Zachary Eric Ist699 Capstone Project Final Report Final

Running head: CLASSROOM MANAGEMENT 1
CALIFORNIA STATE UNIVERSITY

MONTEREY BAY
Classroom Management Online Learning Module
CAPSTONE Report
Submitted in partial satisfaction of requirement of the degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Eric Zachary
December 11, 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 ..........................................................................................................................3
Introduction .....................................................................................................................................4
Background ..................................................................................................................................4
Problem .......................................................................................................................................4
Target Audience ...........................................................................................................................7
Environmental Scan......................................................................................................................8
Literature Review .........................................................................................................................8
Solution Description ....................................................................................................................... 13
Goals of the Project .................................................................................................................... 13
Learning Objectives .................................................................................................................... 14
Learning Theories ....................................................................................................................... 15
Instructional Strategies............................................................................................................... 16
Media Components .................................................................................................................... 17
Challenges ................................................................................................................................. 17
Methods/Procedure ....................................................................................................................... 18
Instructional Process Model ....................................................................................................... 18
Major Deliverables ..................................................................................................................... 20
Resources....................................................................................................................................... 20
Timeline ......................................................................................................................................... 21
Evaluation...................................................................................................................................... 22
Formative Evaluation ................................................................................................................. 22
Formative Evaluation ................................................................................................................. 22
Summative Evaluation ................................................................................................................ 22
Post-Training Survey................................................................................................................... 23
Conclusion...................................................................................................................................... 26
Current Limitations .................................................................................................................... 26
Future Implementation .............................................................................................................. 27
References ..................................................................................................................................... 28
Appendix A .................................................................................................................................... 30
Appendix B..................................................................................................................................... 31
Classroom Management Pre-Test and Post-Test .............................................................................. 31
Appendix C ..................................................................................................................................... 36
Appendix D .................................................................................................................................... 40
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.
To fulfill this need, three online asynchronous modules were 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 for this training were created using
Adobe Captivate and are accessible from most internet connected devices. The instructional
design of this capstone project incorporated research proven strategies to provide learners with
training in the areas of minimizing verbal and physical classroom disruption, advice on building
positive relationships with students, and assistance in developing effective expectations 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.
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). This means
that new college graduates, without any classroom experience, are being hired to teach full-time
while they attend their credentialing program.
School districts need a way to better prepare new hires for success as they begin their
careers. The target audience for this training is, and will continue to 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 focuses on classroom
management procedures.
The greatest constraint faced in the design of this instruction was the 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. The design and development took place
over the course of about ten months, beginning in January, 2018 and concluding in October,
2018. Following development, the learning module was implemented and evaluated quickly
over the course of just a couple of weeks.
Problem
There are realities facing teachers that many people 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
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 employed only 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 a 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, two
questions were posed. “What areas do beginning teachers typically struggle with the most?”
The second 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 the 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 who 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.
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, it was determined 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 four Adobe
Captivate self-guided learning modules, learners had the opportunity to complete the training at
their own pace, without the need for a live instructor. Although administrators and other
teachers weren’t available to deliver the full training module, they were available to answer
questions or clarify concepts when issues arose. Based on administrator recommendations, a
mentor team was formed to serve in an advisory role 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 training focused on providing beginning teachers with a better
understanding of classroom management procedures, including classroom operations and
student interaction.
Target Audience
Over the past three school years, SBA has hired between seven and ten new teachers per
year. The newly hired teachers vary in age and experience level. Three of the new teachers are
just out of college, and two have completed their preliminary teaching credential. 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. Two of the learners have completed sixteen weeks
of student teaching. Three of the beginning teachers are working under an internship credential
and are presently working through their teacher credentialing program.
In an effort to develop an overall sense of the participants classroom management self-
efficacy, the learners were asked to complete a pre-training survey.
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). Three of the participants possessed the motivation to allow for a
blended learning structure with a heavy emphasis on asynchronous e-learning. Two of the
participants required additional encouragement to complete the course. These teachers want to
do well, and were ultimately willing to put in the time and effort to succeed.
Environmental Scan
Sitting Bull Academy, as stated previously, is a pre-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.
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
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.
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 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 students’
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.
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 whom the author dubbed rapport builders, subject matter experts, and blamers. The
rapport builders 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), Way (2011), and 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 was 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 attempted 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 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 involves 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 was
designed, assuming the learners had no prior knowledge or experience. The training content
focused on three areas of classroom management as discussed by Dicke, Elling, Leutner and
Schmeck, (1) minimizing verbal and physical classroom disruption, (2) developing effective
expectations and procedures, (3) building positive relationships with students, (2015, p. 4).
Learners showed mastery for the learning modules when (a) they were able to identify
appropriate classroom management strategies based on researched backed practices, and (b)
successfully implement said strategies into their own classrooms.
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 section of module): From memory,
beginning teachers will be able to list and identify the components necessary for
developing effective classroom expectations and procedures.
 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.
identify the basis for beginning each class with an assignment with 100%
accuracy.
identify the basis for immediately setting expectations and procedures with 90%
accuracy.

