Explain how one student’s behavior affects the learning environment. A. Explain how one students behavior affects the learning environment. George has a behavior challenge, on occasion that causes him to lash out in
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Explain how one student’s behavior affects the learning environment. A. Explain how one students behavior affects the learning environment. George has a behavior challenge, on occasion that causes him to lash out in anger. When George reaches the level of frustration that causes him to throw his books or yell at other students, he is unable to take in anything that is being taught, his anger overrides his ability to learn in those moments. Unfortunately, his outbursts disrupt the rest of the class and make it difficult for the other students to focus on the teacher instead of the yelling that George is doing. As a teacher, I would have to stop what Im doing, because the students cannot hear the lesson when George is lashing out. Even a small outburst will disrupt the concentration of the students and the flow of the lesson I was trying to present. His behavior impacts the learning environment as a whole by disrupting the entire class when an outburst occurs. B. Describe a possible trigger for the students behavior. One possible trigger for Georges anger is that he does not understand the material. When George gets frustrated with the lesson he builds to anger. George doesnt really know how to deal with not grasping the material, and his frustrations turn to anger which results in a physical reaction such as yelling or throwing his books. C. Describe an instructional intervention specific to the student that could be used to address the students behavior trigger. For George, priority seating near the front of the class would help me to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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