Managing Routine Misbehaviors – The graduate integrates strategies for managing
foutine misbehaviors into classroom management strategies and procedures.
Competency 642.1.6: Technology for Classroom Engagement and Motivation – The graduate appropriately
uses technology to enhance teaching, learning, engagement, and motivation.
Competency 642.1.8: Instructional Interventions – The graduate generates appropriate instructional
interventions for a variety of students and learning contexts.
Task 1: Behaviors and Technology

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 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

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