identify the basis for stating and rehearsing procedures until they become routine
with 90% accuracy.
 Enabling Objective: (Terminal objective for this section 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 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.
will be able to identify appropriate interventions for disruptive student behavior,
based on the information provided in the training.
will be able to identify the appropriate way to document disruptive behavior,
based on the information provided in the training.
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 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)
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 was decided that a cognitivist
approach was the most appropriate learning theory for the instructional design. In an ideal
situation, this classroom management training would have been done in a face to face
environment with a live instructor who was available to facilitate the instruction and provide
rich and immediate feedback. If this were a possibility, the instructional designers would have
chosen a constructivist approach to guide the design process, as there would have been a much
greater opportunity for growth with a more learner-centered approach. In reality, however, there
were many constraints that prevented this training from being face to face. Due to the
aforementioned constraints, this training was created to be asynchronous and online.
As a consequence of the asynchronous environment, it was not possible to provide the
facilitation and meaningful feedback required of a learner-centered, constructivist approach.
The design of the instruction followed Gagne’s Nine Events. Learners were provided with
information through their online interface. Although many of the elements of the training were
teacher-centered, in an effort to provide a more meaningful learning experience, the design of
the training incorporated case-based scenarios into the instruction, as well as a requirement that
students respond to scenarios as knowledge checks throughout the training modules. In
addition, the summative assessments at the end of each module were problem-based where
learners were 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 was 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 were able to take in the learned content,
and build on existing schema to 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 not only focused on how to solve classroom management problems,
but there was a deep emphasis on a variety of reasons why these problems happen. Through this
training, learners developed 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 was written applying multiple levels of
Bloom’s Taxonomy (Adams, 2015, p. 153). Furthermore, the Active Learning Principle was
implemented to provide the learner with both audio and video stimulus. The overall design
process lent itself to the ADDIE model (Reiser and Dempsey, 2017) in which the training was
designed based on the identified needs of the organization. Furthermore, Gagné’s Nine Events
(Harasim, 2017, p. 53) were 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 was
determined that the instruction would be delivered through an asynchronous e-learning
platform. As was previously stated, two of the constraints faced in the development of this
training were 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 have been the
perfect delivery system, it was the most ideal to 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 allowed all participants to benefit.
To deliver the instruction, the training employed Adobe Captivate learning modules that
provided instruction for each component of the training. The modules are a compilation of text,
audio narration, and meaningful graphics. Within the modules, short informal knowledge
checks were embedded to periodically check for understanding. In addition, each module had
two summative scenario-based assessments at the end.
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 was the most feasible option.
Challenges
It would seem that perhaps the greatest challenge in the design and development of this
training was creating authentic learning scenarios. Being that this was asynchronous and
primarily learner controlled, it was imperative that the content be accurate and relevant. As a
classroom teacher for ten years, I have many authentic experiences that I used to create
scenarios which are realistic. Although I have experience, it is limited to the characteristics of
the students who; 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 met with
both higher and lower grade-level teachers to discuss the types of classroom management
situations they regularly encounter. These teachers served as my subject matter experts in the
areas where I lacked the experience.
Another challenge that needed to be addressed was the method of hosting and delivering
the training to the students. Initially, when created, the modules were on the ITCDLand server.
However, being that the goal is for this training to be used annually, I had to determine an
appropriate way to upload the content and distribute it to future learners. With the training being
completely asynchronous, I needed to find an adequate learning management system (LMS).
Based on the recommendation of my professors, the CourseSites LMS was determined to be the
best fit. The CourseSites LMS worked seamlessly with the Shareable Content Object Reference
Model (SCORM) training modules that were created in Adobe Captivate.
Methods/Procedure
Instructional Process Model
