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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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