Leader's Guide to THE Classroom Management Course

Contents of Leader’s Guide to THE Classroom Management Course

3 . . . General Information

4 . . . Course Overview

4 . . . Course Outcomes

4 . . . Course Materials Needed

5 . . . Course Organization

7 . . . Course Structure

13 . . . Course Navigation

15 . . . Final Product

16 . . . Summary Welcome: Helping You Reach Your Teaching Potential

17 . . . Summary Lesson 1: What Is Classroom Management?

19 . . . Summary Lesson 2: How Do You Create a Classroom Management Plan?

21 . . . Summary Lesson 3: How Do You Teach Procedures so They Become Routines?

22 . . . Summary Lesson 4: How Do You Organize Your Classroom with Procedures?

24 . . . Summary Lesson 5: What Are the Essential Procedures for Every Classroom?

26 . . . Summary Lesson 6: What Are the Benefits of a Schoolwide Plan?

27 . . . Summary Conclusion: It's Time to Execute

29 . . . Leader Access Information

30 . . . Overview

30 . . . Accessing Reports and Tools

31 . . . Activity Report

32 . . . Group Data

32 . . . Individual Data

33 . . . Lesson Progress

33 . . . Assignments Progress

34 . . . Course Completion

34 . . . Exit Ticket Scores Cumulative

35 . . . Exit Ticket Scores Individuals

35 . . . Saved Documents

36 . . . Participants

37 . . . Message Board

37 . . . My Calendar

38 . . . FAQs

39 . . . Suggested Implementation

40 . . . Individual Users

40 . . . Group Users Recommendation with Full Leader Interaction

42 . . . Suggested Meeting Planning Format

44 . . . Group Users Recommendation with Abbreviated Leader Interaction

47 . . . Group Users Recommendation with No Leader Interaction

49 . . . Additional Resources

50 . . . Suggestion for Organizing Your Binder

54 . . . Blank Binder Page

55 . . . Classroom Management Template

56 . . . Help

57 . . . Testimonials

58 . . . My Additional Notes

THE Classroom Management Course with Harry and Rosemary Wong is based on the book, THE

Classroom Management Book. Access to the book is necessary to complete the work. The purpose of

the course is to teach the user how to structure and organize a classroom to maximize learning time

for student success. It highlights real teachers and administrators and their classroom management

plans—all for the user to model and implement immediately.

This is not a lecture. This online course guides the user through all of the steps necessary to create a

classroom that runs smoothly so that learning time is maximized, and interruptions are minimized.

The user will experience effective teaching videos, formative exercises, testimonials from practicing

teachers, visual examples to copy and use, and resources to access for enrichment learning.

By the end of the course, the user will have created a virtual, personal Classroom Management Plan

Binder filled with procedures to create an effective and successful classroom.

The course is designed for individual professional growth or for group instruction and will take

approximately twenty-five hours to complete. Users have access to the course for ninety days from

the date of first login. All materials created by users as part of the course must be downloaded

before access to the course expires.

• Describe the characteristics of a well-managed classroom

• Understand the impact classroom management has on effective teaching

• Explain the differences between classroom management and discipline

• Create and organize a personalized Classroom Management Plan

• Demonstrate the three steps in teaching a procedure so that it becomes a routine

• Recognize the procedures essential for all classrooms

• Manage the day or period to maximize learning time

• Develop students who are responsible for their own learning

• Contribute to creating a “culture of consistency” at your school

• Access to THE Classroom Management Book is required to complete the ESSENTIAL reading

assignments.

• Access to THE First Days of School is needed if users wish to complete the optional, additional

ENRICHMENT reading assignments. It is not a requirement to complete the course.

The course is accessed at www.HarryWongOnline.com. Individual users will enter login credentials

on the door to gain entry into MY WORKROOM. Select Remember Me to save the credentials. Group

users will enter token information on the door and will set up credentials for entry. Leaders of a group

will enter a room called LEADER ACCESS. This room is the same as MY WORKROOM, but with the

ability to access reports and monitor the progress of a group.

Upon entering MY WORKROOM/LEADER ACCESS for the first time, users are prompted to access

Orientation. This is a six-screen overview of what to expect from the course and how to successfully

navigate it. It is highly recommended that all users start with Orientation for a positive

experience.

If the user chooses to bypass Orientation, it can be accessed at any time from the whiteboard under

MY TOOLS in MY WORKROOM/LEADER ACCESS.

At the end of Orientation, leaders are returned to LEADER ACCESS. This is the navigation hub to

access the content, assignments, and any work saved. The focal point of the room is a large

whiteboard that is divided into three sections.

1. MY INSTRUCTION

> Course Outcomes

> Course Outline

> Welcome: Helping You Reach Your Teaching Potential

> Lesson 1: What Is Classroom Management?

> Lesson 2: How Do You Create a Classroom Management Plan?

> Lesson 3: How Do You Teach Procedures so They Become Routines?

> Lesson 4: How Do You Organize Your Classroom with Procedures?

> Lesson 5: What Are the Essential Procedures for Every Classroom?

> Lesson 6: What Are the Benefits of a Schoolwide Plan?

> Conclusion: It's Time to Execute

2. MY WORK

> Assignments

> Additional Resources

My Reflections

My Classroom Management Plan

My Exit Ticket Summary

Course Survey

My Certificate of Completion

3. MY TOOLS

Orientation

FAQs

My Notes

My Calendar*

My Profile

Help

Message Board*

*Message Board and My Calendar show on the whiteboard

only for users who are part of a group. They do not show

for individual users.

