Running head: CLASSROOM MANAGEMENT 1

CALIFORNIA STATE UNIVERSITY

MONTEREY BAY

Classroom Management Online Learning Module

CAPSTONE PROPOSAL

Submitted in partial satisfaction of requirement of the degree of

MASTER OF SCIENCE in
Instructional Science and Technology

Eric Zachary

September , 2018

Capstone Approvals: (At least one advisor and capstone instructor should approve)

_____________________________ _____________________________ _______________

Advisor Name Signature Date

_____________________________ _____________________________ _______________

Capstone Instructor Name Signature Date
CLASSROOM MANAGEMENT 2

Table of Contents

EXECUTIVE SUMMARY .......................................................................................................................4

INTRODUCTION .................................................................................................................................5

BACKGROUND .......................................................................................................................................5
PROBLEM .............................................................................................................................................5
TARGET AUDIENCE .................................................................................................................................9
ENVIRONMENTAL SCAN ...........................................................................................................................9
LITERATURE REVIEW ............................................................................................................................. 10

SOLUTION DESCRIPTION .................................................................................................................. 15

GOALS OF THE PROJECT ......................................................................................................................... 15

LEARNING OBJECTIVES........................................................................................................................... 16
LEARNING THEORIES ............................................................................................................................. 17
INSTRUCTIONAL STRATEGIES ................................................................................................................... 18
MEDIA COMPONENTS ........................................................................................................................... 18
CHALLENGES ....................................................................................................................................... 19

METHODS/PROCEDURE.................................................................................................................... 20

PROTOTYPE/STEPS THAT HAVE BEEN TAKEN................................................................................................ 20

INSTRUCTIONAL PROCESS MODEL ............................................................................................................ 20
STEPS TO FINISH ................................................................................................................................... 22

RESOURCES...................................................................................................................................... 22

TIMELINE ......................................................................................................................................... 23

EVALUATION ................................................................................................................................... 24

FORMATIVE EVALUATION ....................................................................................................................... 24

SUMMATIVE EVALUATION ...................................................................................................................... 24

REFERENCES .................................................................................................................................... 26

APPENDIX A ..................................................................................................................................... 28

APPENDIX B ..................................................................................................................................... 29
CLASSROOM MANAGEMENT 3

APPENDIX C ..................................................................................................................................... 31
CLASSROOM MANAGEMENT 4

Classroom Management Online Learning Module

Executive Summary
Sitting Bull Academy (SBA) is a pre-kindergarten through eighth grade public school
operating under the umbrella of the Apple Valley Unified School District (AVUSD), located in
the High Desert of Southern California, in the town of Apple Valley. In recent years, SBA has
been hiring an increasing number of new teachers. There are several reasons this is occurring,
but the two main causes are an increasing number of retirees and state mandated class size
reduction in kindergarten through third grade.
Effective classroom management is a major concern for administrators as well as
beginning teachers. With the current increase in the numbers of inexperienced teachers on the
SBA campus, it is imperative that adequate professional development be offered to prepare said
teachers with basic classroom management strategies and skills. Due to limited resources, lack of
time as well as variation in the times that new teachers are hired, it is difficult to hold face-to-
face professional development prior to the beginning of the school year. Furthermore, face-to-
face professional development does not provide a simplified way for learners to go back and
review the material once the course has been completed.
It is being recommended that three online asynchronous modules be created that can be
assigned to beginning teachers on demand as the need arises. By providing learning modules
online, learners can complete them at their own pace and have continued access to the content
for review. To best meet the stated environmental constraints, and in an effort to provide the
greatest versatility for administration, the learning modules will be created using Adobe
Captivate and will be accessible from most internet connected devices. The instructional design
of this capstone project will incorporate research proven strategies to provide learners with
training in the areas of minimizing verbal and physical classroom disruption, building positive
relationships with students, and developing effective rules and procedures. By providing this
training to beginning teachers as well as experienced teachers still struggling with classroom
management, SBA should experience a higher level of teacher acclimatization to the classroom
and greater longevity for said teachers in the profession.
CLASSROOM MANAGEMENT 5

Introduction

Background
The first days of school as a new teacher are perhaps some of the most difficult on-the-
job training days in any profession. The only experience most beginning teachers have is from
their teaching credential program where they are taught some broad educational theory. With this
limited knowledge, a teacher is hired and then thrown in on the first day of school to figure the
rest out on his or her own. The situation is growing even worse with the current teacher shortage
in California. “Increasingly, districts facing the biggest teaching challenges are turning to lightly
prepared candidates holding non-standard credentials” (Noguchi, 2017, para. 4). This means that
twenty-two-year-old college graduates, without any experience, are being hired to teach full-time
while they attend their credential program.
School districts need a way to better prepare new hires for success as they begin their
careers. The target audience for this training will be newly hired teachers at Sitting Bull
Academy, and the stakeholders are plentiful. Students, parents, administrators, and co-workers
will all benefit from better-equipped new teachers. Although there are many areas that could be
covered through instruction such as this, this training will focus on classroom management
procedures.
The greatest constraint that will be faced in the design of this instruction is lack of time
for both the learners and those who would be administering the content. The beginning of the
school year is a stressful time for all parties involved and when it comes down to it, there simply
aren’t enough hours in the day to complete everything. This project will be utilized annually just
prior to the start of the new school year which provides approximately eight months for
development. Following development, the learning module will be implemented and evaluated
quickly over the course of just a couple of weeks.

