C572_Task_1 A. One students behavior that affects the learning environment is Sarah. Sarah doesnt sit in her seat and begins to walk around the classroom, which becomes distracting to the other students as well as the
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C572_Task_1 A. One students behavior that affects the learning environment is Sarah. Sarah doesnt sit in her seat and begins to walk around the classroom, which becomes distracting to the other students as well as the teacher. This type of behavior affects the learning of all the students because the lesson is now disrupted by Sarah walking around, they may also feel like they can walk around too. This type of behavior affects me, as the teacher, because Im now attending to Sarah rather than teaching the lesson. B. A possible trigger for Sarahs behavior could be that she if feeling overwhelmed with the information. Students can become overwhelmed easily because they are trying to organize a lot of information in a short amount of time, and sometimes they dont know the correct way to ask for help. Sarahs behavior is probably a result of her feeling confused and not being sure on how to act on that feeling. C. An instructional intervention I would use to help with Sarahs behavior would have her be my helper. Having her involved in the lesson would not only help her learn, but help her to not feel so overwhelmed. She can pass out papers, which will allow her to move around the classroom, but in a more structured manner. By allowing her to be the teachers helper would make her feel useful and the information being taught wont feel so overwhelming because she wont really notice she is learning. D. Bridgett needs continual reassurance that she is doing her work correctly, theref. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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