The course is a cumulative experience and will take approximately twenty-five hours to complete. It is

comprised of two sections—Instruction and Assignments.

1. Instruction—Harry and Rosemary Wong lead the user through eight parts of varying lengths.

• Welcome: Helping You Reach Your Teaching Potential

• Lesson 1: What Is Classroom Management?

• Lesson 2: How Do You Create a Classroom Management Plan?

• Lesson 3: How Do You Teach Procedures so They Become Routines?

• Lesson 4: How Do You Organize Your Classroom with Procedures?

• Lesson 5: What Are the Essential Procedures for Every Classroom?

• Lesson 6: What Are the Benefits of a Schoolwide Plan?

• Conclusion: It's Time to Execute

2. Assignments—There are three types of Assignments followed by a summative check for

understanding.

a. Reading Assignments—Designed to further develop the user’s learning.

I. ESSENTIAL—Pages from THE Classroom Management Book that are required to

advance in the course.

II. ENRICHMENT—Pages from THE First Days of School that are optional.

b. Binder Pages—Created to produce a virtual Classroom Management Plan Binder.

I. ESSENTIAL—Suggestions for the essential procedures in a classroom. Accessing the

page is required to advance in the course.

II. ENRICHMENT—Optional suggestions for additional classroom procedures.

Saved Binder Pages are stored under My Classroom Management Plan on the

whiteboard. They can be edited at any time during a user’s course access. All Binder

Pages must be downloaded before access to the course expires.

c. Reflections—Questions offered to internalize the information from the lesson and consider

how it applies to the user’s situation. Accessing the page is required to advance in the

course.

Saved Reflections are stored under My Reflections on the whiteboard. They can be edited

at any time during a user’s course access. All Reflections must be downloaded before

access to the course expires.

d. Exit Ticket—Summative knowledge checks of various types and lengths that determine the

user’s understanding of the lesson and reading assignment. Completing the Exit Ticket is

required to advance in the course.

A summary of scores from Exit Tickets taken is stored under My Exit Ticket Summary on

the whiteboard. The report can be retrieved at any time during a user’s course access.

The structure of the course is consistent and models effective instructional strategies.

• Each part begins with The Agenda board outlining what is to be learned.

• Instruction by the Wongs and various interactions follow.

• At the end of instruction, the user is taken to the first assignment for the lesson. The required

assignments must be accessed before the user can advance to the next lesson. Other

assignments are optional and are recommended for enrichment purposes.

o ESSENTIAL Reading (required, pages found in THE Classroom Management Book)

o ENRICHMENT Reading (optional, pages found in THE First Days of School)

o ESSENTIAL Binder Pages (required)

o ENRICHMENT Binder Pages (optional)

o Reflections (required)

• The assignments for each lesson can be accessed in any order and can be returned to at any

point while taking the course.

• After accessing the required assignments for that lesson, the Exit Ticket is unlocked to check

for understanding. These knowledge checks are computer scored with immediate feedback

given to the user.

• Once the Exit Ticket is submitted for scoring, it cannot be taken a second time.

• To review the activity and responses to an Exit Ticket that has been scored, go to the EXIT

TICKET page under Assignments for that lesson. Select Review to see the EXIT TICKET

activity.

• Upon successful completion of all parts of the lesson, a Badge of Accomplishment populates

in the corresponding lesson’s frame on the MY WORKROOM wall and the next lesson is

unlocked.

• Upon successful completion of all requirements of the course, a Certificate of Completion is

generated with the user’s name and date of completion. It can be downloaded prior to the

expiration of a user’s course access and printed for framing or submitted as proof of

completing the course.

The course is a sequential experience. The user starts in the left column of the whiteboard under MY

INSTRUCTION in the Course Outline. BLUE text with a “>” is clickable to reveal a menu of pages.

GRAY text cannot be accessed until it is unlocked by interacting with the course. BLACK text can be

accessed anytime. GREEN text shows that the information has been viewed and can be accessed

again at any time.

• Select The Agenda to begin instruction.

• To move to the next page, click the green arrow in the upper right corner.

• At the end of instruction of the segment or lesson, click the green arrow in the upper right

corner. It will go to the first required assignment, ESSENTIAL Reading.

• After opening the ESSENTIAL Reading page, the user is directed to go back to the Assignments

for the lesson and complete them in any order desired. As each page is opened, it will turn

green.

• When all required items have been completed, the Exit Ticket unlocks as the last required item

to be done before proceeding to the next lesson.

This user can go back and access any completed green link on the whiteboard at any time while

taking the course.

• To exit watching a lesson before completing it, click the white X in the upper, right corner of

the lesson page. This action returns the user to MY WORKROOM/LEADER ACCESS and marks

the page to return to, if desired, when watching the lesson resumes.

• To completely exit from the course at any time, click the blue, Close arrow in the upper right

corner of the screen.

• To return to work on the course, go to www.HarryWongOnline.com and reenter your

credentials on the door once again, if Remember Me was not selected when first logging in. To

return to the last lesson page accessed prior to exiting the course, select the green, RESUME

COURSE button on the whiteboard.

The time invested in taking the course will produce a virtual Classroom Management Plan Binder

that will stay with users throughout their professional careers. It can be modified through the years

and added to any time the need arises. It can be kept digitally or printed and stored in a binder to be

kept in the classroom for anyone to access.

