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A. Explain how one student’s behavior affects the learning environment, including how that behavior influences his or her own learning, the learning of other students, and the teacher’s instruction. B. Describe a possible trigger (i.e., antecedent) or reason for the student’s behavior. Note: The trigger should relate to something occurring in the classroom or the student’s current academic level. C. Describe an instructional intervention (i.e., a modification to your instructional method) that could be used to address the student’s specific behavior or trigger. For parts D through G, describe ways to incorporate appropriate types of technology to enhance teaching, learning, engagement, and motivation based on either scenario using a different student and different technology for each prompt by doing the following: Note: If a general form of technology is used, such as a computer, laptop, tablet, etc., identify the app, program, website, or software that will be used on that device. D. Describe a way to incorporate a technology or software to enhance your instruction of one targeted student from the provided scenarios. 1. Explain how the technology identified in part D will enhance your instruction of that student. E. Describe a way to incorporate a different type of technology or software to enhance learning, for a different student from either scenario as a target for the technology. 1. Explain how the technology identified in part E will enhance the learning of that student. F. Describe a way to incorporate a different type of technology or software to enhance engagement for a different student from either scenario as a target for the technology. 1. Explain how the technology identified in part F will enhance the engagement of that student. G. Describe a way to incorporate a different type of technology or software to enhance motivation for a different student from either scenario as a target for the technology. 1. Explain how the technology identified in part G will enhance the motivation of that student. H. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. I. Demonstrate professional communication in the content and presentation of your submission. TASK OVERVIEWSUBMISSIONSEVALUATION REPORT COMPETENCIES 642.1.3 : Managing Routine Misbehaviors The graduate integrates strategies for managing routine misbehaviors into classroom management strategies and procedures. 642.1.6 : Technology for Classroom Engagement and Motivation The graduate appropriately uses technology to enhance teaching, learning, engagement, and motivation. 642.1.8 : Instructional Interventions The graduate generates appropriate instructional interventions for a variety of students and learning contexts. INTRODUCTION For this task, you will demonstrate your knowledge of using classroom management techniques and describe ways to incorporate appropriate technology in the classroom. You will reference one or both of the following scenarios when completing the prompts. SCENARIO Scenario 1: Students in Scenario 1: Joey, Sarah, George, Bridgett, Walden, Nancy You are a teacher in a classroom of 20 students who vary greatly in academic and social skill levels. Some of the students are good at all subjects, some do well in mathematics but do not read well, others are good readers but are not very proficient in mathematics, and a few are struggling with every subject. Joey continually talks out of turn, loudly, and off topic. Sarah cannot seem to sit in her seat and wanders around the room, distracting other students. When Sarah starts wandering, several other students often do the same thing. George occasionally gets angry, striking out at other students or you and throwing his books and papers on the floor. Bridgett needs continual confirmation that she is doing her work correctly, so she demands your constant attention. Usually, Walden barely talks in class, but when you discussed the solar system, he became enthusiastic and more talkative. When Nancy is interested in a topic, she concentrates much better than when she thinks the lesson is boring and useless. Additionally, Nancy, George, Sarah, and several other classmates are members of an extracurricular photography and movie-making club, and Walden, Joey, Bridgett, and several other classmates attend a science camp. Scenario 2: Students in Scenario 2: Alex, Liz, James, Tasha, Wilson You are a teacher with six sections of approximately 20 students each. In all of these sections, the students differ greatly in their academic and social skill levels. Some of the students seem to immediately grasp the subject matter, others seem to understand the material some of the time, and others never seem to understand the material. Alex continually talks loudly, out of turn, and off topic and spends class time flirting with girls. Liz does not stay in her seat and wanders around the room distracting other students. When Liz starts wandering, several other students often start wandering as well. James occasionally becomes angry, shouting profanities at other students or you and refusing to participate in class. Tasha constantly demands your attention to confirm that she is doing her work correctly. Usually, Wilson barely talks in class, but when you discussed yesterday’s topic he became enthusiastic and more engaged.
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