What are the positive aspects of the teacher’s management?

Class management is the art and strategy of creating an organized and engaging learning

environment where students can thrive.

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. Make the connections explicit. Use the case study below. APA format and correct

siting

Case study – Voices in the Classroom

It was a typical Wednesday morning in Ms. Rivera’s eighth-grade social studies class. She had

planned a thoughtful and engaging lesson on the Civil Rights Movement, complete with short

videos, class discussion, and primary source analysis. The students had just returned from gym

and were still buzzing with energy as they settled into their seats.

As Ms. Rivera began her introduction, she noticed several side conversations already erupting.

In the front row, Jacob whispered to Emma about a basketball tryout. Ms. Rivera glanced in their

direction and made brief eye contact with Jacob, who quickly quieted down. She chose not to

address it directly.

Two rows back, Monique and Tasha laughed quietly over something on Monique’s phone. Ms.

Rivera continued speaking but walked slowly toward their desk. They tucked the phone away and

turned their attention to the board. Meanwhile, Darius, a student with a history of challenging

authority, leaned across the aisle to talk to Kendall. Their conversation grew louder, and Ms.

Rivera’s tone sharpened.

“Darius, that’s enough. You’ve been warned about talking. Move your seat to the front—

now.” Darius huffed, grabbed his book bag, and slammed it onto an empty desk near the teacher’s

podium. The class quieted for a moment, sensing tension. Ms. Rivera sighed but moved on with

the lesson, trying to regain momentum.

Fifteen minutes later, while the students were watching a video clip of Martin Luther King Jr.’s “I

Have a Dream” speech, Samantha leaned over to Leo, whispering something that made him laugh.

Ms. Rivera paused the video and addressed the class. “I’ve asked for silence during this part of the

lesson. This is important material.”

She then looked directly at Samantha. “That’s your warning. Next time, you’ll stay in for lunch

detention.”

Eric, who often made jokes in class, had commented loudly earlier, “Boring video!” but Ms. Rivera

had ignored him. When Tiana, a quieter student, whispered a question to her table partner later on,

Ms. Rivera raised her voice. “Tiana! That’s enough. You’re being disrespectful.” Tiana’s face

flushed with embarrassment. She hadn’t meant to interrupt; she had just been confused about the

timeline discussed in the video. Her classmate tried to defend her, but Ms. Rivera, now visibly

stressed, raised her hand to silence them. “No more talking unless you raise your hand.”

The lesson resumed, but the class atmosphere had shifted. Near the end of class, Ms. Rivera

attempted to turn things around with a more positive strategy. She introduced a “Civil Rights

Gallery Walk,” letting students move around the room to analyze primary documents and

quotes. She praised the groups that followed instructions.

“Nice work, Alex and Jada. I appreciate how focused you are.”

“Great observation, Miguel. That’s exactly what I wanted someone to notice.”

Darius, still isolated at the front, didn’t participate. Tiana avoided eye contact with the teacher.

Samantha finished her gallery activity quickly but said nothing during the share-out. When the bell

rang, students filed out. Ms. Rivera sat at her desk, reflecting on the lesson. She wondered why the

students always talked during lessons.

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