Problem
There are realities facing teachers that many in other professions may never understand.
There is constant negative news coverage regarding the failing American public education
system, politicians routinely criticize education, and with the increase in social media, parents
can make their opinions known to mass audiences with relative ease. From an outsider's
perspective, the job of a teacher appears to be quite simple and straightforward It would seem
CLASSROOM MANAGEMENT 6

that all a teacher has to do is plan the lessons, teach students, and grade the papers. It is because
of this oversimplification that many critics find it so hard to believe standardized test scores are
low.
The reality is, teaching is only half the job of being a teacher. Teachers’ rights are being
taken away while the rights of their students are being bolstered at an alarming rate. Traditional
disciplinary measures for disruptive or inappropriate behaviors in the classroom are becoming
increasingly regulated, and they are often not even an option. Interventions like detention,
suspension, campus clean-up, and Saturday school are said to infringe on the rights of the
students and are only employed in extreme situations.
Due to these difficult conditions, all teachers, but especially new teachers are faced with
intense pressure from administrators, parents, politicians, and the news media to show student
performance growth and at the same time manage their classrooms while many of the
disciplinary tools used by their predecessors are being taken away. With all of this pressure, one
can understand why the teacher attrition rate is so high, and why there is such high rate of
teacher burnout.
Public education is structured like many other large organizations. There is a parent
company (the district office) that oversees several smaller subsidiaries (school sites). Each
school site operates independently, however, this operation is done with enforced mandates from
the district office. Due to this independence, each school within a district operates differently.
Each school’s uniqueness creates a challenge for new teachers regardless of their previous
experience. Furthermore, within a school, the different departments tend to keep to themselves.
Although there is interaction between these groups, teachers primarily interact with teachers,
administrators with administrators, and support staff with support staff.
To identify the major areas that needed to be addressed, three focus groups were created.
The first group was made up of three of the school’s administrators. The second group included
several of the beginning teachers. The third group was composed of other more senior teachers
who work directly with the new hires. The newly hired teachers were asked, “What do you wish
you had known prior to the first day of school?” The question posed to the more senior teachers
was, “Based on your experience, what gaps typically exist between what beginning teachers
usually do and what they should do to achieve quicker success?” To administrators, I asked two
questions. What areas do beginning teachers typically struggle with the most? The second
CLASSROOM MANAGEMENT 7

question was, “What types of trainings do you wish you were able to conduct with beginning
teachers, but do not have the time or resources to do?” To allow for information to be organized
efficiently, respondents were asked to submit their responses on sticky notes. A photo of
organized sticky notes is included in Appendix A.
When the information was analyzed, these three groups identified many areas of need. In
fact, there were far more needs than time available to satisfy all of them. Three distinct
categories were formed. All three groups of respondents listed needs in each area. The first
category involved interaction with students and parents. The second category focused on needs
that existed outside of the classroom that involved the greater school site. The final category
included various areas of technology on campus.
When analyzing the responses from administrators, many of their thoughts fell into
subcategories that focused more on managerial issues. In the area of student and parent
interaction, the administrators wanted training in appropriate level of parent contact, including
proactive versus reactive contact. (N. Aguilera personal communication, September 6, 2017)
They also expressed a desire for instruction in developing a classroom discipline plan as well as
how and when to write a referral. The category of school site is where the administrators
contributed the most input. The administrators recommended training on basic procedures that
included adjunct duties, as well as to whom staff members should seek out for different needs. (J.
Harrison personal communication, September 6, 2017) The administrators also expressed a need
for instruction in safety measures regarding fire, earthquake, bomb threat, and active shooter
situations. (N. Aguilera personal communication, September 6, 2017)
The beginning teachers expressed some of the same needs as the administrators;
however, many of their suggestions were focused on areas that related more to the classroom.
Under the subject of student and parent interactions, the respondents indicated that training in
basic classroom management procedures would be beneficial. (J. Webb personal communication,
September 6, 2017) They also indicated that they would benefit from training to prepare them for
interactions with parents at Back to School Night and during parent teacher conferences. (J.
Webb personal communication, September 6, 2017) The new hires didn’t express a need for
training on school site matters. The area of technology was by far where these respondents
showed the greatest desire for training.
CLASSROOM MANAGEMENT 8

Interestingly, the more senior teachers’ responses were an aggregate of the other two
groups. Like the new hires, the senior teachers felt that direction involving classroom
management would be essential. (C. Reinwand personal communication, September 6, 2017)
This group of respondents also put emphasis on the area of parent interaction. They felt that
training new teachers on the expectations for Back to School Night and parent teacher
conferences was important. The respondents also felt that training on when and how to handle
parent contact was important. (N. Gaines personal communication, September 6, 2017)
Numerous documented research studies also show notable emphasis being placed on
developing stronger classroom management skills in teachers. Professional development is
needed to provide effective, acceptable alternatives to traditional classroom management
strategies. Professional development will provide classroom management tools for new and
struggling teachers alike. With increased knowledge in this area, said teachers will have more
positive classroom experiences leading to greater professional self-efficacy.
Due to teacher contract constraints, teachers are only given two campus work days prior
to the start of the school year. Administrators are permitted to use one of the two workdays to
hold meetings, which could include training, but the remaining day is required to be set aside for
classroom preparation. (Apple Valley Unified Teachers’ Association [AVUTA, 2017]) In most
cases, administrators use the allowed meeting day for delivering whole staff information.
Because of this, conducting an on-campus, in-person training even if possible, would be
challenging and rushed.
Due to time constraints, as well as the limited human resources available to deliver
training, a blended learning method with a heavy emphasis on asynchronous e-learning would be
the most logical way to design instruction. Through the use of three Adobe Captivate self-guided
learning modules, learners will have the opportunity to complete the training at their own pace
without the need for a live instructor. Although administrators and other teachers aren’t available
to deliver the full training module, it would be foolish not to have them available to answer
questions or clarify concepts when issues arise. Based on administrator recommendations, a
mentor team will be formed to serve in advisory roles to assist the new teachers when needed.
The high-level organizational goal of this training module is to increase beginning
teacher retention by reducing burnout caused by a challenging working environment and an
overall feeling of isolation. The learning module will focus on providing beginning teachers with
CLASSROOM MANAGEMENT 9

a better understanding of classroom management procedures including classroom operations and

student interaction.

