• Use trauma-informed, relationship-first strategies without lowering expectations

• De-escalate conflict using simple, repeatable language

• Run restorative conversations that repair harm and rebuild trust

• Spot discipline “hot spots” and reduce referrals with proactive systems

• Build classroom routines that protect instruction and dignity

Hope Key Classroom Anchors

1. Connection before correction (A student can’t hear you if they don’t feel safe.)

2. Calm is contagious (Your nervous system sets the temperature.)

3. Clear is kind (Boundaries with respect; consequences with purpose.)

4. Repair is power (Restoration beats punishment when the goal is growth.)

5. Data tells the truth (Track patterns, not just incidents.)

The 10-Second Reset (teacher script)

• “I’m not here to argue. I’m here to help you succeed.”

• “Take a breath. Step to the side. We’ll solve this.”

• “You can rejoin when you’re ready to be safe and respectful.”

Each module includes objectives, mini-lesson, practice, and a leave-with tool.

Module A — Trauma-Informed Classroom (60–90 min)

Key idea: Behavior is communication, not a personal attack.
Teacher tool: CALM Ladder

• Check your tone/body language

• Acknowledge emotion (“I can see you’re frustrated.”)

• Limit choices to 2 (“Seat or reset corner.”)

• Move forward with next step (“We’ll talk after the warm-up.”)

Practice: Role-play 3 common escalations.

Module B — De-escalation That Works (60 min)

Non-negotiables

• Don’t match energy

• Don’t argue in public

• Don’t corner students (physically or emotionally)

Teacher tool: 3 Lines That Save Class

• “I’m going to give you a minute.”

• “We can solve this quietly.”

• “I’ll check back with you in two.”

Practice: “Say it like you mean it” script drills.

Module C — Restorative Conversations (75 min)

When harm happens, we do repair—not shame.

Restorative Mini-Conference Questions

1. What happened?

2. What were you thinking/feeling?

3. Who was impacted and how?

4. What do you need to make it right?

5. What will you do differently next time?

Practice: Use scenario cards (below).

Module D — Equity in Discipline (60 min)

Goal: Reduce subjective referrals by tightening routines, language, and documentation.

Teacher tool: Referral Readiness Checklist

• Did I reteach the expectation?

• Did I offer a reset option?

• Did I use private redirection first?

• Did I document facts, not feelings?

Practice: Rewrite referral statements (from biased to factual).

1. “Nope. Not doing it.” Student refuses work and puts head down.

2. “Say something again.” Student escalates after correction.

3. Phone battle. Student records/argues loudly.

4. Peer conflict. Two students exchange insults, class watches.

5. Chronic disruption. Student blurts constantly and laughs.

Facilitator prompt: “What does the student need right now—structure, space, or skill?”