C572 Task1 .docx C572-Task1 A. In Scenario 1, Sarah's behavior in the classroom of wand

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C572 Task1 .docx C572-Task1 A. In Scenario 1, Sarah's behavior in the classroom of wandering around the room creates classroom distractions for other students and teachers teaching the lesson. The ... learning environment turns from students focused on the teacher's lesson to Sarah wandering them room and students following her lead. This attention to not stay focused on the teacher creates a block for her to learn. Sarah is so focused on wandering around the room that she is not receiving quality instructional time. It is causing her to fall behind in academics and be unable to be taught vital strategies to master in that lesson. Sarah's wandering around the room will also cause the students to pay attention to her and not what the teacher is teaching. She will then cause the students to lose valuable learning skills taught. The teacher will lose the ability to teach effectively and effectivity due to having to stop during teaching to ask for Sarah to sit down as well as other students that have decided to follow in her footsteps. The continues stopping will not all the teachers to complete the lesson promptly.  B. A trigger for Sarah wandering around the room could be from Joey yelling in a class all the time and off subject. Sarah could feel that his behavior is accepted, and she is seeking attention, so she chooses to act out by wandering the room. Therefore, seeking attention from her teacher and classmates just as Joey is. C. A modification that to be made during the instructional ti. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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