Target Audience
In the past three years, SBA has hired between seven and ten new teachers per school-
year. The newly hired teachers vary in age and experience level. Several of the new teachers are
just out of college, and there are also a few teachers that have been teaching for some time and
just transferred from another school or district. Several of the new teachers are relatively young,
early to mid-twenties. A few of the learners stated that they had previously worked as substitute
teachers. Several of the learners had completed sixteen weeks of student teaching. Two of the
beginning teachers are working under an internship credential and are presently working through
their teaching credential program.
Most of the learners considered themselves to be technologically savvy. Perhaps the most
encouraging discovery, however, is their willingness to identify their own gaps, and their
expressed desire to bridge them. Piskurich tells us that asynchronous e-learning relies heavily on
self-direction and that learners need to have the motivation to navigate themselves through a
training module (2015). I feel these learners possess the motivation to allow for a blended
learning structure with a heavy emphasis on asynchronous e-learning. These teachers want to do
well, and they are willing to put in time and effort to succeed.

Environmental Scan
Sitting Bull Academy as stated previously is a Kindergarten through eighth grade public
school in Apple Valley, California. This school is one of the fourteen schools under the umbrella
of the Apple Valley Unified School District. The school has approximately seventy full-time
teachers on staff and four administrators. All teachers are contracted to work the same duty day
beginning at 7:40 am and concluding at 2:51 pm. Many teachers on staff are typically at the
school site longer than the contracted duty day, however. This is either unpaid personal time or
for an extra duty paid position.
The school district has built a reliable computer network that is capable of supporting
thousands of devices simultaneously. Each teacher is provided with at least one desktop
computer that is connected to the Internet. The school-site has teacher classrooms where learners
can work independently, and there are also facilities for group meetings.
CLASSROOM MANAGEMENT 10

Literature Review
The attrition rate of beginning teachers is a persistent issue in the realm of public
education. Statistics show us that approximately ten percent of beginning teachers leave after the
first year, and around twenty percent will leave the profession before completing five years
(National Center for Educational Statistics, 2015). There are many factors that contribute to this
high level of turnover. Aloe, Amo, and Shanahan (2013) suggest that teacher burnout is a major
contributor to the early departure of beginners from the teaching field and explain that a leading
cause of burnout can be attributed to poor classroom management self-efficacy (CMSE).
Aloe et al.’s (2013) summary article, reviewed sixteen studies comparing the relationship
of CMSE and the three dimensions of the Maslach Burnout Inventory (MBI). Aloe et al. (2013)
found that there were negative relationships between CMSE and emotional exhaustion,
depersonalization, and (lowered) personal accomplishment. Based on the results of the review,
the authors recommended greater emphasis on traditional classroom management training in
teacher preparation programs.
Elling, Leutner, and Schmeck (2015) study the effects of varying levels of classroom
management training for new teachers. The authors conducted a research-based study in which
teachers were separated into two groups, the first receiving a two-and-a-half-day training course
on classroom management which included: “(1) classroom organization, (2) rules and
procedures, (3) the importance of the beginning of the school year, (4) maintaining the classroom
management system, (5) problematic behavior (6) interpersonal relationships, and (7)
communication”(Elling et al, 2013). The second group received a two-and-a-half-day stress
management course which included time management and progressive muscle relaxation. The
article concludes that a relatively short classroom management intervention still provided a
significant effect on beginning teachers. These results coincided with Aloe et al.’s (2013)
findings that greater emphasis needs to be placed on classroom management training for new
teachers.
Hoglund, Klingle, and Hosan (2015) studied the levels of teacher burnout in high needs
elementary schools over the course of a school year. The authors conducted their study using
observation and surveying the teachers and students. Like Aloe et al. (2013), teacher burnout was
assessed based on the three levels of the MBI. The study focused on two main areas: the
CLASSROOM MANAGEMENT 11

relationship between burnout and classroom quality and the relationship between burnout and
teacher interaction with students that demonstrated externalizing behaviors.
Hoglund et al. (2015) describe classroom quality in a way that is similar to what other
studies refer to as classroom management, in that it refers to classroom organization and student
engagement. Furthermore, externalizing behaviors are described as students who are often
disengaged and disruptive. The results of the study showed a greater degree of teacher burnout in
classrooms where there were more instances of externalized behaviors. In relationship, the study
also found that there were more cases of disruptive behavior in classes that had lower classroom
quality. This indicates that although teacher burnout stems from dealing with difficult behaviors
in the classroom, the difficult behaviors were a direct result of poor management by the teacher.
Hoglund et al. (2015) suggest that schools should provide pre-service and ongoing training to
assist teachers with classroom organization strategies.
Martin, Sass, and Schmitt (2012) conducted a study to determine the relationship between
instructional management, burnout, student stressors, and teachers’ intent-to-leave the
profession. Martin et al. (2012) describe a pattern that shows predictability in a teacher's eventual
intent-to-leave. Student stressors, which include negative behavior, lack of interest, and poor
performance lead to emotional exhaustion. The emotional exhaustion led teachers to plan
instruction that limits stressors and creates classroom control through assignments and activities
that are monotonous. This causes teacher depersonalization and ends up having the opposite
effect by increasing problematic behavior. All of these components contributed to lower job
satisfaction, which consequently, led to burnout and ultimately, intent-to-leave.
Brouwers and Tomic (1999) also studied the effects of perceived self-efficacy in
classroom management in relation to teacher burnout. The study revealed that poor classroom
management is the first link in a chain that eventually leads to teacher burnout. Teachers who
ineffectively deal with classroom disruptions lose confidence in their ability to manage their
classrooms and often give up on trying to fix the problem. The decreased feeling of self-efficacy
causes teachers to doubt their ability to do their job. This in turn causes emotional exhaustion,
which leads to depersonalization. Brouwers and Tomic (1999) describe depersonalization as a
negative attitude towards work and the people with whom the worker interacts. Based on the
result of the study, once teachers have reached the depersonalization stage, they give up and
often stop trying to solve the problem.
CLASSROOM MANAGEMENT 12

