Over the few months of the course there were many valuable lessons and scenarios that exhibit what us educators need to be mindful of when teaching. Whether that would be special education students or typical students, it’s important for us teachers to use our critical thinking when it comes to teaching standards and other factors such as IEP’s. One artifact I chose from this semester that correlates to multiple elements of the Maine teaching standards, was one of our assignments called the “Acting Out Cycle.” This assignment describes a situation where a student has been experiencing difficulties in a class which is causing her to act out of frustration, anger, and even spite towards her teacher. The acting out cycle is a way to plan out how we as the teacher can adapt and prevent the student from displaying the challenging behavior. So, that the student can end up meeting her goals as a student without getting themselves into trouble or effecting the other students. This assignment aligns with the CCTS because in order for this behavior to stop, the teacher must make sure the student feels safe and supported by her teacher. When this happens it opens the door for a relationship. The result, would be more active listening and motivation to succeed. Rather than, giving up when there is any sort of complication. The only way for the student to grow and get through her emotional frustrations is if her needs are met. Which is why I chose the standard learning environment for the relation between this assignment Below is the strategy used to help the student with her complications.

Acting-Out Cycle Phases	Strategy	Explanation
Calm	Build a relationship or connection with the student	While building a relationship you will be able to manage the behavioral and class expectations more smoothly. Give positive and constructive feedback to keep the engagement.
Trigger	Engage in discussion and learn about the triggers that are being shown and why.	Once they are identified they can be prevented by giving positive support and be able to prevent or see the triggers before they happen. Ultimately, breaking the cycle.
Agitation	Intervene early	Give positive attention to the student, empathize, and help reduce anxiety and frustration. Could be done by allowing a break, or redirecting their attention to something else.
Acceleration	Take note of own behavior, practice prevention	Avoid the power struggles by not forcing them to communicate immediately, and give the student the time that they need. Count internally to give yourself time to prevent the acceleration from getting worse. When over speak to the student in private, this is where the relationship takes over to ensure the safety and respect for the student.

I correlated this scenario to the teaching standard of learning environment. Without a doubt, this student is struggling in the classroom which is causing her frustration with the teacher. If this standard is worked on through building a relationship, the student will then feel supported which leads to motivation to learn and grow. This assignment helped me understand how to handle these specific behavioral patterns. In classrooms or PE classes, students can have multiple different disruptive behavioral patterns that will need to be addressed and worked through. The CCTS does a great job of describing what the standards are to be an educator. On the other hand, assignments like this help us really get a grip of what needs to be done behind the scenes in order for the student to have their needs met. Additionally, to effectively nutreulize the behavior but maximize their learning experience.