Title of Lesson Plan: Behavior Management

Date: 2/20/19 Professor: Jessica Ebel

Course: EPS 605- Educational Psychology Unit: Principles of Learning Theory:
Class Description: Blended Course, 30 students Classroom Management
Googlesite: https://sites.google.com/site/learningtheoryforteachers/syllabus-move
Prior to Class:
1. Online Mastery Quiz #1: Teacher Characteristics & Positive Expectations (graded, 10 questions, 30 points)

2. Online Pre-class Quiz #2: Classroom Management (ungraded, 5 questions)

3. Prewriting Assignment: Portfolio Post #2 (30 points)

What do you think learners need in order to be successful? Create a list of basic student needs.
What outside factors might possibly affect student behavior? Create a list of these external factors.
What internal factors might cause children to misbehave? Create a list of reasons why students misbehave.
What are the most important behaviors that students need to learn? Create a list of values or traits students should possess.
What is your guidance philosophy? What works with children? What doesn’t?

4. Readings on Classroom Management: As you read, fill in ideas for Classroom Checklists 2,3, &4 (Wong, in particular)

“Psychological Foundations of Instructional Design” Marcy P. Driscoll

http://www.davidlewisphd.com/courses/EDD8124/fall11/2012-Driscoll-CH4PsychologicalFoundationsofID.pdf

Educational Psychology Free Global Text by Kelvin Seifert and Rosemary Sutton
Chapter 7: Classroom management and the learning environment, pages 138-156
http://www.oercommons.org/courses/educational-psychology/view

The First Days of School by Harry and Rosemary Wong Unit C: Chapters 18-20, pages 141-194

5. Discussion Board Post #2 (40 points)

Write about one AHA moment or quote of interest from each of the three readings. How do the behavior management strategies from the
second two readings relate to the major epistemological perspectives discussed in the first reading by Driscoll? Please cite a minimum of 3
sources using APA format and consult the rubric. Initial post is due by next class session. Respond to 2 peers and 1 more person who replied to
your original post. These replies are due 2 sessions from now.

6. Pre-session Video Lectures #2: Collaborative EtherPad Discussion Groups: Watch your assigned video, then type notes and
reactions into your group’s EtherPad page. (20 points)

GROUP 1: Maslow- Hierarchy of Needs https://www.youtube.com/watch?v=O-4ithG_07Q

Guiding Question: How might a student’s behavior be influenced by each of the 5 stages?

GROUP 2: Erikson- Eight Stages of Psychosocial Development https://www.youtube.com/watch?v=aYCBdZLCDBQ&t=4s

Guiding Question: How might a child’s life experience influence his or her ability to learn during the first 5 stages?

GROUP 3: Piaget-Theory of Cognitive Development https://www.youtube.com/watch?v=IhcgYgx7aAA

Guiding Question: How might a child’s behavior be a factor of his or her cognitive stage and what are some key teaching implications for
each of the 4 stages?

GROUP 4: Experiential Learning https://www.youtube.com/watch?v=5d71xhEbjDg

Guiding Question: How does experiential learning connect with making mistakes, and how can teachers use mistakes to guide behavior in
the classroom?

GROUP 5: GRIT- Character Traits That Matter in School, Work, and Life https://www.youtube.com/watch?v=vzle_Puyg5o
Guiding Question: How can teachers use character traits to help students develop self-control and grit?

GROUP 6: Growth Mindset vs. Fixed Mindset https://www.youtube.com/watch?v=KUWn_TJTrnU

Guiding Question: How might a student’s mindset influence his or her behavior, and what can teachers do to encourage a growth mindset
in the classroom?
Behavior Management: Session 2
Immediate Objective: Grouping:
#1. Given sample case studies, the learner will identify and sort the root causes of misbehavior. Individual
#2. Given the Teacher Behavior Continuum and a set of behavior scenarios, students will choose 5 per group
the appropriate teacher response ten out of twelve times. Whole Group
Groups of 2 or 3
Ongoing Objective:
#3. The learner will write and then be able to defend his or her own behavior management Assessment:
philosophy. ☒ Self-Assessment
☒ Peer Assessment
National Council on Teacher Quality Standard: STANDARD 10: CLASSROOM MANAGEMENT ☒ Professor Assessment
The program ensures that teacher candidates practice specific techniques for managing the classroom.
10.3 Observation or evaluation instrument addresses the student teacher’s ability to recognize appropriate
behavior through meaningful praise and other forms of positive reinforcement.
10.4 Observation or evaluation instrument addresses the student teacher’s appropriate use of overall
classroom awareness and/or the least intrusive means to prevent or manage minor student misbehavior.

