CLASSROOM MANAGEMENT, ENGAGEMENT & MOTIVATION

Reference two scenarios when addressing classroom management strategies and best practices that promote self-awareness, self-management, self-efficacy, self-esteem, positive social interaction, self-motivation, and active engagement in learning environments. Scenario 1: Problem 1: Mr. Fowler is having difficulties with his student Sasha in the classroom. Mr. Fowler observes Sasha being off task regularly, and she often appears bored during instructional time. Sasha has lower cognitive abilities in most academic subjects. Sasha’s assignments rarely are completed, and she habitually leaves her supplies in the classroom. When Sasha does turn in an assignment, Mr. Fowler usually finds doodling on her paperwork. Sasha also has poor social skills and does not seem to have many friends. Mr. Fowler regularly finds Sasha by herself in an isolated area during his class’s independent free time. Response 1: Mr. Fowler has met with Sasha’s parents on several occasions. He has positioned Sasha’s desk near his workstation, often directing her to stay on task. Mr. Fowler has been sending emails to Sasha’s parents when her assignments are not completed, and recently, he has decided to let her post her drawings in the classroom to share with her peers after she completes and turns in an assignment. Scenario 2: Problem 2: Mrs. Holt is concerned about her student Eric. Although he is an above-average student and a gifted writer, Eric often creates a hostile environment in her classroom. Eric is extremely bossy and is frequently heard arguing with other students. Generally, he rushes through his independent and group work, making numerous careless mistakes. Once his work is complete, Eric then bothers other students while they are trying to complete their assignments. Mrs. Holt wonders if Eric’s home life is affecting him at school. She knows that his parents travel a lot on business, leaving Eric with neighbors or other relatives on a regular basis.      

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