The format of the Binder Page is a PDF. The pages must be downloaded before the user’s access to

the course expires. The program generates email reminders prior to the user’s expiration date. A

green, DOWNLOAD ALL button is available on the My Classroom Management Plan page.

Demonstrate how teachers turn potential into effectiveness

Pages:

The Agenda

Teaching Potential

ESSENTIAL Reading:

THE Classroom Management Book

Pages ii, iii, vii–ix, 1–4

ESSENTIAL Binder Pages:

P-1: Binder Covers

P-2: Blank Binder Page Directions

P-3: Blank Binder Page

Reflections Questions:

1. You were introduced to four very effective teachers. Chelonnda Seroyer and Sarah Jondahl

were first-year teachers. Kristen Wiss and Oretha Ferguson were veteran teachers. What

characteristics did they have in common to be labeled as effective teachers?

2. If you are a preservice teacher, how can you plan for your effectiveness on your first minute of

your teaching career? If you are a veteran teacher, why is it not too late to plan for your

effectiveness?

3. “Potential” implies the possibility for an ability that has yet to be developed or discovered.

What potential would you like to see yourself achieve by the end of this course?

Exit Ticket Type, Directions, and Possible Score:

True and False Statements

Select TRUE or FALSE for each statement.

Possible Score = 7

Enrichment Reading:

THE First Days of School

Pages 12–19, 168–172

Enrichment Binder Pages:

None

Additional Resources Recommended in Welcome:

None

Objectives:

Define classroom management

Describe the differences between classroom management and discipline

Define a procedure

Describe the characteristics of a well-managed classroom

Explain why classroom management is important to effective teaching

Pages:

The Agenda

Classroom Management Concept

Discipline vs. Procedures

Discipline and Classroom Management Differences

Ineffective Teacher Characteristics

Effective Teacher Characteristics

ESSENTIAL Reading:

THE Classroom Management Book

Pages 5–14, 31, 246

ESSENTIAL Binder Pages:

1-1: Classroom Rules

1-2: Classroom Consequences

1-3: Classroom Rewards

1-4: Behavior Intervention

1-5: Recognizing Positive Behavior

1-6: Classroom Seating Arrangement

1-7: If Students Finish Early

Reflections Questions:

1. Classroom management is not a hot new topic. Businesses and business leaders have been

recognized and applauded through the years for their management skill. The same

organizational concepts that apply to businesses also apply to the classroom. What are some

of the similarities between a well-run business and a well-run classroom?

2. Why do children respond more positively to classroom procedures than to classroom rules?

3. How is a procedure different from just telling the student what to do?

4. What is a procedure you use in your personal life? How would your day be different if you

didn’t have this procedure to follow?

5. What are some areas of your classroom that can use improved classroom management

techniques?

6. What are the first three procedures you will implement in your classroom so that it hums with

efficiency? Why is this a question only you can answer?

Exit Ticket Type, Directions, and Possible Score:

Multiple Choice Questions

Select an answer and click SUBMIT to check your response.

Possible Score = 5

Enrichment Reading:

THE First Days of School

Pages 2–5, 92–103, 138–148, 198–201

Enrichment Binder Pages:

1-1 EN: Organizing Student Storage

1-2 EN: Organizing Student Desks

1-3 EN: Additional Seating Arrangements

Additional Resources Recommended in Lesson 1:

None

Explain the need for a Classroom Management Plan

Discuss the benefits of a Classroom Management Plan

Construct a Classroom Management Plan

Pages:

The Agenda

Letter of Introduction

Greeting Students

Opening Assignment

Need for a Classroom Management Plan

Benefits of a Classroom Management Plan

Organizing a Classroom Management Plan

Classroom Management Plans

ESSENTIAL

THE Classroom Management Book

Pages 24–36, 53–56, 60–63, 287–290

Suggestion for Organizing Your Binder located in Additional Resources in the course

under My Work

ESSENTIAL

2-1: Organizing Yourself

2-2: Classroom Materials

2-3: Letter of Introduction to Students

2-4: Classroom Expectations

2-5: Class Seating Chart

2-6: Seating Assignment Method

2-7: Classroom Floor Plan

2-8: First Day Opening Assignment

2-9: First Homework Assignment

2-10: All About Me Bulletin Board

1. The concept of classroom management is very simple. Why do you think teachers resist the

need to create this plan?

2. You know how a Classroom Management Plan benefits you. Of what benefit is it to your

students?

3. At times in this course, your binder is referred to as a Classroom Management Action Plan

binder. Why is this word important to your binder and its contents?

4. What are some procedures you can establish in your classroom? Start a list now and add to it

as you gain further insights progressing through this course.

Fill in the Blank Multiple Choice Selection

Select a word or phrase to complete each sentence.

Possible Score = 7

THE First Days of School

Pages 111–119, 166–167

2-1 EN: Letter of Introduction to Parents

2-2 EN: Class of Winners Bulletin Board

2-3 EN: Themes for Other Bulletin Boards

2-4 EN: Class Contact List

2-5 EN: Class Sociogram

Suggestion for Organizing Your Binder

Objectives:

Identify the three steps to teaching a procedure

Teach a procedure

Describe how procedures become routines

Pages:

The Agenda

Demonstrating a Procedure

Three Steps to Teaching a Procedure

Walking in a Line Procedure

Threading a Sewing Machine Procedure

Benefits of Procedures

ESSENTIAL Reading:

THE Classroom Management Book

Pages 47–52

ESSENTIAL Binder Pages:

3-1: Procedure to Teach Procedures

3-2: Visuals for Procedures

3-3: Walking the Campus

Reflections Questions:

1. Why is it necessary to have a three-step approach to teaching procedures? Validate the

importance of each step.