Brouwers and Tomic (1999) offer more specific suggestions than some of the other
studies to reduce the effects of teacher burnout. In order to counteract the effects of burnout,
teachers must believe that they are able to make a positive impact. The authors suggest that these
teachers need to have experiences of success. This success may come through providing strategic
skills with training, providing positive feedback, and practicing in a simulated environment.
Once teachers feel a sense of mastery, and feel more confident in their ability, they will be more
apt to implement the classroom management methods into their classrooms.
Lewis, Romi, and Salkovsky (2015) review the coping styles of different teachers in
terms of the gap between the way they would like to manage their classes and the methods they
are forced to use based on the current classroom conditions. Lewis et al. (2015) state that
classroom management can be broken down into three different approaches. The first approach
involves minimal teacher control and assumes students' responsibility for their behavior, the
second approach views student behavior as the combined and cooperative responsibility of
students and teachers, and the third approach is based on the assumption that students are not
capable of realizing what is best for them, leaving decisions to the teacher. Like Brouwers and
Tomic (1999) this article discusses the challenges teachers face in dealing with difficult students
including increased stress, burnout, and emotional distress.
Lewis et al.’s (2015) research concludes that the most commonly used coping mechanism
was social problem solving. Furthermore, it was found that female teachers were more likely to
use social problem solving to cope and were more likely to support each other compared to their
male counterparts. This study indicates that there needs to be an increased effort to provide
beginning teachers with time and access for collaboration with more experienced teachers. In
many educational settings, beginning teachers may feel isolated, this research shows a need to
ensure that these teachers have a mentor or teammate that they can go to for guidance.
Bear, Doyle, Osher, and Sprague (2010) in their study examine three approaches to improve
school discipline practices and student behavior. The main ideas expressed are Ecological
Approaches to Classroom Management, School-wide Positive Behavioral Supports and Social
Emotional Learning, and Positive Youth Development. It concluded that there needs to be
emphasis on collaboration with families, cultural and linguistic competence and responsiveness,
and ways to respond to the needs of students with substantive mental health needs. The authors
focused on these points as challenges in improving school discipline. A major issue that teachers
CLASSROOM MANAGEMENT 13

face in dealing with student disruption is a lack of preparedness to appropriately meet the
emotional needs of the disruptive student. Bear et. Al (2010) show through research the necessity
for teachers to learn about cultural and linguistic differences, collaborating with parents, and
positively promoting desired behaviors.
Nelson, Olivera, and Wehby (2015) studied the long-term implementation of classroom
management tactics. The authors state that often teachers complete professional development and
implement the practices for a while, but slowly revert back to their old style of teaching over
time. Like Hoglund et al. (2015) this demonstrates the need for initial, as well as ongoing,
classroom management training. Furthermore, this article emphasizes the need for continual self-
monitoring to maintain the positive practices over the long-term. In completing the study, the
authors implemented the use of what they referred to as the Good Behavior Game (GBG), which
focused on positive reinforcement rather than punishment. Nelson et al. (2015) found that the use
of a teacher self-monitoring checklist assisted in a more long-term implementation of the GBG
method.
Oberly and Schonert-Reichl (2016) studied the connection between a teacher’s stress
level and higher levels of stress felt by their students. The study focused on the effects of feeling
overworked, teachers experiencing a lack of support and resources, and dealing with challenging
and disruptive students. Furthermore, Oberly and Schonert-Reichl’s (2016) research focuses on
how a teacher’s stress level impacts the cortisol levels in their students. Cortisol levels are the
natural indicators of levels of stress within an individual.
The findings of this study were that in classrooms where the teacher was experiencing a higher
level of teacher burnout, the morning cortisol levels of their students were elevated indicating
increased stress levels. This research shows that beginning teachers will have needs beyond
training. Administrators and staff must focus on providing the necessary support and resources
that beginning teachers require.
Way’s (2011) research describes how stricter discipline policies are effective in reducing serious
offenses on school campuses, but also lead to classroom teachers losing the role of an authority
figure on campus. The research shows that due to increased demand for student’s rights, free
speech, due process, and student privacy in conjunction with school discipline becoming
increasingly litigious, school discipline matters are generally handled by school administration,
rather than the classroom teacher.
CLASSROOM MANAGEMENT 14

Way’s (2011) research included 10,000 respondents. Respondents included teachers,

administrators, parents, and students. The findings of the study were that schools with stricter
discipline experienced similar levels of disruptive behavior as those with more lenient policies.
Similar to the findings of Bear et. Al (2010), the study found that students were more likely to be
compliant when they felt their school’s rules and expectations were fair, and students were less
likely to be disruptive when they had a positive relationship with their teacher.
Kennedy (2011) researched effective teacher behavior when working with disruptive students.
The active research for this study took place at a continuation school in Southern California
where the student population was made up of middle and high school students who had been
expelled from their traditional public schools. The article focused on three types of teachers who
the author dubbed rapport builders, subject matter experts, and blamers. The rapport builder
focused on building relationships with their students and modifying curriculum to meet their
needs. The subject matter experts were consistent in their classroom management and focused on
subject matter, leaving the personal issues of the students for the school counselors to handle.
The blamers were inconsistent in both their instruction and classroom management, often yelled
at their students and blamed them for not performing.
Through observation and interviews with teachers, students, and administrators, similar to the
findings of Bear et al. (2010) and Way (2011), Kennedy (2011) found that the teachers under the
title of rapport builders were most successful and experienced the lowest levels of student
disruptions. Although the research for this article took place with a very small group in a single
school setting, the article provides beneficial information to be researched further.
Milner and Tenore (2010) conducted a study over the course of two years at an urban
middle school. The goal of the study is to ascertain a better understanding of why a
disproportionate percentage of minority students are reported to be disruptive in the classroom
and referred to administration for discipline. Similar to Bear et al. (2010), Milner and Tenore
(2010) highlight the cultural misunderstandings that occur between a teaching population, that is
often primarily composed of white teachers, teaching classrooms of culturally diverse students.
The authors attempt to identify the classroom management strategies of teachers who are
effective in teaching diverse populations.
There is a clear connection between CMSE and teacher burnout. These studies provide insight as
to the importance of a teacher’s ability to view his or her job as impactful and important. This
CLASSROOM MANAGEMENT 15

research shows the importance of quality training in the area of classroom management and
effectively handling disruptive classroom behavior. Understanding that a teacher’s overall self-
efficacy directly relates to attrition, allows for greater efforts to be made to prevent it. By better
preparing educators to manage their classrooms, progress can be made toward increased teacher
longevity.

