C572 Task 1.docx Classroom Management, Engagement, and Motivation Task #1 A. There are a few behaviors in scenario one that could affect the classroom learning environment. George occasionally gets angry, throws his b
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C572 Task 1.docx Classroom Management, Engagement, and Motivation Task #1 A. There are a few behaviors in scenario one that could affect the classroom learning environment. George occasionally gets angry, throws his books and papers on the ground, and yells at others. Georges behavior is one that affects the learning environment by interrupting the teachers instruction, which affects all students in the classroom. When George acts in such a way, the teacher has to immediately stop her instruction to calm George down. Georges own learning is affected by his behavior because he is no longer focused on learning, rather how he is feeling emotionally. The way that George reacts when he is angry affects other students in the classroom because their attention is now on his behavior and the teacher tending to his behavior. The teacher may often struggle to get students to focus back on their work while trying to help George. B. A possible trigger for Georges angry behavior could be when he does not understand the material that is being taught. When George doesnt understand material being presented or specific subjects such as math or reading, he may become frustrated. George may not know how to properly express his confusion or frustration which may then lead to his outburst of anger. C. I would modify my instructional methods to help prevent Georges behavior. I would observe what content areas George is strong and weak in and compare his behaviors during those instruction times. This would al. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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