2. Can you “over teach” a procedure? When do you know that the class has had enough?

3. What is one way that having procedures in place will improve the teaching/learning experience

in your classroom?

Exit Ticket Type, Directions, and Possible Score:

Multiple Choice Questions

Select an answer and click SUBMIT to check your response

Possible Score = 4

Enrichment Reading:

THE First Days of School

Pages 148–152, 155–165

Enrichment Binder Pages:

None

Additional Resources Recommended in Lesson 3:

None

Objectives:

Identify the basic areas to organize for the start of school

Discuss the importance of establishing procedures to increase student learning time

Pages:

The Agenda

Importance of Procedures

Basics for Organizing the Classroom

ESSENTIAL Reading:

THE Classroom Management Book

Pages 16–23, 76–77, 92–95, 104–107, 112–115

Select the section that best reflects your teaching level:

272–276 (Elementary)

277–280 (High School)

281–283 (Middle School)

ESSENTIAL Binder Pages:

4-1: Academic Expectations

4-2: My First Day of School Introduction

4-3: First Day of School Schedule

4-4: Students’ Names

4-5: Roll Taking

4-6: Tardy Process

4-7: Absence

4-8: Homework

4-9: Emergency Drills

4-10: Emergency Activities

Reflections Questions:

1. Why are procedures considered the key element for a well-managed classroom?

2. Imagine your classroom without procedures in place for one of the six basic areas of

organization. Briefly describe what might happen in your classroom with procedures missing

for each area.

Teacher Materials

Communication

Student Materials

Rules and Expectations

Seating

Introduction

3. Can you have too many procedures in your classroom? What must be done in order to have a

procedure become an automatic routine in the classroom?

Exit Ticket Type, Directions, and Possible Score:

Multiple Choice Questions

Select an answer and click SUBMIT to check your response

Possible Score = 4

Enrichment Reading:

THE First Days of School

Pages 100–109

Enrichment Binder Pages:

4-1 EN: Selecting Students

4-2 EN: Classroom Helpers

4-3 EN: Getting Acquainted Activity

Additional Resources Recommended in Lesson 4:

None

Objectives:

Identify the essential procedures for every classroom

Assist students in assuming ownership of their learning

Pages:

The Agenda

Procedures Create Expectations

Procedures Essential for Every Classroom

Expectations Create Ownership

ESSENTIAL Reading:

THE Classroom Management Book

Pages 7, 64–75, 82–85, 118–121, 146–149, 220–222

ESSENTIAL Binder Pages:

5-1: Entering the Classroom

5-2: Start of the Period or Day

5-3: Daily Agenda

5-4: Opening Assignments

5-5: Daily Schedule

5-6: Quieting the Class

5-7: Getting the Students’ Attention

5-8: Getting the Teacher’s Attention

5-9: Transitions

5-10: Leaving the Classroom

5-11: Dismissal

Reflections Questions:

1. What are other essential procedures for your classroom?

2. What is your procedure for you to organize the start of every day?

3. How does the practice of a procedure becoming a routine create ownership for students?

4. What is a routine in your life that you do automatically? Do you see how it is a natural rhythm

for you and creates a sense of purpose for you?

5. Why is it important for students to know what they can expect from you as their teacher?

Exit Ticket Type, Directions, and Possible Score:

Categorization Task

Mark each procedure as either ESSENTIAL to teach the first time students enter your classroom or

NON-ESSENTIAL for those procedures that get taught when needed.

Possible Score = 13

Enrichment Reading:

THE First Days of School

Pages 127–128, 130–135, 178–188

Enrichment Binder Pages:

5-1 EN: Heading for Student Papers

5-2 EN: Paper Name Check

5-3 EN: Collecting Papers

5-4 EN: Returning Papers

5-5 EN: Returning to Task

5-6 EN: Listening to and Responding to Questions

5-7 EN: Working Together in Groups

5-8 EN: Walking in the Hall

Additional Resources Recommended in Lesson 5:

None

Objectives:

Describe the benefits of a schoolwide plan

Contribute to creating a “Culture of Consistency” at your school

Pages:

The Agenda

Building a Culture of Consistency

Schoolwide Classroom Management

ESSENTIAL Reading:

THE Classroom Management Book

Pages 291–294

ESSENTIAL Binder Pages:

6-1: Gradewide and Departmentwide Procedures

6-2: Schoolwide Procedures

Reflections Questions:

1. How can you start a grassroots effort to promote the use of procedures outside of your

classroom?

2. Why are reliability, dependability, and consistency important to students?

3. It’s been noted, that one can walk through the front doors of a school and immediately sense

the prevailing culture of that school. What is it that people recognize that make them believe

they are in an effective school?

4. Why do you want to be associated with an effective school? And, what can you do to keep it

effective?

Exit Ticket Type, Directions, and Possible Score:

Critical Thinking Task

Read the pairs of statements and select the statement that best summarizes this lesson.

