Study your flashcards anywhere!

Download the official Cram app for free >

  • Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off

How to study your flashcards.

Right/Left arrow keys: Navigate between flashcards.right arrow keyleft arrow key

Up/Down arrow keys: Flip the card between the front and back.down keyup key

H key: Show hint (3rd side).h key

A key: Read text to speech.a key


Play button


Play button




Click to flip

17 Cards in this Set

  • Front
  • Back

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.


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


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.


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.


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.


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


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


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