Each instructional module employs Gagne’s Nine events (Harasim, 2017, p. 53) as the
instructional process.
1. Gaining attention: To introduce the training, a short introductory slide was developed to
introduce learners to the training and explain the importance and relevance of the
course. In addition, each module began with a narrated scene describing a classroom
management issue on which the module focused. The scenario was presented in a way
that the learners were able to relate to, whether they have been in a classroom as a
teacher or a student. This created relevance to the learner’s life and ultimately gained
their attention.
2. Inform learner of objective: The introductory slide provided learners with the terminal
objective for the training. Furthermore, after attention had been gained, each module
introduced the learning objectives for the module to provide learners with an expectation
of what they should be able accomplish at the conclusion of both the module and the
training.
3. Stimulating recall of prior knowledge: As each module began, reference was made to an
event or feeling that the learners were able to relate to; this was done in an effort to
activate prior knowledge and provide said learners with a starting point upon which to
build. Based on the learner analysis, it was known that all of the learners have some
classroom experience either as a substitute teacher, student teacher, or just an observer.
To activate prior knowledge, the training drew 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
was delivered. A variety of methods were used to present information, including both
expository text and narration which provided learners with pertinent information, as well
as scenario-based text and narration. This provided context to the information being
learned.
5. Providing learning guidance: To provide learner guidance, scenario-based text and
narration, as well as case studies, were examined to provide context to the information
being learned.
6. Eliciting performance: Periodically throughout the learning modules, instruction paused
and allowed learners to complete knowledge checks. The knowledge checks not only
gave the learners a chance to stop and reflect on the instruction, but provided them with
an opportunity to apply the learning that had just taken place. The knowledge checks are
ill-structured scenarios where the learners analyzed the scenario and correctly chose an
appropriate response.
7. Provide feedback: Both positive and corrective feedback were provided through
knowledge checks in the learning modules. The automated feedback either confirmed a
correct response or guided learners to a more appropriate one.
8. Assessing performance: Aside from the knowledge checks throughout the modules,
summative assessments were completed at the end of each module, as well as at the end
of the training course. The summative assessments provided 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: The summative assessments were created to be case-
based which is the first step this project takes in enhancing retention. The learners were
not only answering questions, but they were investigating. Furthermore, due to the
asynchronous nature of the training, learners had the opportunity to revisit and review
the content.
Major Deliverables
As previously mentioned, the CourseSites LMS met the requirements for the training, by
providing a secure login, and the ability to track and record learner progress and responses. The
CourseSites LMS allows for the training to operate asynchronously. The LMS provides the
independence needed for long-term implementation, and due to its web-based nature, the
training will operate directly through the learners’ web browser.
Four modules were created:
 Introduction: A short three-minute introductory module was created to introduce the
learner to the course and provide learners with an overview of the objectives. The
introduction does not contain any integrated assessment. It was only created for
informational purposes.
 Module 1: “Minimizing Verbally and Physically Disruptive Student Behavior in the
Classroom” has been created and evaluated. This module was completely recreated
based on the feedback from test participants. This module provides learners with a
seven-step process to follow in order to minimize disruptive behavior.
 Module 2: “Effectively Building Positive Student Relationships”, has been completed
and implemented within the course. This module employs the research proven methods
of Harry Wong, Jim Faye, and Todd Whitaker, along with my personal experiences as a
veteran teacher.
 Module 3: “Developing Effective Rules and Procedures”, has been completed and
implemented within the course. The module also employs the research proven methods
of Harry Wong, Jim Faye, and Todd Whitaker, along with my personal experiences as a
veteran teacher.
As mentioned previously, with the exception of the introduction, each module contains
periodic knowledge checks, as well as summative assessments. Pre and post training
assessments were developed within the LMS to determine statistical impact from the course.
Resources
The required developmental steps including design, development, testing and editing, to
produce the training was approximately 155 hours.
Required materials:
 Adobe Captivate
 CourseSites LMS
 Internet connected computer
 Microphone
 Digital camera
 Website with server storage/ FTP Site
 Camtasia Video Editing Software
Technical skills required:
 Knowledge of Adobe Captivate
 Basic HTML coding and web design.
 Photo editing
Timeline
Time Frame Step in Development Process Cost

