Reaction Lab Slides
The Reaction Lab
Breaking the cycle of teasing and conflict in our classroom.
5th Grade Edition
The Anatomy of a Conflict
The Spark
A tease, a comment, or a "joke" that targets one person. It's meant to get a reaction.
The Fuel
An extreme reaction (yelling, crying, pushing). This "feeds" the conflict and makes it grow bigger.
"Without fuel, a spark eventually goes out. With fuel, it becomes a fire."
Inside the Teaser's Mind
Seeking Power
They want to feel "in control" of someone else's emotions.
Feeling Low
Sometimes people tease others because they are unhappy with themselves.
Fitting In
They think making someone else look "small" makes them look "big" to friends.
"Teasing is often a search for a reaction. If they get one, they win."
Understanding the "Blow Up"
When someone is teased constantly, their "Stress Bucket" fills up.
The Result:
"The smallest tease can cause a huge explosion because the bucket was already full."
Class Question: Is it fair to keep pushing someone when you know they are near their limit?
Lab Experiment: Changing the Outcome
Strategy: Cool Down
- The 5-Second Pause: Breathe before you react.
- Robot Response: Give a boring "Yeah, whatever" instead of an explosion.
Strategy: Empathy
- Bystander Power: Say "Hey, that's not funny, let's stop."
- Target Switch: Change the subject to something positive.
The Lab Protocol
1. We don't look for "sparks" to start fires.
2. We don't feed the "fuel" when someone is upset.
3. We are "Water" – we help cool things down.
Let's build a better Lab!
Conflict Chain Worksheet
Reaction Lab Report
Conflict Analysis & Solution Module
Lab Assistant:
Date:
Step 1: The Observation
Think of a time when a small comment turned into a big argument. Describe what happened briefly:
Step 2: Breaking Down the Elements
The Spark
(The tease or action that started it)
The Fuel
(The reaction that made it bigger)
Step 3: The Water (The Solution)
What could have been done to "cool down" the situation? Brainstorm two ideas:
1
2
Lab Assistant Oath
"I understand that my words can be sparks or water. From now on, I will try to stop conflicts by..."
Signature
Peace Pilot Teacher Guide
Peace Pilot
Teacher Facilitation Guide
The Core Dynamic
In many 5th-grade classrooms, a specific cycle emerges: Teasing → Extreme Reaction → Escalation. Often, one student becomes a "target" because their reactions are predictable and intense. This provides "entertainment" for the teaser and social power for the observer.
Goal
To shift the classroom culture from seeing reactions as "funny" to seeing them as a sign of a "full stress bucket" that needs support, not more pressure.
Intervention Protocol
For the Teaser
Address the "Power Play"
- Separate the Joke: Explain that a joke is only a joke if both people are laughing.
- Identify Intent: Ask: "Were you trying to make them laugh, or were you trying to see them lose control?"
For the Reactor
The "Boring Robot" Strategy
- Starve the Spark: Teach them that the teaser wants a show. Giving a "boring" response ends the show.
- Signal for Help: Create a non-verbal signal they can use when their "stress bucket" is at 90%.
Discussion Scripts
When a conflict starts
"I see a spark happening here. Is this going to be a fire we can't control, or can we bring in some water?"
To the class (Bystanders)
"When we watch someone get pushed to their limit, our silence acts like fuel. Who can be the water right now?"
During a cool-down
"It looks like your bucket is very full today. Let's take 5 minutes in the 'Cool Lab' before we talk about what happened."
Quick Classroom Wins
Cooling Corner
A designated area with fidgets or drawing pads to empty "stress buckets."
Check-In Scale
Every morning, students rate their bucket levels from 1 to 5.
Role Reversal
Quietly practice "Boring Robot" responses in small, safe groups.
