Classroom Management

Michele teaches high school math. While most of her students are very nice kids, it seems each class has one or two who are determined to give her a hard time. In Michele’s algebra foundations class, Jeremy is one of these students. It seems that regardless of what the class is doing, Jeremy wants to do something else. He complains about everything.
This is the second time Jeremy has taken algebra foundations. He failed the course last year as a freshman. While not currently failing, he isn’t getting any achievement awards. It is about midway through the first quarter and he has a solid C. What bothers Michele isn’t his achievement, it’s his attitude. When he enters a classroom, he always takes a seat in the back corner, even though she has assigned him another seat. Each day Michele reminds Jeremy where he is supposed to sit. While she instructs the class, he talks to his classmates, taps his pencil, kicks the seat in front of him, and generally makes a nuisance of himself. Today is no exception.
“Jeremy, please stop bothering Randy,” says Michele.
“I ain’t bothering him, Ms. Scott,” replies Jeremy. “He likes it, don’t you Randy?”
Randy just shrugs.
“I am asking you to stop Jeremy.”
Michele turns her back to write something on the board. As she does she glimpses something flying across the room. It’s Randy’s shoe.
“Jeremy!” she yells. “That’s it. OUT!”
“No,” replies Jeremy.
“No!?” shouts Michele. “You go to the office right now young man!”
“Make me,” replies Jeremy stubbornly, standing up to his full height-a good eight inches taller than Michele.
“Right now, Jeremy. I mean it! Move!”
The other students are dead quiet, waiting to see what Jeremy will do. He does not move. Michele takes a step towards him. He stands his ground, glaring at her. She reaches him, takes him by the shoulder, and shoves him toward the door. “I said now!”
Jeremy leaves the class and heads for the office. Once there he meets with the assistant principal, Mr. Carter.
“What is it this time, Jeremy?” asks Mr. Carter.
“It’s that nasty Ms. Scott,” replies Jeremy. “She really has it in for me. She pushed me. Maybe I’ll sue her. She could hurt somebody you know.”
“This is the third time this week you’ve been booted from her class, Jeremy.”
“I know. See, she just doesn’t like me. That’s ok. Her class stinks. It’s boring. I’ve had all this.”
“Jeremy, you know you cannot disrupt class just because you find it boring” reasons Mr. Carter.
“It’s not just the class. It’s her. She hates me. She treats me like I’m stupid, just because I didn’t pass the class last year- and hey, I am passing the first quarter. Please Mr. Carter, get me out of there.”
“Jeremy, you have to attend class. You know that. What will it take to get you to stop disrupting Ms. Scott’s class?” asks Mr. Carter.
“I just want her to give me my homework when I get there and let me sit in the back and do it.”
“That’s it? If Ms. Scott does that, you’ll behave and stop being disruptive?” asks Mr. Carter.
“Yup. That’s it.”
“Let’s go talk to her then.”
After Michele’s class ends, Mr. Carter and Jeremy come to see her. Mr. Carter tells Michele about Jeremy’s request.
“I don’t know. That just doesn’t sound right to me,” responds Michele.
“Let’s give it a try, okay?” urges Mr. Carter.
Michele grudgingly agrees.
1. What are the central issues in this case?
2. How well do you think Michele handled Jeremy’s disruptive behavior? Why do you think so? What could be done differently?
3. What do you think of the way Mr. Carter handled the situation? Why do you think he handled it that way? What could be done differently?
4. Do you think giving Jeremy his homework and allowing him to complete it during class is a good idea? Why or why not?
In no less than 3 pages (excluding cover page and references) craft a response to this case study. Use 12 point font, double-spaced and 1” margins. Follow APA format: cover page, internal citations as needed, and reference section.