May-July, 2018  Designed learning modules and Approximately 30
created storyboards. hours at $40.00 per
(Module 1 Storyboard completed June hour
15, 2018)
Total cost of
$1200.00
August-September,  (Revised module 1 Storyboard Approximately 20
2018 completed September 17, 2018) hours at $40.00 per
 (Module 2 Storyboard completed hour
September 24, 2018)
 (Module 3 Storyboard completed Total cost of:
September 24, 2018) $800.00
October-November,  (Module 1 development completed Approximately 100
2018 October 12, 2018) hours at $40.00 per
 (Module 2 development completed hour
October 19, 2018)
 (Module 3 development completed Total cost of:
October 26, 2018) $4000.00
 (Pre and Post assessments built within
the CourseSites LMS, completed
October 27, 2018)
 (Training uploaded to server and ready
for beta testing October 28, 2018)
 Run beta testing on completed learning
modules (completed October 30, 2018)
 Made suggested changes to modules
(completed November 3, 2018)
 Administered online training modules

to teachers (completed November 16,
2018) 5 hours at $40.00 per
 Analyzed summative data and made hour
necessary modifications to learning
modules. (completed November 17, Total cost of:
2018) $200.00
Evaluation
Formative Evaluation
To best determine whether the course was complete, accurate, and effective, the results
of the short quizzes at the end of each module were evaluated. The quiz questions were
developed to test the trainee’s levels of retention, understanding, application, and analysis
(Adams, 2015, p. 153). As a result, the evaluation data revealed the amount of learning that took
place. Any testing data that identified learning deficits in any area of instruction will require
modification before assigning the training module in the future. Sample questions are included
in Appendix B.
Formative Evaluation
Prior to implementation, a group of five experienced teachers at the school site were
assembled for beta testing in a classroom on campus. Two teams were formed, and each group
worked together to complete all components of the training including all surveys, training
modules, and assessments. The teachers were given handouts which contained images of each
module slide, as well as a place to comment and make corrections. Additionally, the testing
teams were asked to check all surveys, quizzes, and closed captions for spelling and
grammatical errors. The responses from the teachers were evaluated, and any reasonable
changes were made prior to the implementation. The beta testing team completed the testing on
personal time which eliminated the need for administrator approval. Each member of the beta
testing team was compensated with a fifteen-dollar Starbucks gift card as a token of
appreciation for their time.
Summative Evaluation
In an effort to evaluate trainees’ levels of retention, understanding, application, and
analysis (Adams, 2015, p. 153), an identical pre-assessment, and post-assessment were created
and administered through the LMS. The assessments included original questions, as well as the
scenario-based knowledge check questions that were introduced throughout the course. The pre-
assessment and post-assessment items are included in Appendix B. The research hypothesis for
this training was that the training would have a significant effect on participants post-test scores.
The null hypothesis would then be that the training would not have a significant effect on post-
test scores. Being that the research hypothesis predicted growth, it was directional and called for
a one-tail test. Additionally, as the samples were dependent, a paired two sample t-test was run.
With five participants in the sample, the degrees of freedom were 4. Table 2.1 shows the t-test
results. As the results show, the absolute value of the t stat, 3.02, is greater than the one-tail
critical value of 2.13, The null hypothesis can be rejected as the training has been shown to have
had a significant effect on the post-test scores. Table 2.2 displays the pre and post assessment
scores for the five participants.
Table 2.1
Pre & Post Assessment Scores

