C572 Task 2 .docx C572-Task 2 A. Mr. Fowler did not promote self-awareness with Sasha

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C572 Task 2 .docx C572-Task 2 A. Mr. Fowler did not promote self-awareness with Sasha by moving her desk away from the other students. It stated that she is alone quite often and does not have man... y friends. Showing this behavior could cause a lack of interest in lessons as well. Given these two points of Sasha tending to be alone a lot and lack of academic interest, then Mr. Fowler moving her away from her peers; he is not aware of herself. A1. A strategy that could be implemented by Mr. Fowler would be to give Sasha breaks from activities. There could be a link in her lack of interest in lessons and other peers because she might be overwhelmed by the amount of work. It is resulting in not completing her work and setting her self away from others. With small breaks, this could increase her completion of assignments and involvement with peers. B. Mr. Fowler's actions towards Sasha do not promote self-management would be when he emails her parents about her uncompleted schoolwork. Mr. Fowler did take the responsibility to address the situation himself with her. Mr. Fowler should addressed Sashs time management and the accountability for her actions, emailing her parents does not address the problem at hand. B1. A strategy that Mr. Fowler could use to promote self-management with Sasha is by creating an in the classroom working completion schedule. The schedule could consist of a small daily organizer where you add a picture card to each completed assignment that she does, also, with. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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