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I think Brynn can help Lazaro by talking to him privately and assigning a job in the group with the most work. She can also work with him about working together and team work.

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Brynn can assign specific jobs to the kids. Either in a group or throughout the classroom. Assign different jobs to fit each students skill will help students not feel left out.

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I know many people like Jenna at school and in my Sunday school classes. At school, especially in rehearsal I invite them to join us in our conversation or to help me and my friends with a task given by my director. In my Sunday school classes when I am teaching a kid is in the corner upset about the noise or that they don't have anyone to hang out with I go up to the kid offer them a toy and then invite them to dance or sit in circle with us.

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Brynn can help Lazaro by asking him why he's not interested with his classmates, try to see what is so busy that he's working on that he ignores his classmates. Mostly, he might be shy or think that they don't like him, or he just likes to work by himself instead of relying on other people.

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Brynn can utilize what the students respond to best when she teaches, knowing that every student is different and learns better. Brynn's active and collaborative approach is not working with the shy kids and the loud kids. Brynn may need to take a more generalized approach and not be as fun as she could be, and try to defeat the off-task behavior when it happens.

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Yes, I know someone like Jenna. Throughout my time knowing this person, I have observed that they might need more one-on-one attention instead of being in a big group or being called on. I think every student is different, of course, but I would say that one-on-one works very well, and if that doesn't work I think just a private like having them meet you after class or during a study hall break, and letting them know it's okay to have questions.

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She could give him a role that makes him talk with others, like a team leader or checker. Also, splitting tasks so he needs input from others might push him to work with the group more.

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Brynn could assign clear roles in group work so that they feel responsible. Setting time limits and using signals to get their attention may also be helpful. Keeping tasks short would also keep them on track.

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Yes, I know someone like Jenna. What helped them was working in small groups with one person they already knew and one person they didn't know. This helped them be exposed to more people while still having that comfort of their friend in the group.

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Q3- How could Brynn help Lazaro become more interested in collaborating with classmates?

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Q3- How could Brynn help Lazaro become more interested in collaborating with classmates?

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Brynn could help Lazaro become more interested in collaborating with others by slowly exposing him to assigned work projects. What I mean by this is that first: he'd be put with a partner. This partner could be a good friend of Lazaro or someone he might find likeable. Then, once he engages more with his partners, he can be exposed to larger group work gradually. With this, Lazaro will learn that working with peers can be non-intimidating and welcoming.

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Brynn could assign group roles to help Lazaro work with others. If Lazaro were the group leader, he could ensure that his other classmates were completing their work and assist them if they needed help. It would help him complete the task by learning how to work with others.

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Q2- How might Brynn better utilize classroom management techniques to help her boisterous students stay focused?

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Q2- How might Brynn better utilize classroom management techniques to help her boisterous students stay focused?

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Brynn can better utilize classroom management by modeling how students should behave in her own mannerisms. For example, maintaining eye contact, being respectful, using polite language, etc.. Along with this, Brynn may utilize her time by creating engaging lesson plans to get the children's energy out, but still account for everybody who might not be as loud and boisterous. Though, Brynn should focus on creating boundaries so that the kids can follow them and learn about the importance of following boundaries/rules.

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Brynn could give her students a list of tasks to complete, helping them stay focused and avoid getting off track. They would not be allowed to proceed to the next step without completing the current step. She could engage the entire classroom as a whole and use activities or entertainment, such as making jokes and performing memorable actions, to encourage kids to interact. This approach would also ensure they have fun, learn, and remember the lesson better.

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Q3. How could Brynn help Lazaro become more interested in collaborating with classmates?

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Q3. How could Brynn help Lazaro become more interested in collaborating with classmates?

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Assign a very casual project that has no rubric and is graded almost entirely on effort. Lazaro's problem is likely not a lack of friends, but putting projects and grades above friends. Alternatively, one could emphasize collaborative games rather than projects like Kahoot Team mode to get Lazaro to focus on his teammates, who will eventually show him that teammates have many things to add. However, for these games, an effort should be made to pair him with non-boisterous students, otherwise that may reinforce his previous notion that he has to do everything himself.

