Shadowing Practice: How I Respond to Escalating Behaviors - Learn English Speaking with YouTube

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When a child escalates, stop talking. There's a novel idea.
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When a child escalates, stop talking. There's a novel idea.
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This is management. When they start escalating, shut it down.
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The more you talk, the more they're coming back at you.
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The more that you respond to their, "Yeah, well." I love this one.
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Child who you tell him to sit down. This is a perfect example. I've seen this happen.
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"Sit in this chair." Kid goes like this.
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And then you explode, right?
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Cuz you wanted them to sit over there.
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You ever get that chippy kid who says, "Well, you said sit in this chair. You didn't say where." And you just want to strangle him. At that point, what would you do?
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He's playing me. He's playing. Oh, he's playing me like, yeah, he's playing me like the entire band.
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At that point, I'm not gonna say anything.
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It's gonna sound really weird but I'm not gonna say anything. Because he's sitting there and he's doing this, going.
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I'm gonna do my best to pick myself up by the bootstraps, say nothing, and I'm going to walk over here, and I'm gonna help you, and I'm gonna help you, and I'm gonna help you.
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Oh, I'm gonna get to him, hands down.
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But it's all about timing.
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If I say something at that moment like, "I meant over there. Move the chair over there." "Oh! Move the chair over there. Okay. Hey everybody!" And then they take the chair and do this.
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Boom! And now you're on fire.
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Sometimes we got to remember that we light ourselves up when we don't necessarily have to.
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So at this point I'm gonna let them keep that upper hand until I have the opportunity to reel them in.
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So with the bell rings, if it's an older child, or it's a normal transition, we're going to art, whatever, that's when I'm reeling you in.
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It's all about timing.
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So they're on their way out the door, I'm like, "Whoa, hold on. You and I need to chat." And I always find that when I pull that kid aside one-on-one and chat with them, I actually get a lot better response then if I started the argument in the middle of the class.
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Sometimes I'll say to him on the way out the door, I'll say, "Hey, you know what, Michael?
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That was not okay what you did. We really do need to talk about this. And we'll talk about that tomorrow at this time." Which is sometimes 2:15, which is sometimes during their free time, which is sometimes whatever.
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I'll take away their time. I find that whenever I want to address a child, I want to address them on their time because that's a consequence.
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If the behavior escalates, then I walk over and I have a script in my mind. Now if I manage this kid by not saying anything, chances are they're gonna be like, they don't like that.
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They don't like that at all. Cuz their sole purpose is to disrupt that class.
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So they escalated on me. At that point I will turn around and I'll say two words, "Stop immediately." If they stop, I'm good.
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If they don't, that's when I have to utilize resources.
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But kids need to know at every moment, when I'm gonna utilize a resource, they know the resource is going to happen, they know that they're going to go wherever, the person is going to show up.
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Whatever it might be, it has to happen every single time.
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I had a little one who trashed the classroom for a while.
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And teacher was really good about if the kid took all their books and threw them on the floor.
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Teacher was really good about saying, you know, managing it.
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And just kind of going and pulling all the other kids together.
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But then the kid would escalate it and start pulling books off the shelf, pulling the bulletin board apart.
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And at that point it was a stop immediately.
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And if the child continued, a call was made, a very quick call was made that said, you know, "We got a twenty two and a five whatever." And someone came, escorted the child out, and they sat in a desk with no entertainment.
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With no coloring books, no materials, no nothing.
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And they spent a good amount of the rest of that time on that day sitting there.
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Because they had to realize that was not okay.
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And then, when we put the classroom together, picked everything up, we left a section of that for that child to clean up.
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When the child came back to the class the next day, that was their job.
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"Before you go out to recess, this is the stuff that has to be cleaned up." Or later that day depending upon the schedule and if it's elementary, middle, high school, whatever.
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But we always, always, always want to hold the child accountable in some way, not dismiss it. Like don't clean up the room for them.
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And if we have to clean up the room because we have to go on to another class, make sure the consequence is is that they have to do a task somewhere in that building.
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Your job is to give back to the community. Bring it back to your values.
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If a child violates community, they have to give back to community.
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If they disrupt my classroom to the point where they have to be removed, they go to a social isolation, which is your ISI, but the consequence is still going to come from me.
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That's important to me.
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If the consequence continues to come from the administration or somebody else, it makes no connection to me.
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However, if a kid hits the high note behaviors, the Tier 3 behaviors, those are no-brainers.
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You get into a fight, you bite, you spit, you trash a room, administration's going to get involved.
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However, the consequence is going to come right back to our having a connection.
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That's important to make that connection.
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Thanks for watching and I hope you found this video helpful!
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If you did, make sure to like and subscribe so you never miss another video.
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I speak and consult on school behavior and I love to help districts solve some of these problems.
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See you next time.

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About This Lesson

In this lesson, learners will practice English speaking skills by focusing on how to effectively respond to escalating behaviors, especially in challenging situations. By studying the transcript of the video "How I Respond to Escalating Behaviors," learners will understand the nuances of timing, nonverbal communication, and accountability in conversation. This will not only improve their comprehension but also aid in their ability to communicate calmly and assertively in stressful situations. The objective is to enhance your English pronunciation and speaking fluency while discussing techniques for managing conflicts.

Key Vocabulary & Phrases

  • Escalate: to increase or intensify, often used in relation to behavior.
  • Shut it down: to stop something from progressing or becoming worse.
  • Timing: the ability to choose the right moment for an action or statement.
  • Accountability: taking responsibility for one's actions.
  • Consequences: the results or effects of an action, often used in disciplinary contexts.
  • Stop immediately: a direct command to cease an action right away.
  • Community: a group of individuals living in the same area or having shared values.
  • Nonverbal communication: sending and receiving messages without spoken words.

Practice Tips

To effectively practice the shadowing technique using this transcript, it is essential to listen carefully to the intonation and rhythm of the speaker. Use a shadowing app to help you repeat the phrases in synchrony with the video. Given the natural pacing and tone of the speaker, try to mimic their pauses and emotional emphasis for better retention. When the speaker addresses challenging situations, notice their pause before responding. This reflects a pivotal part of effective communication and is vital for improving English pronunciation.

Additionally, it’s beneficial to practice shadow speech by recording yourself and playing it back to analyze your pronunciation and intonation. Focus on the phrases that convey authority and assertiveness, such as "Stop immediately." This practice will not only enhance your speaking skills but also build confidence in handling real-life conversations regarding conflict or escalation. Ensure you emphasize clarity and control in your tone, particularly when discussing accountability and consequences, which will help you engage more effectively in English-speaking environments.

What is the Shadowing Technique?

Shadowing is a science-backed language learning technique originally developed for professional interpreter training and popularized by polyglot Dr. Alexander Arguelles. The method is simple but powerful: you listen to native English audio and immediately repeat it out loud — like a shadow following the speaker with just a 1–2 second delay. Unlike passive listening or grammar drills, shadowing forces your brain and mouth muscles to simultaneously process and reproduce real speech patterns. Research shows it significantly improves pronunciation accuracy, intonation, rhythm, connected speech, listening comprehension, and speaking fluency — making it one of the most effective methods for IELTS Speaking preparation and real-world English communication.

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