Drama Diffuser Contract Classroom Community Agreement
The C.A.L.M. Framework
Drama Diffuser Contract
A shared classroom pact using the C.A.L.M. strategy to replace drama with dialogue and solve problems with respect.
Student Name
Print full name
Homeroom Teacher
Teacher name
Date
MM / DD / YYYY
1
My Diffuser Commitment: The C.A.L.M. Strategy
Whenever conflict or tension arises, I promise to walk through each step of C.A.L.M. before reacting:
C Cool Down & Breathe
I will hit pause, take 3 deep belly breaths, and give myself time to regain control before saying or doing anything in anger.
A Acknowledge with "I" Statements
I will express how I feel clearly ("I felt upset when..." ) without name-calling, blaming, or spreading rumors.
L Listen Actively
I will hear the other person's side without interrupting, eye-rolling, or mocking, acknowledging that their feelings matter too.
M Make a Plan / Meet in the Middle
I will brainstorm a fair win-win solution, compromise respectfully, or ask a teacher/mediator for help if we get stuck.
2
Accountability: What Happens If I Skip C.A.L.M.
Choosing drama over conflict resolution impacts our entire learning community. Fair, restorative steps will follow:
Step 1
Restorative Reflection & Reset: A temporary pause from the activity to complete a written "Diffuser Reset Sheet" analyzing what went wrong and identifying what strategy should have been used.
Step 2
Teacher & Peer Mediation Conference: A structured conversation with my homeroom teacher and the peer involved to apologize, repair harm, and establish a written boundary plan.
Parent Action
Parent Contact & Privilege Pause: Continued conflict or deliberate escalation leads to communication with parents/guardians, consultation with school administration, and temporary pause from collaborative group privileges.
3
Student Pledge & Official Signature
My Word: I have read this contract, understand my role as a drama diffuser, and agree to practice calm resolution. I know my teachers are here to support me when problem-solving gets tough.
Before I Sign, I Check:
I will pause and breathe before reacting.
I will use honest, calm "I" statements.
I will seek help instead of spreading drama.
Student Signature Official Agreement
Student Signature Date: _______________
Stronger together: Building a calm, respectful, and supportive classroom community every day.
Diffuser Reset Worksheet Accountability Step 1 • Reset & Reflect
Cool-Down Station
Diffuser Reset Sheet
Take a moment to pause, regulate your emotions, and reflect honestly on how to resolve this situation using the C.A.L.M. framework.
Student Name
Your name
Date & Period
Date / Period
Homeroom Teacher
Teacher name
Activity / Location
e.g. Group work, hallway
1
Cool-Down Check: How Are You Feeling Right Now?
I took 3 deep breaths before writing
😡 Furious Heart racing
😤 Frustrated Tense / irritated
😳 Embarrassed Put on spot
🙁 Hurt / Sad Misunderstood
😌 Calming Down Ready to think
2
Describe What Happened (Facts Only)
Write what happened without insults, blaming words, or name-calling. Stick to what actually occurred:
3
Which Part of C.A.L.M. Was Skipped? (Check all that apply)
C - Did not Cool Down:
I reacted immediately in anger instead of pausing or breathing.
A - Skipped "I" Statements:
I pointed fingers, raised my voice, insulted, or spread drama.
L - Refused to Listen:
I interrupted, rolled my eyes, talked over, or mocked the other person.
M - Refused to Make a Plan:
I insisted on having my way or refused to ask a teacher for help.
4
My Restorative Repair Plan
Who was impacted by my behavior?
List peer(s), table group, class...
What C.A.L.M. step will I do next time?
Specific strategy I will use...
How will I make things right with the person / group? (My apology or repair action):
Ready to Re-Enter the Classroom Community
I am now calm, have reflected on my choices, and am ready to re-enter group work with respect and self-control.
Student Signature: _______________________ Date: __________
Teacher Sign-Off:
Reflection Reviewed
Ready to Return
Teacher Initial: _________
Reflection leads to growth: Every mistake is a chance to practice resolving conflict calmly.
Mediation Conference Form Accountability Step 2 • Restorative Conference
Facilitated Dialogue
Mediation Conference Form
A structured restorative protocol to help students speak directly, understand the impact of conflict, and rebuild working trust.
Student A
Student A Name
Student B
Student B Name
Facilitator (Teacher)
Teacher Name
Conference Date
MM / DD / YYYY
Conference Ground Rules (Both Students Agree):
✓ No interruptions
✓ No eye-rolling or insults
✓ Speak with honesty
✓ Focus on solutions
1
Guided Dialogue Rounds
Student A's "I" Statement:
"I felt upset / frustrated when ... because ..."
