Classroom management is an essential aspect in meeting the set objectives of a lesson. Teachers should find style of identifying and managing students with various problems as they teach. In case scenario #8, Mrs. Levitt has the challenge controlling Kevin, who is temperamental, and this situation poses a concern in classroom management. Disruptive behavior in classroom management is the behavior I am observing in Mrs. Levitt and Kevin’s scenario. The ideal classroom behavior among the students is to learn how to relax, respect their teachers and peers, and pay attention. The following can be done to rectify this scenario: Mrs. Levitt formulated a discipline plan for Kevin, involving Kevin’s mother throughout the program, offering privileges to Kevin when he behaves to act as a motivating factor. I would use the role of counselors and psychologists to help Kevin overcome his tempers and bitterness and schedule Kevin to meet the counselor thrice a week.
Additionally, Kevin’s disruptive behavior might result from being brought up in a dysfunctional family and raised by a non-supportive mother. All these occasions made Kevin develop bitterness and negative energy towards everyone, thus temperamental. In my experience at school, I have learned that relationships are the most crucial aspect of classroom management. When I shake my student’s hands and smile as I say hello to them at the entrance, the connections I get with them begin (despite the misbehaviors that might have occurred previously). From experience, some of the improvements that can be put in place in classroom management include making a course of action. A study of action would aid students with poor behavior in knowing how to change it (Kwok, 2021). Generally, all teachers must develop action plans to spell out anticipations and outline the actions a student can hold to succeed.
Reference
Kwok, A. (2021). Managing classroom management preparation in teacher education. Teachers and Teaching, 27(1-4), 206-222. Web.