Solution Description
Goals of the Project
The needs assessment showed many gaps that are routinely shown between what a
beginning teacher knows and what they need to know to be successful. The path to becoming a
highly skilled, knowledgeable teacher is a long one, that will quite literally take years. All that a
new teacher needs to know to be successful cannot possibly be squeezed into an hour-long
training module. Because of this, the portion of the training that will be discussed in the context
of this paper will involve an in depth look into classroom management. Based on the research
gathered for the development of this training, lack of effective classroom management was a
dominant cause of teacher burnout often leading to educators leaving the profession.
To analyze the content for the module, I consulted with the dean of students at SBA who
is in charge of discipline and school safety. We discussed the most crucial concepts that need to
be understood in the area of classroom management. Furthermore, I researched scholarly articles
and other books on the topic of classroom management, and school discipline to include
research-based strategies in the module.
Due to the variety of educational backgrounds of our learners, the training module must
be designed assuming the learners have no prior knowledge or experience. The training content
will focus on three areas of classroom management as discussed by Dicke, Elling, Leutner and
Schmeck, (1) minimizing verbal and physical classroom disruption, (2) developing effective
rules and procedures, (3) building positive relationships with students, (2015, p. 4).
Learners will show mastery for the learning modules when (a) they can identify, and
design appropriate classroom management plans based on researched backed practices, and (b)
successfully implement said plans into their own classrooms.
CLASSROOM MANAGEMENT 16

Learning Objectives
 Terminal Objective: At the end of the training modules, using the knowledge learned
from the training, beginning teachers will identify appropriate solutions to a variety of
classroom management scenarios.
 Enabling Objective: (Terminal objective for this chunk of module): From memory,
beginning teachers will be able to list and identify the components necessary for
developing effective classroom rules and procedures.
 Enabling Objective: Using a checklist, beginning teachers will be able to identify
rules and procedures that adhere to the guidelines discussed in the training. As
described in Elling J., Leutner D., Schmeck A. (2015).
 Enabling Objective: Given multiple options, beginning teachers will be able to
identify the basis for assigning each student a seat and creating a seating chart
with 90% accuracy.
 Enabling Objective: Given multiple options, beginning teachers will be able to
identify the basis for beginning each class with an assignment with 90% accuracy.
 Enabling Objective: Given multiple options, beginning teachers will be able to
identify the basis for immediately setting rules, consequences and rewards with
90% accuracy.
 Enabling Objective: Given multiple options, beginning teachers will be able to
identify the basis for stating and rehearsing procedures until they become routine
with 90% accuracy.
 Enabling Objective: (Terminal objective for this chunk of the module): Given a
classroom behavior scenario, beginning teachers will be able to choose an appropriate
response based on the factors discussed in the training.
 Enabling Objective: Given classroom disruption scenario, beginning teachers will
be able to identify the steps to take in order to quickly identify disruptive
behavior, based on the information provided in the training.
 Enabling Objective: Given classroom disruption scenario, beginning teachers will
be able to identify appropriate interventions for disruptive student behavior, based
on the information provided in the training.
CLASSROOM MANAGEMENT 17

 Enabling Objective: Given classroom disruption scenario, beginning teachers will

be able to identify the appropriate way to document disruptive behavior, based on
the information provided in the training.
 Enabling Objective: Given a classroom disruption scenario, beginning teachers
will be able to identify the steps to take in order to quickly identify disruptive
behavior, based on the information provided in the training.
 Enabling Objective: Given a student or profile, beginning teachers will be able to identify
appropriate strategies for building a positive student relationship based on the
information provided in the training
 Given a list of possible relationship building strategies, beginning teachers will be
able to identify effective strategies with 90% accuracy. As was described in Faye
and Funk (1995)
 Enabling Objective: Given multiple options, beginning teachers will be able to
identify the reasoning for standing at the door and greeting students with 90%
accuracy.

Learning Theories
Due to the asynchronous nature of this training, it would seem that a cognitivist approach
would be the most appropriate learning theory for the instructional design. In an ideal situation,
this classroom management training would be done in a face to face environment with a live
instructor who would be available to facilitate the instruction and provide rich and immediate
feedback. If this was a possibility, the instructional designers would choose a constructivist
approach to guide the design process as there would be much greater opportunity for growth with
a more learner-centered approach. In reality, however, there are many constraints that prevent
this training from being face to face. Due to the aforementioned constraints, this training will be
asynchronous and online.
As a consequence of the asynchronous environment, it would not be possible to provide
the facilitation and meaningful feedback required of a learner-centered, constructivist approach.
The design of the instruction will follow Gagne’s Nine Events. Learners will be provided with
information through their online interface. Although many of the elements of the training will be
teacher-centered, in an effort to provide a more meaningful learning experience, the design of the
training will incorporate case-based scenarios into the instruction as well as requiring students to
CLASSROOM MANAGEMENT 18

respond to scenarios as knowledge checks throughout the training modules. In addition, the
summative assessments at the end of each module will be problem-based where learners will be
required to gather information and apply their new knowledge to decide on an appropriate
response. By incorporating these constructivist elements into a primarily cognitivist design, a
deeper real-world connection with the learners will be created.
Classroom behavior is dynamic. Teachers must develop the ability to assess individual
situations and use their learned knowledge to determine the correct way to intervene. A cognitive
approach goes beyond memorizing facts or developing automaticity in skills as is the case with
Behaviorism. Through this training, learners will be able take in the learned content and build on
existing schema and use the newly learned knowledge to assess and solve real problems once
faced with similar situations in the classroom. To provide a deeper understanding, the training
will not only focus on how to solve classroom management problems, but there will be deep
emphasis on a variety of reasons why these problems happen. Through this training, learners will
develop a greater understanding of how students’ home life and background impact their
behavior in the classroom. Providing learners with an understanding of the potential drivers of
the behavior will better prepare them to choose the best method of intervention.