Possible Score = 6

Enrichment Reading:

THE First Days of School

Pages 32–36, 135–137, 173–176

Enrichment Binder Pages:

6-1 EN: Ending the School Year

Additional Resources Recommended in Lesson 6:

Classroom Management Template

Objectives:

Observe one teacher’s success with Classroom Management

Complete the assignments

Complete and download your Classroom Management Binder

Pages:

The Agenda

The Success of Amanda Brooks

The Home Stretch

ESSENTIAL Reading:

THE Classroom Management Book

Pages 296–299, and all remaining pages from THE Classroom Management Book

ESSENTIAL Binder Pages:

E-1: Guest Teachers

E-2: Teacher Out of the Room

E-3: Bathroom Use

E-4: Student’s Sudden Illness

Reflections Questions:

1. What is your plan for continuing to add pages to your Classroom Management Plan binder?

2. Twenty-five years from now, if a former student were to walk up to you in a grocery store and

say hello, what would you like for that student to say to you?

3. And now, what is your plan for making those words come true?

4. In the first Reflections (Welcome: Helping You Reach Your Teaching Potential) you were asked

about achieving your potential. What have you learned in this course that will help you achieve

your potential?

5. Have you completed your assignments yet? If not, what is your plan for getting them done?

6. Have you downloaded your Classroom Management Plan binder? Please download it now so

you don’t lose your work. It will not be available after your access to the course expires.

Remember, it is an ongoing process so it will never be completed.

Exit Ticket Type, Directions, and Possible Score:

Fill in the Blank Multiple Choice Selection

This is a multiple-choice Exit Ticket with four choices. Three of the choices are true.

Select the word or phrase that makes the statement FALSE.

Possible Score = 4

Enrichment Reading:

THE First Days of School

Page 38

Enrichment Binder Pages:

E-1 EN: Classroom Visitors

E-2 EN: Additional Procedures for the Start of School

Additional Resources Recommended in Lesson Conclusion:

None

As the leader for a cohort of users who are taking THE Classroom Management Course, you not only

have access to the course the same as if you were a member of the group, but you also have access to

information about the users in the group—their level of participation, engagement, and performance

while taking the course.

Leader Access allows the leader to monitor group progress as a whole and the progress of individual

users within that group. Leaders can review user work, post assignments, provide remedial help, set

due dates, communicate with individuals or groups, and experience the course the same as a user.

To access the course the same as any user in your group, follow the details on page 13 of this guide.

The course behaves the same for both users and leaders.

To access the information only available to leaders of a group, click the blue, Leader Access button

underneath the shelf in the upper, right corner of the page.

Leaders have access to a series of reports and a listing of all participants who are enrolled as a user in

that group.

The name of each report on the whiteboard is a link that takes the leader to the specific report.

• Activity Report

• Group Data

• Individual Data

• Lesson Progress

• Assignments Progress

• Course Completion

• Exit Ticket Scores Cumulative

• Exit Ticket Scores Individuals

• Saved Documents

Activity Report—Provides an overview of the course and how the users are progressing as a

group. The report shows the name of the page in the course, how many users in the group viewed

it, and how many times it was accessed. It also shows the last time the page was accessed by

someone in the group.

The report can be filtered by date to show how many users accessed pages in a date range or on a

specific date. Select the Filter link and Enable the calendar to generate a report.

Group Data—Shows engagement in the course by the group.

Individual Data—Shows the status and engagement in the course by individual users within a

group. The report can be downloaded as an Excel spreadsheet or CSV file.

Lesson Progress—Provides an overview of each user’s progress though all pages in the course.

Progress can be viewed as a group or searched and viewed for an individual user in the group. The

report can be downloaded as an Excel spreadsheet or a CSV file.

Assignments Progress— Provides an overview of each user’s progress through all assignments in

the course. The report shows which assignments have been accessed. Progress can be viewed for

the group or searched and viewed for an individual user in the group. The report can be

downloaded as an Excel spreadsheet or a CSV file.

Course Completion—Shows the group or an individual user’s progress through the course with

the completion of the Exit Ticket at the end of each lesson and the Course Survey. Progress can

be viewed as a group or searched and viewed for an individual user in the group. The report can

be downloaded as an Excel spreadsheet or a CSV file.

Exit Ticket Scores Cumulative--Shows the number of participants who have completed each Exit

Ticket and the average score of the group. The report can be downloaded as an Excel spreadsheet

or a CSV file.

Exit Ticket Scores Individuals—Shows the score and date taken for each Exit Ticket done by an

individual user for all completed lessons. The report can be downloaded as an Excel spreadsheet

or a CSV file.

Saved Documents—Provides access to all saved work of users in the group. In the list of users,

locate the user to be viewed and click on Details for that user. A list of all saved Reflections and

Binder Pages for that user will display. The PDF files can be viewed, printed, or downloaded.

Leaders are not able to edit these saved PDFs.

Participants—Provides access to a complete list of currently enrolled users in that group. Click

the blue, Leader Access button underneath the shelf and then select the Users tab. Select

Enrolled Users. This report contains the user’s name, email address, and last date of course

access.

Message Board—This tool is available for leaders to facilitate discussions, post assignments, ask

questions, issue reminders, and the like to the group. Only members of the group can view the

leader’s Message Board posts. Access the Message Board under MY TOOLS on the whiteboard.

My Calendar—This tool is used to post events or reminders to a group. Access My Calendar under

MY TOOLS on the whiteboard.

Select a date for the post. Under Type of event, select Group to post an item that will be visible to

the entire group. Only members of the group can see the post on the group calendar.

Only leaders can post to the group calendar. Users can only view events posted by the leader to

the group calendar.

Users can also create personal events, visible only to that user. Under Type of event, select User.

This will create a calendar event that is visible only to the user.

