DISRUPTIVE STUDENT MANAGEMENT INSTRUCTOR COURSE

Student comments:
2nd time I had the course (Great)
Loved it
This was awesome, thanks
This was a great class.
Wish I had this years ago

Course Description:  3 day, 24 hours

The PPCT Disruptive Student Management Course is designed to control the “physical actions”
of student violence. This course does not explore the psychology of violence or the
socioeconomic or family issues that lead to violence. Instead, the course focuses on controlling
actions of physical violence directed at another student, a teacher, or another staff member. The
techniques are very specific to actions of physical violence that teachers commonly encounter.
They are not based on a general premise of self-defense that simply utilizes martial arts
techniques; rather they are based on principles of control and/or evasion.

Course Goals:
1. To instruct a subject control system that is considered reasonable by teachers,
administrators, parents and the courts.
2. To teach control techniques that have minimal probability for student injury.
3. To teach a subject control system based upon techniques that do not rely on size and
strength and that can be easily learned and retained.
4. To refine student technique to the instructor level.
5. To teach instructional methods designed to enhance a student’s ability to learn survival
 techniques, increase his/her confidence level, and assist in the successful application of
 physical techniques.

Course Topics:

Aggression and the Sympathetic Nervous System
The implications of the SNS are especially important in the capacity of controlling or separating
fighting students. The typical fight between students induces anger or fear, emotions which are
the basis of SNS activation. The SNS activation will manifest in the form of tunnel vision,
auditory exclusion, and a failure to recognize or comprehend a teacher’s instructions to stop
fighting. This chapter examines survival stress research and provides participants with
information that will enhance their safety in combative situations and recommendations
regarding issues related to critical incident management.

Instructor Development and Training Protocols
This chapter reviews instructional methods designed to enhance a student’s ability to learn
survival techniques, increase his/her confidence level, and assist in the successful application of
physical techniques. Topics covered include the psychology of survival training, motivational
factors for learning survival skills, the neural basis of learning, and the stimulus response training
principle. This chapter also introduces PPCT training protocols, including certification
procedures, course protocols and registration requirements, and classroom safety concerns.

Adolescent Escort Controls
Escorting or containing a violent adolescent child in a method which offers the teacher maximum
control with minimal effort is critical to protecting the child from unnecessary injury. PPCT
escort techniques are designed to protect the child from injury, yet still provide teachers with
immediate control.

Separating Techniques
The intensity of two fighting students is an exceptionally hazardous situation to manage for a
teacher. Teachers can be injured if they simply move in-between the fighting parties, and a
student can be injured if he/she is pulled in a manner that leaves them defenseless. Therefore,
the PPCT Separation Techniques are designed around two premises: First, they are to be
executed from the rear to protect the teacher from flailing fists. Second, they are based on
balance displacement principles that move the student out of the combat zone.

Physical Aggression Management
On occasion, the headlines bear the news that a teacher has been beaten, stabbed or shot to
death by a student. While these attacks are infrequent, they do occur, and there is little doubt that
proper training could prevent at least some of the serious injuries or deaths. The techniques
taught in this system are designed to control physical aggression from students who are often
larger and stronger than the teacher is. They are based upon the philosophy of evading the
assault and retreating and are not offensive.

Disarming
This chapter gives teachers and staff members the skills and knowledge necessary to disarm an
armed student when all other survival strategies have failed. It examines the issues one needs to
consider in preparing mentally and physically to disarm an assailant and presents the three basic
steps in the PPCT weapon disarming system: waiting for the subject to be distracted; developing
a predetermined survival response; and maintaining psychological control of the assailant and the
environment.


COURSE PPCT LINK:  www.ppct.us