200
150
100
50
0
1 2 3 4 5
Pre-test Scores Post-test Scores
Table 2.2
Post-Training Survey
To determine learners’ reaction to the training module, a survey was given at the end of
the course. As was recommended by Piskurich, the survey focused on three areas: (a) usability,
(b) engagement, and (c) content (2015). The learners rated the said areas of the training on a
scale of one to five. The results of the survey were evaluated, and each participant gave
meaningful feedback. Several of the participants felt that assessment questions should have a
single correct answer, or if multiple correct answers were provided, the specific number of
correct answers be noted, as opposed to asking the participants to select all that apply. One
participant felt that the module examples didn’t align closely enough with the instruction. The
survey is included in Appendix C.
In an effort to ascertain the training’s effect on CMSE, three questions from the pre-
training survey were included on the post-training survey, as well. The questions were as
follows:
1. Are you confident in your ability to develop, implement, and enforce
procedures in your classroom?
(1) Not at all confident, (2) Minimally confident, (3) Neutral, (4) Fairly
confident, (5) Very confident
2. Are you confident that you have the necessary skills to quickly and
effectively stop disruptive verbal behavior (e.g., talking, arguing, blurting
out, singing, etc.) in the classroom?
3. Rate your confidence level in your classroom management abilities.
The research hypothesis in regard to CMSE is that the training would have a significant
impact on CMSE. This directional hypothesis called for a one-tail t-test. Additionally, the
samples were dependent and called for a two-sample t-test. The t-test for the first question, “Are
you confident in your ability to develop…” showed a statistically significant effect in
participant’s confidence. The absolute value of the t stat, 6, is greater than the one-tail critical
value of 2.13. Table 2.3 shows the t-test results.
Table 2.3
Question two: “Are you confident that you have the necessary skills…” showed a statistically
significant effect in participants’ confidence. The absolute value of the t stat, 6, is greater the
one-tail critical value of 2.13. Table 2.4 shows the t-test results.
Table 2.4
Question three: “Rate your confidence level in your classroom management abilities.” showed a
statistically significant effect in participants’ confidence. The absolute value of the t stat, 5.72,
is greater the one-tail critical value of 2.13. Table 2.5 shows the t-test results.
Table 2.5
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
administrators will be able to evaluate how well the beginning teachers have transferred their
learning into action in the classroom.
Conclusion
When considering the summative data, the classroom management training course met
its stated objectives, both quantitatively as well as qualitatively. Four out of five participants’
post-training scores were substantially higher than their pre-training scores. The goal of this
project from its inception was to create a tool that beginning teachers could learn from and
continue to refer back to for guidance in the area of classroom management. Based on the data,
the course has met the first goal of providing learning opportunities for the participants. Time
will tell if participants revisit the course for review.
The first days of school for beginning teachers continue to be challenging. The stated
problem that prompted this research and course development still exists. Each school year,
school districts continue to hire new teachers with little to no experience, many of whom have
just completed their undergraduate studies. As previously mentioned, the literature reviewed for
this project indicated that low classroom management self-efficacy is an international concern
for educators. The learner analysis for this project’s participants indicated a similar result.
This project provided an opportunity to collect qualitative data from beginning teachers
on a much more localized level. This collected data indicated what many other researchers have
found. A great concern of many new teachers is their ability to effectively manage their
classrooms. Ideally, this training will provide a small yet meaningful advantage for those who
took part, and participants will effectively implement the research backed tools and methods
taught through this course in their own classrooms. If this implementation proves to be
successful, it will lead to greater confidence in participants’ classroom management ability, and
overall self-efficacy in their careers.
Current Limitations
The greatest current limitation to this project is the small number of participants. Ideally,
now that the training has shown positive results, it can be administered to a greater number of
learners, which would provide more meaningful data. The time and resource constraints that
were identified in the needs assessment still exist. School administrators are extremely busy
with many responsibilities. Additionally, beginning teachers are still hired in inconsistent
intervals and many of them are not provided with adequate time to prepare. It may be of benefit
to use the current participant pool as advocates for the training. The participants are part of the
target audience and could give the training legitimacy. This could potentially persuade the
decision makers to push for wider implementation.
Future Implementation
The design of the course provides for greater flexibility in administration. Because of its
asynchronous nature, it can be taken almost anywhere as long as the learners have a device and
an internet connection. Additionally, without the need for an instructor, the course can be given
at any time. In the near future, the next step would ideally be for the training to be made
available district-wide for all new hires. Eventually, this training could potentially become one
of several asynchronous trainings assembled to create a school site or district specific new
teacher orientation program that provides new hires with pertinent training in many aspects of
their new career.
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Appendix A
To easily gather and organize the information gathered from the participants in the focus
groups, suggestions were collected on sticky notes.
Appendix B
Classroom Management Pre-Test and Post-Test
Question 1
Which of the following preparations should be made prior to the first day of school? (Select 3)
o Memorize all of your students’ names

o Create seating charts for all of your classes
o Prepare places in the classroom for your students’ things
o Review your students’ discipline records
Question 2
What are some methods that can be used to show students that you care? (Select 3)
o Check on a student if they’ve been absent

o Be more lenient when grading to boost students’ confidence
o Ask students questions about their lives
o Give students a high-five at the end of the day
Question 3
Which of the following choices would be appropriate for sharing control in the classroom?
(Select 3)
o For this group assignment, pick three students with whom to work.
o For this assignment, feel free to work with the student sitting next to you or the student
sitting across from you.
o What game would you like to play for P.E. today?
o For P.E. today, we can play kickball or dodgeball. Which do you choose?
o Would you rather have students take turns reading the passage to the class, or would you
rather I read?
Question 4
Why is it important to greet your students at the door each day? (Select 3)
o To make your students feel welcome

o To show students that you are prepared
o To let your students know that you're happy they are there
o To monitor student behavior
o To let your students know you're nice
Question 5
Why is it important to quickly memorize students' names? (Select 3)
o To validate their identity

o To make them feel important
o To quickly address poor behavior
o To increase their desire to return
Question 6
What are some of the benefits of "sharing the control"? (Select 3)
o It gives the students a feeling of ownership

o It strengthens the relationship between the students and the teacher
o It leads to greater levels of learning
o The students see the teacher as reasonable
o It leads to greater student engagement
Question 7
How often should one sentence interventions be used?
o Multiple times per day

o Daily
o Every few days
o Weekly
Question 8
What may be some disadvantages of specific rules? (Select 3)
o Specific rules must always be adjusted to accommodate for new infractions.

