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• Challenge
• Initial Thoughts
• Perspectives & Resources
• Wrap Up

Wrap Up

The acting-out behavior cycle is a useful model for helping teachers to understand the causes of misbehavior and for suggesting strategies for avoiding problems wherever possible.

Listen as Kathleen Lane offers some final thoughts about this model (time: 0:59).

• Grade 5 Module 1: Place Value and Decimal Fractions. In Module 1, students’ understanding of the patterns in the base ten system are extended from Grade 4’s work with place value of multi-digit whole numbers and decimals to hundredths to the thousandths place.
• View N4685 Module 5 Eval.docx from THS 10 at Taft High School. Running head: UNDERSTANDING SEPSIS 1 The Importance of Understanding Sepsis Ann Marie Rincones The University of Texas at.

Kathleen Lane, PhD
Professor of Special Education
University of Kansas

Understand 5 1 1018 Module Datasheet

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Transcript: Kathleen Lane, PhD

There is this cycle and having this understanding of what it looks like and how to intervene in each portion of this, I think it creates a better appreciation for misbehavior. It’s not that the behavior is completely out-of-control. The behavior is very functional. There’s a reason why it happens. Kids do not just blow up out of nowhere. There’s something that sets the stage for it. And it may not always be environmental. It could be something neurological, as well. But if we as teachers can approach it that way, as a problem-solving approach rather than taking it very personally—like, “This child was so disrespectful to me” Yes, it is disrespectful, but there’s a reason why it happened. If we can approach it from a problem-solving perspective, then we can intervene much earlier to allow the child to maintain their dignity. You maintain your role as the instructional leader and keep the instruction moving forward. Because that should be the ultimate goal. All the kids are there to learn and gain academic and social experiences, and part of that is going to be not controlling but managing the behavior along the way.

The most salient point is that—in many cases—teachers have the ability to either prevent or fuel problem behaviors. Those who are not well versed in how the cycle operates, and in when and how to intervene appropriately, run the risk of unleashing more serious and potentially destructive student behavior.

Revisiting Initial Thoughts

Think back to your initial responses to the following questions. After working through the resources in this module, do you agree with your Initial Thoughts? If not, what aspects of your answers would you change?

Ms. Rollison has a comprehensive behavior management plan in place. Why isn’t it working for all of her students?

How can Ms. Rollison determine what behaviors she should address and when she should address them?

The second module in this two-part series introduces three behavioral strategies to manage student behavior: differential reinforcement, high-probability requests, and choice-making. Each strategy is described along with the steps necessary to implement it to prevent undesirable student behaviors from escalating to more serious levels. If you are interested in learning more about these behavioral strategies, please view the following IRIS Module:

When you are ready, proceed to the Assessment section.

Thursday 15th November 2018

Understand 5 1 1018 Module Diagram

Second day of shooting. We did further shots with Kieran and Ed in the park near Coventry Railway Station. Everyone did well in their necessary roles- Star was more active as a helping hand on set, helping Janeet who was the Boom Operator again. Mariam came across as being more confident on the camera, and Rhea was a great help as my Assistant Director. Ed, once again, was brilliant and there was a good dialogue between us, however I had further issues with trying to get Kieran to emote during his lines at the end of the scene.

Understand 5 1 1018 Module Download

Alice played the reality version of The Doctor, who I described to her as a prostitute drug addict to inform her what clothes to wear- she opted for a leather skirt, torn fish nets, and a crop top. I also smeared dark make-up under her eyes and a yellowish smear around her mouth. At this point in the production, as it was to my understanding that Jan was the cinematographer, I had only a rough storyboard myself as he had stated he had devised a shot list. However, this list was absent during production so the shoot this day was slightly tumultuous. As such, my crew and I decided that the shots we achieved this day would be simply test shots, and that evening I completed the storyboard.