FAQs—Leader Access opens a set of FAQs that answer many questions about the course which

only pertain to leaders of a group of users. Access the FAQs under MY TOOLS and click on the

ADMINISTRATOR, FACILITATOR, AND COLLEGE PROFESSOR QUESTIONS link to open the

section.

THE Classroom Management Course is designed to bring maximum impact whether it is taken by an

individual for personal growth or used by participants in a group for collegial learning. The course is

self-paced, and reinforcement is provided along the way that acknowledges successful completion.

For the individual user, discipline is needed to complete the assignments and put the learning into

practice in the classroom. Satisfaction comes when seeing an improvement in classroom climate and

experiencing increased time for instruction.

THE Classroom Management Course is an ideal learning tool that allows for instruction as well as

interaction with fellow users. Teachers learn more in sustained teacher networks and study groups

than individually. Collaboration is the most effective way for teachers to learn their profession.

Collaborative practices make an impact on student achievement.

Group users can be treated like individual users and set free to experience the course at their own

pace—keeping learning to themselves and never having an opportunity to share insights, aha

moments, or their Classroom Management Plans. Leaders can access the user’s progress with the

various reports to ascertain completion of the course.

However, the most effective way to use this course is to lead a group of users through the content with

regular meetings and sharing opportunities, virtually or in person, with the leader acting as the

group’s facilitator.

1. Plan an Initial Meeting with All Users

• Provide the purpose of the course and how the leader will facilitate it.

• Share use of the Calendar for meetings and due dates.

• Check for access to THE Classroom Management Book, a requirement of the course, and to

THE First Days of School, if it will be required.

• Set expectations for assignments required.

o ESSENTIAL Reading

o ESSENTIAL Binder Pages

▪ How many will be required?

▪ Will they be shared with the leader or the group?

o Reflections

o Exit Tickets

• Share if any ENRICHMENT Reading or Binder Pages will be required.

• Review Course Outcomes. (See page 4.)

• Deliver expectations for a Classroom Management Plan as the final product of the course.

o Remind students that work needs to be downloaded before the course access expires.

• Ask users to start with the Orientation before delving into the course.

o Available as a pop up upon first entry into the course.

• Advise users how to get help for technical problems.

o Click the Help link on the whiteboard under MY TOOLS. (See page 56.)

2. Plan a Meeting Schedule and Agendas

• It is highly recommended that users do one lesson at a time. Depending on the meeting

schedule, some meetings may have multiple lessons.

• Set a due date for completion of the lesson and select a date to meet so users can share

their experiences.

o Course access is good for 90 days. Determine how many meetings are needed.

o Plan Meeting Agendas based on the number of meetings.

• Plan the structure for meetings to include discussion, activities, and assignments. (See

Suggested Meeting Planning Format on page 42.)

o TOPIC (Title of the Lesson)

o DISCUSSION

▪ Ask users to share one or more of the Binder Pages created.

▪ Share a procedure that was tried and how it worked.

▪ Reflections—Select one or more questions to discuss with the entire group or

smaller groups.

o ACTIVITY (Select one or more activities as time permits. Create more activities to meet

the needs of the group.)

▪ Discuss ways that the procedures created will increase effectiveness in the

classroom.

▪ Discuss a challenge facing teachers in the classroom and brainstorm procedures to

address it.

▪ Share additional Binder Pages created with the group.

▪ Role play implementation of selected Binder Pages.

▪ Role play Teach, Rehearse, Reinforce.

▪ Review the list of Tabs and Binder Pages found in Suggestion for Organizing Your

Binder available under Additional Resources on the whiteboard. (See page 50.)

Discuss other procedures to add. What other ways could the binder be organized?

▪ Work on new Binder Pages individually or in teams (grade level, subject area,

schoolwide).

o ASSIGNMENTS FOR NEXT MEETING

▪ Complete unfinished activity work.

▪ Try one new procedure and reflect on the level of success.

▪ Do the next lesson(s), including ESSENTIAL Reading assignments and Reflections.

o OTHER

▪ Identify and address any concerns or problems users may be encountering while

taking the course.

▪ Remind group of next meeting date.

▪ Reiterate to the group that good classroom management is the leading trait for

effective teachers.

MEETING #___

TOPIC/ACTIVITIES

READINGS/ASSIGNMENTS DUE

TOPIC

DISCUSSION

• Share a procedure that was tried and how

it worked.

• Reflection Question(s):

ACTIVITY

• (Select from list)

ASSIGNMENTS

• Try one new procedure and reflect

on the level of success.

• Complete Lesson ______ in the

course, including ESSENTIAL Reading

assignments and Reflections for next

meeting.

OTHER

• (Next meeting date)

MEETING #___

TOPIC/ACTIVITIES

READINGS/ASSIGNMENTS DUE

TOPIC

DISCUSSION

• Share a procedure that was tried and how

it worked.

• Reflection Question(s):

ACTIVITY

• (Select from list)

ASSIGNMENTS

• Try one new procedure and reflect

on the level of success.

• Complete Lesson ______ in the

course, including ESSENTIAL Reading

assignments and Reflections for next

meeting.

OTHER

• (Next meeting date)

3. Use the Classroom Management Template (under Additional Resources on whiteboard)

• Use the rubric as a pre-assessment for users to self-assess skills prior to taking the course.

o Save the results.