o Specific rules provide gray areas that may possibly lead to arguments with students
regarding fairness.
o Specific rules fail to address poor behavior.
o Specific rules may punish the behavior but may not change a student’s attitude.
Question 9
What may be some disadvantages of specifically stated consequences? (Select 3)
o Some students may decide that the benefit from breaking the rule is worth the
consequence.
o Specific consequences may not have the desired impact for all students.
o Specific consequences may not be severe enough for some kids.
o If the consequence is irrational, it may not dissuade misbehavior in the future.
Question 10
What are some of the most important things to do during the first few days of school? (Select 2)
o Make sure the students know you’re in charge.

o Begin teaching right away so the students know you have high expectations.
o Inform the students of the expected procedures in your class.
o Hold off on instruction until the students have learned your beginning procedures.
Question 11
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. 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)
o Mrs. Park didn’t do anything wrong; some classes are just challenging.
o The procedures Mrs. Park developed may not have been appropriate for her grade level.
o Although Mrs. Park developed appropriate procedures, she didn’t continue to practice
with her students.
o Mrs. Park is a new teacher, and she needs more experience to effectively manage her
classroom.
Question 12
Mrs. Davis, a high school teacher is teaching a lesson on persuasive writing. She found a short
YouTube video on persuasive writing that she wants to show her students. She starts the video
and moves over to her desk, so she won’t block the students’ view. While she was teaching, she
had received a text message that she hadn’t been able to check. While the students are watching
the video, she briefly sits at her desk and responds to the text message. Once the video ends,
Mrs. Davis is back at the front of the room ready to continue her lesson. All seems well, and the
students seem engaged. At the end of class, one of Mrs. Davis’s students informs her that during
the video Brian was writing messages on his iPad and holding them up for the class to see.
What mistake did Mrs. Davis make?
o Instead of teaching, she tried to entertain her students with a video.

o Instead of walking around during the video, Mrs. Davis decided to sit down at her desk.
o By taking the time to respond to a text, Mrs. Davis wasn’t actively monitoring the class.
Question 13
Mr. Ruiz is a first-year middle school math teacher. All year long, Mr. Ruiz has put in a lot of
extra time learning his curriculum and preparing lessons that he hoped would be engaging. The
middle school where Mr. Ruiz teaches recently went through benchmark math testing and his
students’ scores didn’t come back as well as he had hoped. In fact, his scores were the lowest in
the grade level. To make things worse, Mr. Ruiz has one of his evaluation observations with the
principal coming up next week.
Mr. Ruiz wants to make sure his observation goes well so he researches teaching strategies on
the objectives he’s teaching for his observation. The day before his observation, while teaching
his 3rd-period class, Madison blurts out an inappropriate comment that makes the whole class
burst into laughter. Mr. Ruiz shouts at Madison saying “What is the matter with you? why do
have to be so disrespectful? You know if you would concern yourself half as much with your
schooling as you do with entertaining your friends, maybe your grades wouldn’t be so awful.”
What mistake did Mr. Ruiz make?
o Mr. Ruiz did not plan an interesting lesson and the students became bored and
disruptive.
o Mr. Ruiz didn’t do anything wrong. Sometimes students need a wake-up call in order to
stay focused.
o Mr. Ruiz let the stress and emotion of his job get the better of him. He took Madison ’s
disruption personally and didn’t respond in a professional way.
Question 14
Consider this scenario:
David, one of your students with a lot of energy, got bored during your poetry lesson and began
using a ruler to shoot pieces of an eraser at Joshua another student sitting in the row next to him.
The other student got mad and blurted out, “Stop!”, causing all of the other students in the class
to start laughing.
In this scenario, after considering the student’s typical behavior, would you assume that David
was acting intentionally or unintentionally?
o Intentionally
o Unintentionally
Question 15
Briana is a student with whom you have had mixed interactions. It seems that on most days, you
have to address her excessive talking in your classroom. Today, you’ve tried some
interventions, you’ve given her the “evil eye”, you walked over during your instruction, and
gave her the “no headshake”. She looked at you, rolled her eyes and said with an attitude,
“What did I do?” What do you think you should do next to stop the excessive talking?
o Move in on the student and place your hand on her shoulder