Materials/Resources:
Mentimeter Presentation
Job Aid Handouts: Mistaken Goals Chart, Teacher Behavior Continuum
Peer feedback forms
6 large poster boards
6 sets of markers
12 Behavior Scenario Slips
Time: 150 min. Lesson Outline: (Please view the PowerPoint Simulation while you read this for images)

10:00 ☐ Hook/Pre-Assessment: Mentimeter Focus Question: speech bubble responses, discuss

10:10 ☐ Share the Objective: Inform the learner of the specific objectives for this class session.
☐ Activate & Assess Prior Knowledge: Prior Knowledge Mentimeter Quiz (4 clicker scenarios asking students
to guess why a child is acting out
10:20 ☐ Input Students will discuss a Mentimeter Presentation on Rudolph Dreikurs and the Goals of Misbehavior
10:30 ☐ Check for Understanding, Questions, & Discussion (revisit 4 clicker scenarios)
10:40 ☐ Guided Practice/Feedback: Students break into Collaborative EtherPad Discussion Groups. Prior to class,
they have developed ideas from Portfolio Post #2 and their assigned Video Lecture. Now the goal is to
incorporate new ideas from Dreikurs, adding more notes and examples to the EtherPad conversation. Professor
will visit each group to provide validation/feedback and foster deeper thinking within the zone of proximal
development.

10:50 ☐ Check for Understanding: In groups, students will create posters that list 5-10 implications for teachers in
the classroom based on the theories from the Video Lectures and the Goals of Misbehavior.
11:05 Groups will present posters to the class. Students will complete peer feedback forms for each group.

11:35 ☐ Input Students will discuss a Mentimeter Presentation on the Teacher Behavior Continuum
☐ Modelling/Demo: Professor will describe scenarios and model the continuum to redirect misbehavior

11:50 ☐ Check for Understanding: Clicker Questions & Discussion (8 clicker questions asking students to guess why
a child is acting out AND choose the most appropriate teacher response

12:00 ☐ Guided Practice/Feedback: Student break into teams of 2-3. Each group will receive a slip of paper with a
sample scenario. Using the Teacher Behavior Continuum as a job aid, students will take turns role playing the
characters. Instructor will circulate and provide immediate feedback.

☐ Questions/Closure: As a culminating activity for the session, students will provide a speech bubble
12:20 response to the final Mentimeter Focus Questions as an exit ticket.
☐ End of Class Session
12:30
Behavior Management: Session 2
Post-Class Activities:

☐ Independent Practice:
Student Portfolio Page: Classroom Management Philosophy Metaphor (100 points) Objectives assessed: #3
For this assignment, students will draw a picture or create an image that depicts a metaphor for teaching to represent their own classroom
management philosophies. They will compose a first draft of the description, after careful consideration and reflection on their own schooling.
Then, they will use what they have learned about other management models and current research in this course to revise and flesh out their
philosophies. They will include ideas about common discipline practices and discuss their strengths and limitations. They will also include
thoughts on ways to prevent and handle misbehavior in the classroom. The instructor will provide specific feedback via email and discussion
board post. Both the student and instructor will help to assess and revise the writing portion according to a provided with rubric. The
differences between the first and final drafts will clearly show changes in thinking and growth over time. Through this metaphor, teachers will
develop and then be able to defend their own behavior management philosophies. (See rubric for criteria)

☐ Summative Assessment
Mastery Quiz #2: (15 questions, worth 30 points total) Objectives assessed: #1, #2
The online quiz will assess understanding of content through a selection of case studies. The case studies will ask students to determine root
causes of misbehavior and select the appropriate teacher response.

Follow Up/Homework:
Prior to Next Class
1. Online Mastery Quiz #2: Classroom Management (graded, 15 questions, 30 points)

2. Online Pre-class Quiz #3: Lesson Mastery (ungraded, 5 questions)

3. Portfolio Post #3: (See rubric for criteria) Draw a picture or create an image that depicts a metaphor for teaching to represent your own
classroom management philosophy. Think about your own school experience. How do children learn and how does that relate to the
relationships between the student, parents, teacher, and peers? Try this simile to begin brainstorming ideas:
Teaching is like _____ because... Post the first draft to your Personal Portfolio page. (30 points)

4. Portfolio Posts #4-6: Select 3 ideas from Checklist 1 and fully develop them. Attach documents or photos to your portfolio
page with a short description of each. (30 points)

5. Readings: As you read, fill in ideas for Checklists 2, 3, &4

Readings on Constructivism and Vygotsky’s Zone of Proximal Development:

“Constructivism in Practical and Historical Context” Brent G. Wilson
file:///C:/Users/Jess/Downloads/Constructivism_in_Practical_and_Historical_Context.pdf

“Using the "Zone" to Help Reach Every Learner” Debbie Silver

http://eds.a.ebscohost.com.libproxy.nau.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=f51874e2-ea76-4a46-8273-
10742bff3588%40sessionmgr4006

