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17 Cards in this Set

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Acting Out Cycle

1. Calm


2. Trigger


3. Agitation


4. Acceleration


5. Peak


6. De-escalation


7. Recovery

In the _______ phase, student behavior is goal directed, compliant, cooperative, and academically engaged.

Calm

During the ______ phase, student misbehavior can be caused by a concern that is left unaddressed.

Trigger

The ______ phase is often rather long. Behavior is unfocused. Some students may begin darting eyes, tapping hands, moving in and out of groups, etc. Students are disconnected from learning experience.

Agitation

During the ______ phase, student behavior becomes more focused in attempt to engage teacher. Students may: question, argue, refuse to work, commit minor property destruction, etc. Interferes with instruction.

Accleration

During the _____ phase, behavior is clearly out of control. Prevention of behavior is not possible. Students may: physically assault others, hurt themselves, cry hysterically, or destroy property. Usually short phase.

Peak

______ phase is when students may feel confused, disoriented, and far less agitated. Many students will withdraw, deny any responsibility or involvement, or blame others.

De-escalation

In the ______ phase, students are generally subdued and may still prefer to avoid talking about the incident. You MUST debrief the student!

Recovery

Benefits of differentiated instruction

1. Address classroom diversity


2. Challenge each student


3. Address gender differences


4. Consider cultural issues


5. Draw on student's interests

2 components to emapthic responding

1. Listening skills: non-verbal cues (i.e. nodding, eye contact)


2. Processing skills: Confirm or clarify the message - repeat or summarize.

3 elements of constructive assertiveness

1. Non-assertive response: passive


2. Hostile response: defensive


3. Assertive response: well-balanced

Questioning for depth

1. Probing questions


2. Cues for scaffolding

Questioning for breadth

1. Convergent and divergent


2. Gardner's multiple intelligences



Best practices for questioning

1. Create class procedures


2. Use wait time CORRECTLY


3. Ask students equal number of questions


4. Praise correct answers


5. Call on other students to repeat good answers


6. Encourage students to answer class, not just teacher

4 issues with questioning

1. Quantity


2. Quality


3. Variety


4. Waiting

Wait time one

After teacher asks question


3-7 seconds


Ask question before calling on student


Only ask questions that students should know

Wait time three

After the student responds


3-7 seconds


Ask same student a follow-up question that requires critical thinking