• Use the same rubric at the completion of the course as a post-assessment.

o Post-assessment can be done by Leader, other group users, or by individual user.

o Compare the post-assessment results to the pre-assessment results.

o Create a plan of action to further develop classroom management skills.

4. Create a Master Bank of Binder Pages

• Encourage collaboration by starting a digital “Master Bank” of Binder Pages created by

users to share with colleagues. Host this database on a local Intranet site so all users can

access it and contribute to it.

5. Celebrate

o At the final meeting, ask users to share one key aha gleaned from taking the course.

o Remind users that learning is a collaborative effort and ask users to support each other

on their professional journeys.

o Encourage users to refine their Classroom Management Plans through the years and

leave it as a legacy for those who follow in their footsteps.

The purpose of a group is to learn together. This can be accomplished without the supervision of a

leader to guide the group. Instead, post assignments on My Calendar to use as benchmarks of

progress to help users stay on course for completion of all lessons in a timely manner. The leader

becomes a manager of tasks as opposed to a facilitator of learning.

Once the time frame for the course for a specific group is determined, post the assignments to My

Calendar under MY TOOLS. All group members will have access to the dates and requirements.

To start, distribute a letter stating why users are taking the course and what the expectations are for

the outcome. Share where users can find the assignments and due dates for each. Stress that the

assignments are the minimum amount required to complete the course. Encourage users to do more.

As users complete each assignment, they will collaborate and share with each other various elements

from the course. Encourage users to respond to each other on the Message Board and help each

other grow and learn.

Assignment for Week 1

• Watch

o Welcome: Helping You Reach Your Teaching Potential

o Lesson 1: What Is Classroom Management?

• Complete

o ESSENTIAL Reading pages from THE Classroom Management Book for both lessons

o ESSENTIAL Binder Page 1-5: Recognizing Positive Behavior

• Post (to the Message Board under MY TOOLS)

o Answer to Lesson 1, Reflection Question #6: What are the first three procedures you will

implement in your classroom so it hums with efficiency?

• Do

o Exit Ticket for Welcome

o Exit Ticket for Lesson 1

Assignment for Week 2

• Watch

o Lesson 2: How Do You Create a Classroom Management Plan?

• Complete

o ESSENTIAL Reading pages from THE Classroom Management Book

o ESSENTIAL Binder Page 2-4: Classroom Expectations

• Post (to the Message Board under MY TOOLS)

o Answer to Reflection Question #4: What are some procedures you can establish in your

classroom?

• Access

o Suggestion for Organizing Your Binder under Additional Resources

• Do

o Exit Ticket for Lesson 2

Assignment for Week 3

• Watch

o Lesson 3: How Do Your Teach Procedures so They Become Routines?

• Complete

o ESSENTIAL Reading pages from THE Classroom Management Book

o ESSENTIAL Binder Page 3-1: Procedure to Teach Procedures

• Post (to the Message Board under MY TOOLS)

o Answer to Reflection Question #3: What is one way that having procedures in place will

improve the teaching/learning experience in your classroom?

• Do

o Exit Ticket for Lesson 3

Assignment for Week 4

• Watch

o Lesson 4: How Do You Organize Your Classroom with Procedures?

o Lesson 5: What Are the Essential Procedures for Every Classroom?

• Complete

o ESSENTIAL Reading pages from THE Classroom Management Book for both lessons

o ESSENTIAL Binder Page 4-1: Academic Expectations

o ESSENTIAL Binder Page 5-2: Start of the Period or Day

• Post (to the Message Board under MY TOOLS)

o Answer to Lesson 5, Reflection Question #5: Why is it important for students to know what

they can expect from you as their teacher?

• Do

o Exit Ticket for Lesson 4

o Exit Ticket for Lesson 5

Assignment for Week 5

• Watch

o Lesson 6: What Are the Benefits of a Schoolwide Plan?

o Conclusion: It’s Time to Execute

• Complete

o ESSENTIAL Reading pages from THE Classroom Management Book for both lessons

o ESSENTIAL Binder Page E-2: Teacher Out of the Room

• Post (to the Message Board under MY TOOLS)

o Answer to Lesson 6, Reflection Question #3: It’s been noted, that one can walk through the

front doors of a school and immediately sense the prevailing culture of that school. What is

it that people recognize that make them believe they are in an effective school?

• Access

o Classroom Management Template under Additional Resources

• Do

o Exit Ticket for Lesson 6

o Exit Ticket for Conclusion

Assignment for Week 6

• Download

o All Reflections pages to save for personal reflection

o All Binder Pages to refer to and build upon in the coming years

o The Certificate of Completion

• Submit (to Leader as proof of course completion)

o Certificate of Completion

o PDF file of all Binder Pages asked to complete in each assignment

• DO

o Self-assessment using the Classroom Management Template rubric

Collaboration can take place among individuals within the group using the Message Board under MY

TOOLS. Users can follow the same outline in the Recommendation for Abbreviated Leader

Guidance by removing the Binder Page component and submitting the Certificate of Completion as

proof of finishing the course.

Assignment for Week 1

• Watch

o Welcome: Helping You Reach Your Teaching Potential

o Lesson 1: What Is Classroom Management?

• Complete

o ESSENTIAL Reading pages from THE Classroom Management Book for both lessons

• Post (to the Message Board under MY TOOLS)

o Answer to Lesson 1, Reflection Question #6: What are the first three procedures you will

implement in your classroom so it hums with efficiency?

• Do

o Exit Ticket for Welcome

o Exit Ticket for Lesson 1

Assignment for Week 2

• Watch

o Lesson 2: How Do You Create a Classroom Management Plan?

