A new teacher says that she doesn’t have time to address low-level or minor challenging behaviors

Reference: https://iris.peabody.vanderbilt.edu/module/bi1-elem/#content

1. A new teacher says that she doesn’t have time to address low-level 

or minor challenging behaviors (e.g., being off-task). Her strategy is 

to ignore these and focus instead only on more serious challenging 

behaviors. Craft a response to her that explains: 

a. A potential consequence of ignoring minor challenging 

behaviors.

b. Two negative impacts of even minor challenging behaviors on 

the student and the class.

2. Students who consistently exhibit challenging behaviors typically 

progress through a seven-phase process known as the acting-out 

cycle. 

a. List two reasons why it is important for educators to intervene 

early in the acting-out cycle.

b. Explain what might prevent an educator from intervening early 

in the acting-out cycle.

3. Think back to the Challenge at the beginning of this module. Mr. 

Santini is having trouble with Nora, who confident student, enjoys 

challenging assignments, and is well-liked by her peers, but on 

occasions, Nora’s behavior escalates. What is Nora’s trigger? 

4. Mr. Santini is also having trouble with Kai, who sighs loudly, puts his 

head down, and occasionally refuses to participate. What is Kai’s 

trigger? 

5. Once a student enters the Peak Phase, and the educator can no 

longer interrupt the acting-out cycle, what should the educator’s focus 

shift to? Explain.