him/her feel better. I would help the child work through his/her feeling.

[Trainer]

Mary, your approach to calming the child and addressing their feelings is wonderful. Teaching children to manage emotions positively is crucial. Great job!

[Em]

We have multiple books that talk about having “big feelings”. We read and discussed during circle why we have those feelings and what we can do to help get through those feelings.