• Complete

o ESSENTIAL Reading pages from THE Classroom Management Book

• Post (to the Message Board under MY TOOLS)

o Answer to Reflection Question #4: What are some procedures you can establish in your

classroom?

• Access

o Suggestion for Organizing Your Binder under Additional Resources

• Do

o Exit Ticket for Lesson 2

Assignment for Week 3

• Watch

o Lesson 3: How Do You Teach Procedures so They Become Routines?

• Complete

o ESSENTIAL Reading pages from THE Classroom Management Book

• Post (to the Message Board under MY TOOLS)

o Answer to Reflection Question #3: What is one way that having procedures in place will

improve the teaching/learning experience in your classroom?

• Do

o Exit Ticket for Lesson 3

Assignment for Week 4

• Watch

o Lesson 4: How Do You Organize Your Classroom with Procedures?

o Lesson 5: What Are the Essential Procedures for Every Classroom?

• Complete

o ESSENTIAL Reading pages from THE Classroom Management Book for both lessons

• Post (to the Message Board under MY TOOLS)

o Answer to Lesson 5, Reflection Question #5: Why is it important for students to know what

they can expect from you as their teacher?

• Do

o Exit Ticket for Lesson 4

o Exit Ticket for Lesson 5

Assignment for Week 5

• Watch

o Lesson 6: What Are the Benefits of a Schoolwide Plan?

o Conclusion: It’s Time to Execute

• Complete

o ESSENTIAL Reading pages from THE Classroom Management Book for both lessons

• Post (to the Message Board under MY TOOLS)

o Answer to Lesson 6, Reflection Question #3: It’s been noted, that one can walk through the

front doors of a school and immediately sense the prevailing culture of that school. What is

it that people recognize that make them believe they are in an effective school?

• Access

o Classroom Management Template under Additional Resources

• Do

o Exit Ticket for Lesson 6

o Exit Ticket for Conclusion

Assignment for Week 6

• Download

o All Reflections pages to save for personal reflection

o Any Binder Pages created to refer to and build upon in the coming years

o The Certificate of Completion

• Submit (to Leader as proof of course completion)

o Certificate of Completion

• Post on the Message Board under MY TOOLS, the answer to Reflection Question #3: What is

one way that having procedures in place will improve the teaching/learning experience in your

classroom?

• DO a self-assessment using the Classroom Management Template rubric.

Suggestion for Organizing Your Binder

•

Tab

Binder Page

Binder Page Title

Lesson 1 — ESSENTIAL Binder Pages

Lesson 1 — ENRICHMENT Binder Pages

Lesson 2 — ESSENTIAL Binder Pages

Lesson 2 — ENRICHMENT Binder Pages

Lesson 3 — ESSENTIAL Binder Pages

Tab

Binder Page

Binder Page Title

Lesson 4 — ESSENTIAL Binder Pages

Lesson 4 — ENRICHMENT Binder Pages

Tab

Binder Page

Binder Page Title

Lesson 5 — ESSENTIAL Binder Pages

Lesson 5— ENRICHMENT Binder Pages

Lesson 6 — ESSENTIAL Binder Pages

Lesson 6 — ENRICHMENT Binder Page

Execute — ESSENTIAL Binder Pages

Execute — ENRICHMENT Binder Pages

From a Primary Teacher

“Many professional development courses are chock full of information that is "research based" yet

misses the mark when it comes to actually applying it to my classroom. This is not the case for The

Classroom Management Course, in fact it is the complete opposite. This course puts into the teachers’

hands the keys needed to be successful and to spend more time teaching and less time reacting to

behaviors. Does it take hours to put together your plan? Yes. But every minute is worth the effort and

being prepared shows your students that you care for them as students and as individuals. I am

excited to implement the procedures in my classroom and have my BEST year of teaching ever!”

From an Elementary Teacher

“Using the procedures from this course allowed me to create an environment that I want to come

back to day after day. It helps me love my job!”

From a Middle School Teacher

“I was expecting this to be a lot of "wishful thinking" or "in a perfect classroom this could work." I was

pleased to learn I was wrong. I learned that I can have what I wish for, and I can make my own

"perfect" classroom. I really enjoyed the lessons and found myself excited to begin the next topic, yet

pausing in the middle of a lesson to make a plan of my own using what I was learning. I am honestly

sad it is over.

From a High School Teacher

“I feel that I have started to learn a vital piece of my profession with this course.”

From a Preservice Teacher

“This has been the most helpful course in helping me this first year. I put this into play, and so far I

have one of the best managed classes per my supervising teachers. Thank you!!”

From a First-Year Teacher

“This class added so many procedures in my classroom that my students look forward to and make

my class run like a well-oiled engine. Thank you for helping me grow so I can help my students grow.”

From a Veteran Teacher

“I liked the team effort. It created discussions about important topics. Well worth the hours spent.”

From an Alternative Certified Teacher

“For an Alt-A student with only a year and a half experience with being a substitute teacher, this

course has opened my eyes! I now understand why some classes are successful and why some aren't.

I really like the way this course broke everything down. It makes creating a classroom management

plan A LOT LESS OVERWHELMING!”

From an Administrator

“This course is so extremely practical! Very rarely do educators encounter PD that is just as useful for

effective and/or veteran teachers as it is for struggling and/or new teachers! The Reflection Questions

and Enrichment Pages really add value to the course for ALL learners! Thank you!”