TASK 1 C572 Revised.docx C572 Task 1 – Behaviors and Technology Revised Classroom M

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TASK 1 C572 Revised.docx C572 Task 1 – Behaviors and Technology Revised Classroom Management, Engagement, and Motivation – C572 Task 1 Scenario 1 A. Explain how one's student be... havior affects the learning environment, including how that behavior influences his or her learning, the learning of other students, and the teacher's instructions Sarah wandering in the classroom is utterly disturbing to other students as some start following her around, leaving undivided attention within the learning environment. This behavior exposes Sarah to negative learning ability based on understanding the unit in question. Similarly, Sarah is prohibiting the teachers ability to interact with other students and deliver instructions appropriately. The teachers attention is drawn towards Sarah in attempt to tame her movement and those of other students following her. She therefore affects the teachers productivity since a lot of time is wasted in attending to her distractions. Sarah could be seeking attention or avoiding something unusual to her in class; therefore, it is vital to address the possible issues triggering her unrest. To accommodate Sarah's wandering, it is important first to embrace the reality of her situation linked with the fact that she is still young and playful to comprehend the consequences (Bosch, 2006). Therefore, encouraging her movement while blending the play with some pre- composed songs related to the subject in consideration as a modification; will address Sarah's behavior and hel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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