o Kneel down and whisper, “Let’s talk about this later,” and walk away.
o Call security and have Briana escorted to the office.
Question 16
Consider this scenario:
Latasha is a tenth grader who is often disrespectful. She distracts others around her, she laughs
during your lessons and occasionally makes remarks about how stupid the content is. You try to
be polite, but most interactions you have with her are met with attitude and argument. Latasha
has spent a lot of time in the discipline office this year, which has put her behind in several of
her classes. You are working diligently to stay calm and continue to treat Latasha respectfully.
Today has been another difficult day with Latasha. Your students are supposed to be working in
collaborative groups, but two of Latasha’s group members have asked to be moved to another
group because Latasha keeps using foul language and won’t do any work. After receiving the
report from her group members, you kneel down next to Latasha and tell her how important it is
to get her work done and remind her that using foul language at school is not appropriate and
she responds by telling you “you can’t tell me what to do, you’re not my mom.”
How should you further intervene with Latasha?
o Kneel down and whisper, “Let’s talk about this later,” and walk away.
o After school, talk to a couple of your fellow teachers and arrange to have an extra desk
available for Latasha if she needs a break from your class to regroup.
o Ask Latasha if she could save the behavior for a more appropriate time.
Appendix C
Pre-Training Classroom Management Survey

Please answer each question as honestly as possible based on your own personal experiences.
* Required
Demographic Questions
1. What grade level do you teach? (check all that apply) *
Check all that apply.
Transitional Kindergarten
Kindergarten
1st grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade
7th Grade
8th Grade
9th Grade
10th Grade
11th Grade
12th Grade
2. How long have you been teaching? *

Mark only one oval.
This is my first year

2 - 5 years
6 -10 years
More than 10 years
3. What is your current education level? (check all that apply) *

Check all that apply.
Bachelor's Degree
Preliminary Teaching Credential
Clear Teaching Credential
Master's Degree
Doctoral Degree
Self-Efficacy
4. Rate your level of preparedness to begin teaching on the first day of school. *
Mark only one oval.
(1) Totally unprepared

(2) Somewhat unprepared
(3) Somewhat prepared
(4) Totally prepared
5. How often does poor student behavior impact the effectiveness of your teaching? *
Mark only one oval.
(1) Never
(2) Sometimes
(3) Usually
(4) Always
6. Rate your confidence level in your classroom management abilities. *

Mark only one oval.
(1) Not at all confident

(2) Minimally confident
(3) Fairly confident
(4) Very confident
7. How confident are you in your ability to make effective parent contact? *
Mark only one oval.

(4) Very confident
8. Which statement below best represents your feelings about your ability to build positive
relationships with your students? *
Mark only one oval.
(1) I have a good relationship with my students, but they don't respect my authority in the
classroom
(2) I don't have a good relationship with my students, but they respect my authority in the
classroom
(3) I have a fairly good relationship with my students, and they usually respect my authority in the
classroom
(4) I have a good relationship with my students, and they respect my authority in the
classroom
(5) I don't have a good relationship with my students, and they don't respect my authority in the
classroom
9. Do you feel you are able to quickly and effectively stop disruptive verbal behavior (e.g. talking,
arguing, blurting out, singing, etc.) in the classroom? *
Mark only one oval.
(1) Not able

(2) Not usually able
(3) Usually able
(4) Always able
10. Do you feel you are able to quickly and effectively stop disruptive physical behavior (e.g. throwing
things, tapping, standing, leaving seat, etc.) in the classroom? *
Mark only one oval.
(1) Not able

(2) Not usually able
(3) Usually able
(4) Always able
11. Do you feel confident in your ability to develop and successfully implement classroom
procedures? *
Mark only one oval.

(4) Very confident
12. What is an area that you feel you could improve on in managing your classroom? *
13. Are there any other areas of classroom management that were not mentioned previously with
which you struggle? *
14. What is something that has worked well for you in managing your classroom? *
Classroom Environment
15. On average, how much of your instructional time is lost daily due to disruptive student
behavior? *
Mark only one oval.
less than 5 minutes

5 - 10 minutes
11 - 20 minutes
21 minutes or more
16. On average, how many office referrals do you write per week? *
Mark only one oval.
zero
1 - 2 referrals
3 - 5 referrals
more than 5 referrals
17. On average, how many times do you send a student out of class for behavioral issues per week? *
Mark only one oval.
zero
1 - 2 times
3 - 5 times
more than 5 times
18. How many classroom rules do you have for your students? *
Mark only one oval.
zero
1 - 2 rules
3 - 5 rules
more than 5 rules
19. What are the classroom rules you have for your students? *
Appendix D
Post-Training Questionnaire
Please rate the following statements based on the given scales
* Required
Usability
Please answer these questions based on your personal opinion.
1. The course was easy to log in to *

Mark only one oval.
(1) extremely difficult

(2) somewhat difficult
(3) neutral
(4) somewhat easy
(5) extremely easy
2. The course controls were easy to use *

Mark only one oval.
(1) extremely difficult

(2) somewhat difficult
(3) neutral
(4) somewhat easy
(5) extremely easy
3. The amount of time it took to complete the course was acceptable *

