what would you do?
Aligned with Temperament: Brain Based Care
Find out who it is with the clues. The fewer you use, the better detective you'll be!
Hint 3
Hint 5
Hint 1
Hint 2
Hint 4
When the teacher says, "use your words, the child cries louder.
You walk into this situation: A child is crying loudly, pushing peers and not listening
The child's breathing is fast and thier body looks tense.
The child does not make eye-contct and is pushing anything nearby.
This behavior started right after transitioning from playtime to cleanup.
Solve?
SURRENDER?
Insight
What brain state is the child in?What can the child NOT do right now? What should the adult do first? “Let’s think about this— If your body felt overwhelmed, fast, and out of control… would you be able to listen, think, or explain yourself?” “This child is not refusing— this child is unable.
This is a child in a dysregulated brain state. Their brain is in survival mode So what comes first is not correction—
it’s regulation. What could regulation look like here? Lowering your voice
Getting physically closer (safely)
Slowing the moment down
Using simple, repetitive language Give Them the Words “Your body is having a hard time. I’m here.” “Let’s help your body calm.”
“You’re safe. I’ve got you.” What might a teacher accidentally do here that makes it worse? When we expect reasoning from a dysregulated brain, we escalate the moment. A dysregulated child is not giving you a hard time, they are having a hard time.
And they are borrowing your nervous system to find their way back. You can help them.
Aligned with Temperament: Brain Based Care
Chana Kaiman
Created on March 25, 2026
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Transcript
what would you do?
Aligned with Temperament: Brain Based Care
Find out who it is with the clues. The fewer you use, the better detective you'll be!
Hint 3
Hint 5
Hint 1
Hint 2
Hint 4
When the teacher says, "use your words, the child cries louder.
You walk into this situation: A child is crying loudly, pushing peers and not listening
The child's breathing is fast and thier body looks tense.
The child does not make eye-contct and is pushing anything nearby.
This behavior started right after transitioning from playtime to cleanup.
Solve?
SURRENDER?
Insight
What brain state is the child in?What can the child NOT do right now? What should the adult do first? “Let’s think about this— If your body felt overwhelmed, fast, and out of control… would you be able to listen, think, or explain yourself?” “This child is not refusing— this child is unable.
This is a child in a dysregulated brain state. Their brain is in survival mode So what comes first is not correction— it’s regulation. What could regulation look like here? Lowering your voice Getting physically closer (safely) Slowing the moment down Using simple, repetitive language Give Them the Words “Your body is having a hard time. I’m here.” “Let’s help your body calm.” “You’re safe. I’ve got you.” What might a teacher accidentally do here that makes it worse? When we expect reasoning from a dysregulated brain, we escalate the moment. A dysregulated child is not giving you a hard time, they are having a hard time. And they are borrowing your nervous system to find their way back. You can help them.