Instructional Strategies
In an effort to create a more meaningful learning experience, through the use of an e-learning
platform, the questioning in the training will be written applying multiple levels of Bloom’s
Taxonomy (Adams, 2015, p. 153). Furthermore, the Active learning principle will be
implemented to provide the learning with both audio and video stimulus. The overall design
process lends itself to the ADDIE model (Reiser and Dempsey, 2017, p. 24) in which the training
is designed based on the identified needs of the organization. Furthermore, Gagné’s Nine Events
(Harasim, 2017, p. 53) will be employed in the design of the instruction in an effort to maintain
learning engagement and connect the new learning to prior schema.

Media Components
Based on the context and learner analyses and the objectives for this program, it has been
determined that the instruction will be delivered through an asynchronous e-learning platform.
As was previously stated, two of the constraints faced in developing this training are lack of
human resources to deliver the training at the needed time, and inconsistency in the arrival of the
newly hired teachers. Although this may not be the perfect delivery system, it is the most ideal to
CLASSROOM MANAGEMENT 19

accommodate for the constraints. The ability to have the learners begin their modules at varying
times, complete the modules at their own pace, and receive immediate feedback will allow all
participants to benefit.
To deliver the instruction the training will be employ Adobe Captivate learning modules
that provide instruction for each component of the training. The modules will be a compilation of
text, audio narration, avatars, and meaningful graphics. Within the modules, short informal
knowledge checks will be embedded to periodically check for understanding. In addition, each
module will have a summative problem-based assessment at the end of each module.
This format is an appropriate choice for a variety of reasons. This is a training that can be
used annually, and although the upfront cost may be more than a traditional training, the
additional cost can be expensed out over multiple years. Not all learners are available at the same
time, making the delivery method appropriate. There is a lack of available trainers. Lastly, the
beginning teachers have requested classroom management training, which provides a greater
motivation to actively participate. With all of these factors considered, this delivery method is
the most feasible option.

Challenges
It would seem that perhaps the greatest challenge in the design and development of this
training will be creating authentic learning scenarios. Being that this will be asynchronous and
primarily learner controlled, it is imperative that the content be accurate and relevant. As a
classroom teacher for ten years, I have many authentic experiences that I will use to create
scenarios that are realistic. Although I have experience, it is limited to the characteristics of the
students that I have encountered, I may not relate as well to teachers in higher or lower grade
levels. To ensure that the training presents a diverse set of real-life scenarios, I will meet with
both higher and lower grade-level teachers to discuss the types of classroom management
situation they regularly encounter. These teachers will serve as my subject matter experts in the
areas where I lack the experience.
Another challenge that will need to be addressed is the method of hosting and delivering
the training to the students. Currently, when created, the modules will be on the ITCDLand
server. However, if this is a training the will be used annually, I will have to determine an
appropriate way to upload the content and distribute it to the new learners in the future. With the
training being completely asynchronous, I don’t plan on using a learning management system
CLASSROOM MANAGEMENT 20

(LMS). Ideally, the training will be located on a website that would require a login and would
allow user progress to be tracked. At this time, I do not have the skill or knowledge to develop
this on my own. Through research and perhaps reaching out to professors or colleagues that are
more adept than I am, I can develop the necessary skills.

Methods/Procedure

Prototype/Steps that have been taken

At the present time, planning and production has started on the first module of the
training and should be completed by the end of the Spring semester. The first module will focus
on minimizing disruptive verbal and physical behavior in the classroom. When completed, the
module will represent approximately one third of the overall training. Furthermore, the design
and layout of this module will serve as a prototype and template that the additional two modules
will adhere to. To maintain consistency with the rest of the training; this module will follow
Gagne’s Nine Events of Instruction.

Instructional Process Model

As stated previously, each module will employ Gagne’s Nine events (Harasim, 2017, p. 53)
as the instructional process.
1. Gaining attention: To introduce the training, a short introduction slide will be developed
to introduce learners to the training and explain the importance and relevance of the
course. In addition, each module will begin with a narrated scene describing a classroom
management issue that the module will focus on. The scenario will be presented in a way
that the learners will be able to relate to whether they have been in the classroom as a
teacher or a student. This will create relevance to the learner’s life and ideally gain their
attention.
2. Inform learner of objective: The introduction slide will provide learners with the terminal
objective for the training. Furthermore, after attention has been gained, each module will
introduce the learning objectives for the module to provide learners with an expectation
of what they should be able to do at the conclusion of both the module and the training.
3. Stimulating recall of prior knowledge: As each module begins, reference will be made to
an event or feeling that the learners can relate to in an effort to activate their prior
CLASSROOM MANAGEMENT 21

knowledge and provide said learners with a starting point to build upon. Based on the
learner analysis, it is known that the majority of the learners have some classroom
experience either as a substitute teacher, student teacher, or just an observer. At the very
least, all of the learners have had experience in the classroom as a student. To activate
prior knowledge, the training will draw on these experiences to prepare the learners for
the learning to come.
4. Presenting the stimulus: At the core of each learning module, the most important content
will be delivered. A variety of methods will be used to present information including both
expository text and narration to provide learners with pertinent information. as well as
scenario-based text and narration to provide context to the information being learned.
5. Providing learning guidance: To provide learner guidance, scenario-based text and
narration as well as case studies will be examined to provide context to the information
being learned.
6. Eliciting performance: Periodically throughout the learning modules, instruction will
pause and allow learners to complete knowledge checks. The knowledge checks will not
only give the learners a chance to stop and reflect on the instruction, it will provide them
with an opportunity to apply the learning that has just taken place. The knowledge checks
will be ill-structured scenarios where the learners must analyze the scenario and correctly
choose an appropriate response.
7. Provide feedback: Both positive and corrective feedback will be provided through
knowledge checks in the learning modules. The automated feedback will either confirm a
correct response or guide learners to a more appropriate one.
8. Assessing performance: Aside from the knowledge checks throughout the modules,
summative assessment will be completed at the end of each module as well as the end of
the training course. The summative assessment will provide learners with opportunities to
investigate classroom management situations by analyzing provided background
information to determine the root cause of problems as well as feasible solutions.
9. Enhancing retention and transfer: Creating the summative assessments to be case-based is
the first step this project takes in enhancing retention, the learners are not just answering
questions, they are investigating. Furthermore, due to the asynchronous nature of the
training, learners will have the opportunity to revisit and review the content.
CLASSROOM MANAGEMENT 22

