c572task1.docx Classroom Management, Engagement, and Motivation C-572 Task 1 A. Many of the students have behaviors that affect the learning environment within the classroom. George who gets angry, striking out on o
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c572task1.docx Classroom Management, Engagement, and Motivation C-572 Task 1 A. Many of the students have behaviors that affect the learning environment within the classroom. George who gets angry, striking out on others and throwing his book and papers on the ground affects himself and his fellow students learning and the teachers instruction. Georges behavior affects his learning because he is then not focused on his schoolwork or instruction causing scenes in the classroom. With his behavior it then distracts the other students and all their attention is on George instead on their schoolwork or the teacher, which then takes time to get the students back into what they were doing beforehand. When all of this is happening it affects the teachers instruction as the teacher has to stop from either helping other students or stopping their lesson to assess what is going on and to get George to calm down and to get the other students back to what they are supposed to be working on. B. Georges behavior could be triggered from being frustrated with not knowing or understanding the material that is being taught or learned such as reading, math or even all other subjects. When students dont do well in certain subjects, they become frustrated and at times dont know how to deal with their frustration which leads them to lash out with anger, striking out on their peers and teachers, and even leading them to throwing things. This is how they express their frustration because they dont know how to. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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