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Q1- Do you know someone who is shy like Jenna? While keeping that person’s name private, discuss strategies you have observed that work for this student. 

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Q1- Do you know someone who is shy like Jenna? While keeping that person’s name private, discuss strategies you have observed that work for this student. 

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Yes, I do know someone who is shy like Jenna. What I've observed that works best for shy students is creating a bond. By creating a bond, you show the student that you have picked them out from the crowd and can offer one-on-one interaction. Which, to young kids like this class, make it a special moment for them. Along with this, praising Jenna for her accomplishments can build her confidence. Even if it is the most miniscule accomplishment. Gradually, she might engage with the class a little more and trust the teacher more.

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Brynn can help Lazaro interact more with his peers by giving group work and encourage him to talk and communicate with others so that he can have the experience of talking to others. Also, she could partner Lazaro with another student who works like him so that he can still use his working techniques by also learning to collaborate ideas with another student. Over time, Lazaro will become more interested in collaborating with other students especially with students who work at the same pace as him.

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Brynn can better utilize her classroom techniques to help her loud students be focused by setting rules so the students know not to be talking while she is talking. Also, Brynn can work with the students one-on-one so they can learn without being distracted by their other friends. Also, Brynn can implement partner or group work into her lesson plans by partnering them up with someone who is more quiet like Jenna so that they can stay focused and get the stuff done. Also, Brynn can make daily routines that her students follow everyday so that they stay on task and don't get distracted.

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Brynn could help Lazaro by pairing then and putting Lazaro into into groups that could encourage him to share his ideas or assignments with others. Another way is you could assign projects that require everyone to share their answers in order to get the final answer.

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I know someone who is shy like Jenna. Some strategies that I have observed that work for this person is intrapersonal learning. This type of learning style is good for people like Jenna because they are able to work by themselves and get the work done. Another strategy that works for my friend is one-on-one discussions with another student or with the teacher. This helps because it allows the student to slowly start having communication skills will others. By starting with one person at a time, it can lead on to the student working with more students at a time which can eventually lead up and build social and communication skills for students like Jenna.

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For Brynn, you could set clear expectations on classroom volume levels. You could set small group checkpoints so they dont drift off and get distracted, and lastly you could also do hands on activity's to keep them focused and entertained.

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Q2. How might Brynn better utilize classroom management techniques to help her boisterous students stay focused?

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Q2. How might Brynn better utilize classroom management techniques to help her boisterous students stay focused?

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Brynn can assign different types of projects for students to choose from. Boisterous students may be more focused making a humorous video explaining the content rather than a book report. Allowing choice gives each student the chance to play to their strengths, which cannot always be implemented, however allows projects to be more personalized and thus easier for the project makers to remember the content while having fun.

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For someone like Jenna who is shy, you dont want to push them to fast because then they might get more shy and never gain confidence in themself. One way is you could encourage them privately and slowly grow their confidence. Another way is to let them work in small groups and slowly get them comfortable with speaking to others/ presenting.

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I have worked with kids who are shy like Jenna. I have observed to not put them in the spotlight in front of the whole class cause they usually get embarrassed, nervous, or shy and don't want to collaborate with others as much as other students do. It's better to work one on one with them to help gain confidence and then partner them with someone who will help continuing to support them and come out of their shell. Then, slowly or surely they could work with the group.

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Q1. Do you know someone who is shy like Jenna? While keeping that person’s name private, discuss strategies you have observed that work for this student.

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Q1. Do you know someone who is shy like Jenna? While keeping that person’s name private, discuss strategies you have observed that work for this student.

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The best course of action is to slowly acclimate Jenna to public speaking, which should help interpersonal relationships as well. For a time, allow Jenna to perform all presentations in front of just the teacher, perhaps after school. The teacher should be supportive and the presentation should be almost conversational. Once she acclimates to the teacher, she should now try public presentations. At first, it should still be a conversation, but slowly, the presentations can open up to the class.