Research and Describe Acting out Cycle Peabody (Coursework Sample)

Acting out cycle Peabody
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Acting out cycle Peabody
Acting out cycle Peabody
1. Reasons why students still cause problems despite the presence of a good class management plan
Certain disabilities among students may exist, for example, emotional disorders, learning disabilities. Home situations like parents going through a divorce, death in the family can contribute. Lastly, difference in student backgrounds like diversity in language or poverty (Woodcock et al, 2012)
2. Benefits and challenges associated with intervening in the acting-out style
Early intervention hinders the situation from escalating eventually also protecting the other students. A challenge arises when the trigger fails to be noticed early leading the problem to grow before it can be handled (Woodcock et al, 2012)
3. The three methods used in determining triggers
Be aware of his trigger signs and observe when there is a change in his daily schedules. Frequent arguments with his classmates is also a way (Wilson et al, 2003)
4. Possible triggers
There is a high possibility that she does not concentrate or fails to understand what is asked of her. As a result, a rebellious attitude is all that she can give. She might also be bored with class (Woodcock et al, 2012)
5. Recommendations different from acceleration phase
She should try and give them a different task and see how they handle it. Alternatively, she should have a sit down with each of them separately and try and establish if they are struggling with anything else aside class. A more engaging lesson could also prevent agitation. Furthermore, if she fails to note it in the agitation phase, it would be prudent of her to immediately redirect the students and give them time to respond. If the behavior continues, consequences should follow too (Freiberg et al, 2006)
6. Importance of debriefing
Most teachers fear that debriefing will trigger misbehavior thus tend to avoid. What they don’t know is that it can reinforce student behavior and the teacher can be able to see the trigger through communication. Furthermore, failure to debrief will make the student feel like they got away with the behavior issue creating the risk of a repeat (Woodcock et al, 2012)
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