Student B's "I" Statement:
"I felt upset / frustrated when ... because ..."
Common Ground Identified by Both:
What do both students agree really happened or agree needs to change?
2
The 4-Part Restorative Apology & Repair
1. What I Did
"I am sorry that I [name specific action]..."
2. Acknowledge Impact
"It was wrong because it made you feel..."
3. Future Change
"In the future, I will use C.A.L.M. by..."
4. Making It Right
"How can I make this right with you?"
3
Our Working Boundary Agreement
Give each other physical & vocal space
No gossiping or involving third parties
Go straight to teacher if tension returns
Additional Specific Agreement / Seating Arrangement:
e.g. Separate table groups during science lab for one week; polite hallway greetings
Student A Signature
Date: ____________
Student B Signature
Date: ____________
Facilitator (Teacher) Signature
Check-In Date: ____________
Restorative note: This agreement is kept on file with the homeroom teacher to ensure both students uphold mutual respect and clear boundaries.
Accountability Parent Notice School-to-Home Communication • Official Notice
Parent Notification
Accountability Parent Notice
Informing families of repeated peer conflict, prior classroom interventions, and current temporary privilege adjustments.
Student Name
Student Name
Homeroom / Grade
Room / Grade
Issuing Teacher / Staff
Teacher Name
Notice Date
MM / DD / YYYY
1
Intervention History & Reason for Notice
Diffuser Reset Sheet completed
Date: ____________
Mediation Conference held
Date: ____________
Teacher Description of Escalation / Continued Refusal to Use C.A.L.M.:
2
Current Classroom Privilege Adjustments
To maintain a calm, focused learning environment and give students time to reset, the following adjustments are in effect:
Independent Work
Individual assignments in place of collaborative group tasks.
Duration: _______ school days
Assigned Seating
Structured seating separated from peers involved in conflict.
Location: Assigned area
Daily Check-In
Brief check-in with teacher at start and end of class period.
Contact:
3
Parent / Guardian Acknowledgment
We ask that you discuss this situation at home, reinforcing the importance of using calm strategies (taking a breath, using "I" statements, and listening) during disagreements. Please sign below to acknowledge receipt of this notification.
Parent / Guardian Comments or Questions (Optional):
Student Signature
Date: ____________
Parent / Guardian Signature
Date: ____________
Issuing Teacher Signature
Date: ____________
Partnering for success: Ongoing communication between school and home fosters a safe, supportive classroom.
Drama Diffusers Teacher Guide Staff Briefing & Conflict Response Guide
Student Lesson Complete
Drama Diffusers: Teacher Resource Guide
What was taught: Your students have completed the Drama Diffusers lesson. They learned conflict resolution strategies to diffuse conflicts instead of adding fuel to the conflict, practiced the C.A.L.M. strategy , and signed an official Drama Diffuser Contract pledging to use respectful problem-solving.
1
Shared Vocabulary: The C.A.L.M. Framework
Reinforce these cues when tensions arise
C Cool Down
Stop speaking, step back, and take 3 deep belly breaths before reacting.
A Acknowledge
Use calm "I" statements ("I felt upset when..." ) without insults or blame.
L Listen Actively
Hear the other person out without eye-rolling, interrupting, or scoffing.
M Make a Plan
Find common ground, agree on a compromise, or ask an adult for help.
2
Your Classroom Toolkit: What to Use When Conflict Happens
Tiered Response
Diffuser Reset Sheet
Step 1: Individual Reset
When to use: An individual student is visibly dysregulated, raising their voice, escalating drama, or refusing to practice C.A.L.M.
How to use: Have the student sit at a quiet table for 5–10 mins to write out what happened, identify which C.A.L.M. step failed, and draft a repair idea. Sign off before they re-enter.
Mediation Conference Form
Step 2: Facilitated Dialogue
When to use: Two peers are in an active dispute, trading insults, spreading rumors, or in persistent conflict during partner/group work.
How to use: Pull both students aside during independent work or homeroom. Walk them through guided "I" statement rounds, complete the 4-part apology, and sign working boundaries.
Accountability Parent Notice
Parent Communication
When to use: A student repeatedly causes drama, violates their mediation agreement, or refuses to reset after classroom interventions.
How to use: Document the prior steps tried, outline temporary classroom privilege adjustments (e.g. independent seating), and send home for parent signature.
3
Teacher Talk Moves (In-the-Moment Verbal Cues)
When emotions are high: Step C: Cool Down
"We are hitting pause right now. Take three slow breaths. In this classroom, we solve problems with cool heads, not loud voices."
