Task 1 Classroom Management, Engagement, and Motivation – NBT1.docx Task 1 / Classroom Management, Engagement, and Motivation – NBT1 A.Explain how one students behavior affects the learning environment: In this s
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Task 1 Classroom Management, Engagement, and Motivation – NBT1.docx Task 1 / Classroom Management, Engagement, and Motivation – NBT1 A.Explain how one students behavior affects the learning environment: In this scenario the students learning environment is being affected Sarahs behavior. When she gets up and roams around the classrooms this influences both her and the other students by being a distraction and not allowing anyone to focus and making learning difficult. Her walking around also causes the other students to do the same. These distractions also affect myself as the teacher, having to redirect and veer away from the lesson I am trying to teach. As you can see these behaviors have an influence on everyone in the classroom. B.Describe a possible trigger or reason for the students behavior: Sarahs inability to stay still and seated could be an attention disorder it could also be her defense from the behaviors from the other students. It can also be that she doesnt understand or is struggling to understand the information being taught. That is what we can be led to believe based on her actions in class. C.Describe an instructional intervention specific to the student that could be used to address the students behavior or trigger: Sarahs distracting behavior needs an instructional intervention that fits her needs. There may be a need to try different strategies. I would start with sitting her closer to my desk to try to find what triggers her behavior. Once I see if there are any apparent triggers, I can accommodate her within. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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