Steps to finish
To prepare to distribute the training electronically, as previously mentioned, a web-based
avenue will need to be identified. At this point, based on current knowledge, an LMS is not
necessary as long as the web-based distribution can be secured and require login. Being web-
based, the training will operate directly through the learners’ web browser.
Three modules will be produced.
Module 1: “Minimizing Verbally and Physically Disruptive Student Behavior in the Classroom”,
is currently in production. The storyboard has been completed and approximately half of the
slides our done. This module will provide learners with a seven-step process to follow to
minimize disruptive behavior.
Module 2: “Effectively Building Positive Student Relationships”, is still in the design stage. This
module will employ the research proven methods of Harry Wong, Jim Faye, and Todd Whitaker,
along with my personal experiences as a veteran teacher.
Module 3: “Develop Effective Rules and Procedures”, is still in the design stage and will also
employ the research proven methods of Harry Wong, Jim Faye, and Todd Whitaker, along with
my personal experiences as a veteran teacher.
As mentioned previously each module will contain periodic knowledge checks as well as
summative assessments. Pre and Post training assessments will also need to be developed.

Resources
Based on the time estimates provided in Piskurich (2017), to complete all of the required
developmental steps including design, development, testing and editing, the anticipated time
required to produce the training is approximately 200 hours.
Required materials:
 Adobe Captivate
 Internet Connected Computer
 Microphone
 Digital Camera
 Website with server storage/ FTP Site
 Camtasia Video Editing Software
Technical skills required:
CLASSROOM MANAGEMENT 23

 Knowledge of Adobe Captivate

 Basic HTML coding and web design.
 Photo editing

Timeline

Time Frame Step in Development Process Cost

May-July 2018  Determine the appropriate host server Unknown at this time
to distribute learning modules.
(Determined by June 1, 2018)
 Design learning modules and create
storyboards.
(Module 1 Storyboard due by Jun 15,
2018)
(Module 2 Storyboard due by July 10,
2018)
(Module 3 Storyboard due by July 31,
2018)
August-September  Complete development of learning Approximately 200
2018 modules hours at $40.00 per
(Module 1 complete by August 15, hour
2018)
(Module 2 complete by August 31, Total cost of:
2018) $8000.00
(Module 3 complete by September 15,
2018)
(Training uploaded to server and
reading for beta testing no later than
September 30, 2018)
October-November  Run beta testing on completed learning Administrator
2018 modules (to be completed no later than Approval to use
October 15, 2018) school devices and
 Correct any suggested changes to internet.
modules (to completed no later than
October 31, 2018)
 Administer online training modules to
teachers (to be completed no later than
November 20, 2018)
December 2018  Analyze summative data and make any 5 hours at $40.00 per
necessary modifications to learning hour
modules. (completed by December 10,
2018) Total cost of:
$200.00
CLASSROOM MANAGEMENT 24

Evaluation
Formative Evaluation
To best determine whether the course is complete, accurate, and effective, the results of
the short quizzes at the end of each module will be evaluated. The quiz questions have been
developed to test the trainee’s levels of retention, understanding, application, and analysis
(Adams, 2015, p. 153). As a result, the evaluation data will reveal the amount of learning that
took place. If the testing data shows learning deficits in any area of instruction, modifications
will need to be made before assigning the training module in the future. Sample questions are
included in Appendix B.
Prior to implementation, a group of four veteran teachers at the school site will be
assembled for beta testing in a classroom on campus. Each teacher will use a wireless device to
complete the training. The teachers will be given a short evaluation checklist for each module as
well as a place to comment. A sample of the evaluation checklist can be found in the appendix.
These responses from the teachers will be evaluated and any reasonable changes will be made
prior to the implementation. With administrator approval the beta test can be completed during
professional learning community time on an early release day. The testing should not change the
timeline for implementation.

Summative Evaluation
To determine learner’s reaction to the training module, a survey will be given at the end
of the course. As was recommended by Piskurich the survey will focus on three areas: (a)
usability, (b) engagement, and (c) content (2015). The learners will rate the said areas of the
training on a scale of one to five. The results of the survey will be evaluated and if needed,
modifications will be made for future trainings. The survey is included in Appendix C.
Beyond the level 1 evaluation described previously, Level 2 evaluations will take place
two different times throughout the school year. As per the AVUTA (2017) contract agreement,
the school administrators are contractually mandated to complete two observation evaluations of
beginning teachers in the first school year of employment. Through these evaluations, the
CLASSROOM MANAGEMENT 25

administrators will be able to evaluate how well the beginning teachers have transferred their
learning to action in the classroom.
CLASSROOM MANAGEMENT 26

