Case study – Preventive Management
Answer the following:
What are the positive aspects of the teacher’s management?
What problems are occurring?
What are some possible solutions to the situation, and how would they affect
learning? Demonstrate your understanding of the module information by relating
the information to the case study. Be explicit. APA format, no AI, NO plagiarism
Mr. Daniels stood at the front of Room 12 with the same firm posture he
adopted every day. A veteran teacher with fifteen years of experience, he prided
himself on structure. His classroom was meticulously organized: desks aligned,
posters of classroom rules laminated and centered, and a list of consequences
displayed prominently on the front wall. His philosophy was clear: rules created
order, and order created learning.
This particular Wednesday began like most others. The objective, “Identify the
main idea in informational texts,” was written on the whiteboard. As the bell
rang, Mr. Daniels closed the door, took roll silently, and began handing out the
worksheet for the day’s independent reading task.
“Remember the rules,” he said sternly. “No talking. Eyes on your paper. If you
disrupt others, you will receive a warning. If it continues, it’s a detention.”
Within five minutes, the room was already showing signs of unrest. Jonah in the
back row was spinning his pencil on his desk repeatedly, glancing around to see
who noticed. Mariah and Tonya in the middle row were whispering and
laughing softly. Meanwhile, DeShawn, near the front, had his head down and
was drawing in his notebook instead of working.
Mr. Daniels noticed the girls giggling. He paused his circuit around the
classroom and cleared his throat loudly, raising an eyebrow. Tonya sat up
straighter, but Mr. Daniels didn’t address the issue directly. Instead, he walked
past them and returned to his desk.
A few minutes later, when DeShawn began quietly tapping his pencil against
the desk leg, Mr. Daniels snapped his head up. “DeShawn! That’s enough.
Warning number one.” The class looked up briefly before lowering their heads
again.
As the period continued, student focus declined. Despite Mr. Daniels’ frequent
reminders about the rules, students were increasingly disengaged. Jonah was
now tossing his eraser back and forth in the air. Tonya and Mariah had moved
from whispering to exchanging notes, and DeShawn had begun humming under
his breath.
Once again, Mr. Daniels singled out DeShawn.
“That’s it,” he barked. “You’ve had your warning. Go fill out a behavior
reflection and sit at the back table. Now.”
DeShawn rose slowly, his face flushed with embarrassment. Several students
snickered. He glared at the teacher and muttered under his breath. Mr. Daniels
whipped around.
“Excuse me?” he said sharply. “Would you like a referral too?”
DeShawn didn’t respond. He shuffled to the back of the room and sat with his
arms folded, staring at the wall.
The learning environment continued to erode. Mr. Daniels tried to regain
control.
“I shouldn’t have to keep reminding you all. This is not a playground. I expect
better behavior in this class. This is your education!”
But the class had tuned out. The reading objective had long been forgotten.
In the last ten minutes of the period, a few students began to work quietly,
mostly those who were already high achievers. The rest drifted through the
motions, and a few, like Jonah and the girls, were never directly addressed.
The bell rang, and students filed out quickly. Mr. Daniels sighed and began
organizing papers. The lesson hadn’t gone as planned, but the rules had been
enforced—at least for those who had broken them loudly enough.
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