Mark only one oval.
(1) unacceptable
(2) somewhat unacceptable
(3) neutral
(4) somewhat acceptable
(5) acceptable
Engagement
4. The content was well presented *
Mark only one oval.
(1) strongly agree

(2) agree
(3) neutral
(4) disagree
(5) strongly disagree
5. The activities reinforced the content *

Mark only one oval.
(1) strongly agree

(2) agree
(3) neutral
(4) disagree
6. The e-learning was engaging and interesting *

Mark only one oval.
(1) strongly agree

(2) agree
(3) neutral
(4) disagree
Content
7. The e-learning met the stated objectives *
Mark only one oval.
(1) strongly agree

(2) agree
(3) neutral
(4) disagree
8. The content was logically organized *
Mark only one oval.
(1) strongly agree

(2) agree
(3) neutral
(4) disagree
9. The examples helped in understanding the content *

Mark only one oval.
(1) strongly agree

(2) agree
(3) neutral
(4) disagree
10. Overall the e-learning was an effective learning experience *

Mark only one oval.
(1) strongly agree

(2) agree
(3) neutral
(4) disagree
Self-Efficacy
11. Are you confident that you have the necessary skills to develop positive relationships with your
students? *
Mark only one oval.
(1) not at all confident

(2) minimally confident
(3) neutral
(4) fairly confident
(5) very confident
12. Are you confident in your ability to set positive expectations that challenge your students to excel? *
Mark only one oval.

(3) neutral
(5) very confident
13. Are you confident in your ability to develop, implement, and enforce procedures in your
classroom? *
Mark only one oval.

(3) neutral
(5) very confident
14. Are you confident that you have the necessary skills to quickly and effectively stop
disruptive verbal behavior (e.g., talking, arguing, blurting out, singing, etc.) in the
classroom? *
Mark only one oval.

(3) neutral
(5) very confident
15. Do you feel confident in your ability to determine the possible drivers of disruptive
behavior? *
Mark only one oval.

(4) very confident
Running head: CLASSROOM MANAGEMENT 44
16. Rate your confidence level in your classroom management abilities. *

Mark only one oval.

(3) neutral
(5) very confident
Additional Information
17. Additional comments or suggestions for future trainings? *

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Running head: CLASSROOM MANAGEMENT 1

CALIFORNIA STATE UNIVERSITY

Classroom Management Online Learning Module

Submitted in partial satisfaction of requirement of the degree of

_____________________________ _____________________________ _______________

_____________________________ _____________________________ _______________

Classroom Management Online Learning Module

the use of a teacher self-monitoring checklist assisted in a more long-term implementation of

 Enabling Objective: Given multiple options, beginning teachers will be able to

Time Frame Step in Development Process Cost

 Administered online training modules

Pre & Post Assessment Scores

Pre-test Scores Post-test Scores

instructional management, student stressors, and burnout: A theoretical model using

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

o Memorize all of your students’ names

o Check on a student if they’ve been absent

o To make your students feel welcome

Why is it important to quickly memorize students' names? (Select 3)

o To validate their identity

What are some of the benefits of "sharing the control"? (Select 3)

o It gives the students a feeling of ownership

How often should one sentence interventions be used?

o Multiple times per day

What may be some disadvantages of specific rules? (Select 3)

o Specific rules must always be adjusted to accommodate for new infractions.

What may be some disadvantages of specifically stated consequences? (Select 3)

o Make sure the students know you’re in charge.

What mistake did Mrs. Davis make?

o Instead of teaching, she tried to entertain her students with a video.

What mistake did Mr. Ruiz make?

Consider this scenario:

o Move in on the student and place your hand on her shoulder

Consider this scenario:

How should you further intervene with Latasha?

Pre-Training Classroom Management Survey

2. How long have you been teaching? *

This is my first year

3. What is your current education level? (check all that apply) *

(1) Totally unprepared

6. Rate your confidence level in your classroom management abilities. *

(1) Not at all confident

(1) Not at all confident

(1) Not able

(1) Not able

(1) Not at all confident

less than 5 minutes

1. The course was easy to log in to *

(1) extremely difficult

2. The course controls were easy to use *

(1) extremely difficult

3. The amount of time it took to complete the course was acceptable *

(1) strongly agree

5. The activities reinforced the content *

(1) strongly agree

6. The e-learning was engaging and interesting *

(1) strongly agree

(1) strongly agree

(1) strongly agree

9. The examples helped in understanding the content *

(1) strongly agree

10. Overall the e-learning was an effective learning experience *

(1) strongly agree

_______________ _ _

_______________ _ _