References
Adams, N.E., (2015). Bloom's taxonomy of cognitive learning objectives. Journal of the
Medical Library Association. 103 (3), 152-153
Aloe, A. M., Amo L. C., & Shanahan M. E. (2014). Classroom Management Self-
Efficacy and Burnout: A Multivariate Meta-Analysis. Educational Psychology
Review, 26,101-126.
Apple Valley Teachers’ Association. (2017). Contract Agreement. Article 13-1. C. Apple Valley
Teachers’ Association.
Bear G. G., Doyle W., Osher D., Sprague J. (2010). How can we improve school
discipline? Educational Researcher 39(4), 48-58.
Brouwers, A., & Tomic D. (2000). A Longitudinal study of teacher burnout and
perceived self-efficacy in classroom management. Teaching and
Teacher Education, 16, 239-253.
Elling, J., Leutner D., Schmeck A. (2015). Reducing reality shock: The effects of
classroom management skills training on beginning teachers. Teaching and
Teacher Education, 48, 1-12.
Edwards, R., Frederick B. P., McGinnis J. C., (1995) Enhancing Classroom Management
Through Proactive Rules and Procedures. Psychology in the School, 32, 220-224
Fay, J., Funk D. (1995) Teaching with Love and Logic, Taking Control of The
Classroom. Golden, CO: The Love and Logic Press, Inc.
Harasim, L. (2017). Learning Theory and Online Technologies. (2nd ed.) New York, NY:
Routledge.
Hoglund, W. L. G., Klingle, K. E., & Hosan, N. E. (2015). Classroom risks and
resources: Teacher burnout, classroom quality and children’s adjustment in high
needs elementary schools. Journal of School Psychology, 53, 337-357.
Kennedy B.L. (2011). Teaching Disaffected Middle School Students: How Classroom
Dynamics Shape Students’ Experiences. Association for Middle Level Education,
42(4), 32-42.
Lewis R., Romi S., Salkovsky M. (2015). Teachers' coping styles and factors
inhibiting teachers' preferred classroom management practice. Teaching and
Teacher Education, 48, 56-65.
CLASSROOM MANAGEMENT 27

Martin, N., Sass D. A., & Schmitt, T. A. (2012). Teacher efficacy in student engagement,
instructional management, student stressors, and burnout: A theoretical model using
in-class variables to predict teachers’ intent-to-leave. Teaching and Teacher Education,
28, 546-559.
Milner, H.R., & Tenore F.B. (2010). Classroom Management in Diverse Classrooms.
Urban Education, 45(5), 560-603.
Nelson R., Olivera R. M., Wehby J. B. (2015) Helping teachers maintain classroom
management practices using a self-monitoring checklist. Teaching and Teacher
Education, 51, 113-120.
Noguchi, S., (2017, August 08). On first day of school, Bay Area districts still seeking
teachers. The Mercury News. Retrieved from http://www.mercurynews.com
Oberly E., Schonert-Reichl K. (2016). Stress contagion in the classroom? The link
between classroom teacher burnout and morning cortisol in elementary school
students. Social Science & Medicine, 159, 30-37.
Piskurich, G. M. (2015). Rapid Instructional Design, Learning ID Fast and Right (3 rd

ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Reiser, R. A. & Dempsey, J.V. (Eds.) (2012), Trends and Issues in Instructional Design
and Technology. Boston, MA: Pearson Education, Inc.
U.S. Department of Education, National Center for Educational Statistics, (2015). Public School
Teacher Attrition and Mobility in the First Five Years: (NCES Publication No.
2015-337). Retrieved from https://nces.ed.gov/pubs2015/2015337.pdf
Whitaker, T., (2013) What Great Teachers Do Differently: 17 Things That Matter Most. (2nd
ed.) New York, NY: Routledge.
Wong, H. K., Wong R. T. (1997) The First Days of School: How to Be an Effective
Teacher. (3rd ed.) Mountain View, CA: Harry K Wong Publications.
CLASSROOM MANAGEMENT 28

Appendix A
To easily gather and organize the information gathered from the participants in the focus groups,
suggestions were collected on sticky notes.
CLASSROOM MANAGEMENT 29

Appendix B
Question 1:
Tim is usually a hard-working, respectful student. Aside from some occasional excessive talking,
you rarely have behavioral issues with Tim. However, today during a group activity, Tim
jokingly threw a piece of a crayon across the room and hit another student. When you spoke to
Tim about his behavior, he got defensive and disrespectfully stated, “Kevin threw it at me first,
why am I getting in trouble for it?”
Based on what you’ve learned about classroom discipline, choose the best intervention from the
choices below.
A: Parent phone-call
B: Referral to the office
C: Have a private discussion with Tim away from his classmates
D: Yell at Tim in front of the whole class to make an example of him

Question 2:
Evaluate the completeness of the following classroom rule using the information that you learned
in the training module.
Rule #1: “Don’t shout out”
Choose the best response:
A: This rule is not sufficient; it is missing a measurable objective.
B: This rule is complete and sufficient.
C: This rule is not sufficient; it does not display the desired behavior.
D: The rule is not sufficient; it lacks simplicity and specificity.
Question 3:
Read the following scenario and answer the question that follows.
Mrs. Park was excited about beginning her first teaching assignment as a sixth-grade teacher.
She spent the summer researching classroom management strategies and developed several
procedures to teach to her students. The first day of school arrived and just as planned, Mrs. Park
taught her students the procedures she had developed. The students were receptive and quickly
began following the procedures.
CLASSROOM MANAGEMENT 30

A couple of months went by and Mrs. Park found that her class was often off task, and a lot of
instructional time was being wasted on disciplining and reprimanding her students. Mrs. Park
feels that all of her time developing her classroom management plan was wasted.
Where did Mrs. Park go wrong? (Choose the best response)
A: Mrs. Park didn’t do anything wrong: some classes are just challenging.
B: The procedures Mrs. Park developed may not have been appropriate for her grade
level.
C: Although Mrs. Park developed appropriate procedures, she didn’t continue to
practice with her students.
D: Mrs. Park is a new teacher, and she needs more experience to effectively manage
her classroom.
CLASSROOM MANAGEMENT 31

Appendix C
Formative Evaluation Questions
The questions for this formative evaluation were taken from examples presented in Piskurich
(2015)
On a scale of 1 to 5, where 1 is strongly disagree and 5 is strongly agree, rate the following
statements.
Usability:
The course was easy to log in to 1 2 3 4 5
The course controls were easy to use 1 2 3 4 5
The amount of time it took to complete 1 2 3 4 5
the course was acceptable
Engagement:
The content was well presented 1 2 3 4 5
The activities reinforced the content 1 2 3 4 5
The e-learning was engaging and 1 2 3 4 5
interesting
Content
The e-learning met the stated objectives 1 2 3 4 5
The content was logically organized 1 2 3 4 5
The examples helped in understanding 1 2 3 4 5
the content
Overall the e-learning was an effective 1 2 3 4 5
learning experience

Additional comments of suggestions for future trainings?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________