“Scaffolding social and emotional learning in an elementary classroom community: A sociocultural perspective” Veronica Morcom
https://ac-els-cdn-com.libproxy.nau.edu/S0883035514000494/1-s2.0-S0883035514000494-main.pdf?_tid=18168faa-1475-4269-
9d72-8d4b30b49b10&acdnat=1551314457_67df6d09379830095477832e418e1215

Readings on Lesson Mastery:

“Beyond Discipline to Guidance” Dan Gartrell https://files.eric.ed.gov/fulltext/ED448889.pdf

Educational Psychology Global Text (Seifert & Sutton) http://www.oercommons.org/courses/educational-psychology/view

Chapter 8: The nature of classroom communication, pages 159-179 (20 pages)
Chapter 9: Facilitating complex thinking, pages 183-206 (13 pages)

The First Days of School (Wong)

Unit D: Chapters 21-22, pages 194-228 34
6. Discussion Board Post #3 (40 points)
Briefly describe your experience from the Role Playing Activity from last week’s class. Which of this week’s readings tie in with
your specific scenario? Can you think of other possible responses to add to the Teacher Behavior Continuum? Where would you
put them? In what ways can a teacher’s lesson planning have an effect on student behavior? Please cite a minimum of 3 sources
using APA format. Initial post is due by next class session. Respond to 2 peers and 1 more person who replied to your original
post. These replies are due 2 sessions from now.

7. Pre-session Video Lectures #3: Collaborative EtherPad Discussion Groups (20 points) Check email for new group assignments.

GROUP 1: Early Childhood Education Research https://www.youtube.com/watch?v=NNgp1_B-6c8

Guiding Question: Children experience synaptic pruning and come to school with prior knowledge. How can classroom teachers integrate
individualized instruction to reach students at varying levels?

GROUP 2: The Science of Teaching and Effective Education https://www.youtube.com/watch?v=KVLTxKyxioA

Guiding Question: What do Master Teachers do differently? What are your teaching strengths? Which characteristics and skills would you
like to develop to become a more effective teacher?

GROUP 3: Bloom’s Taxonomy https://www.youtube.com/watch?v=ayefSTAnCR8

Guiding Question: Think of a lesson from your childhood. Write one activity for each of Bloom’s six levels related to that content.

GROUP 4: Gardener https://www.youtube.com/watch?v=Au0z3EtUiBg

Guiding Question: Which intelligences do you most identify with? Pretend you are assigning a book report. Write one activity for each of
Gardener’s nine intelligences so that student can choose from your list.

GROUP 5: Situative learning https://www.youtube.com/watch?v=Y4JpqH-Sqzw

Guiding Question: Describe a time when you experienced cognitive conflict and your thinking changed because of context. Explain an idea
for a lesson using cognitive conflict and context in the classroom.

GROUP 6: Learning with Passion and Enthusiasm https://www.youtube.com/watch?v=JawhTCCbVZM

Guiding Question: Describe the most exciting lesson from your childhood. What made this lesson so memorable for you? What hobbies,
skills, and outside interests can you integrate with subject matter to bring enthusiasm into the classroom?
Bloom’s Taxonomy: Learning Styles: Multiple Intelligences:
☒ Knowledge ☒ Auditory ☒ Verbal/Linguistic
☒ Comprehension ☒ Visual ☐ Logical/Mathematical
☒ Application ☒ Tactile ☒ Visual/Spatial
☐ Analysis ☒ Social ☐ Musical
☐ Synthesis ☒ Extroversion/ ☒ Bodily/Kinesthetic
☒ Evaluation Active learners ☒ Interpersonal
☒ Introversion/ ☒ Intrapersonal
Reflective learners ☐ Naturalistic

Modifications for Individual Students: (would be handwritten notes, depending on student needs)

Personal Notes/Reminders/Other Considerations:

Modifications for Fully Online Classes: Conduct via Adobe Connect or Wimba, substitution for poster assignment
Rationale
1. Description of Lesson Content
The goal of this lesson is to equip new teachers with ideas for preventing misbehavior and to provide a continuum of strategies for
them to use when students misbehave in the classroom. If teachers constantly have to deal with behavior issues, they will lose
valuable instructional time and take the focus away from those students who ARE behaving appropriately. This session focuses
primarily on the Teacher Behavior Continuum and its application in the classroom. Teachers will identify the root causes of
misbehavior, internalize strategies to prevent it, and practice dealing with problems with the least intrusive methods.

A unique aspect of this course is the fact that the instructor will actually be using learning theory to help the teachers learn about
learning theory. The following strategies were carefully chosen to promote a social constructivist, project-based learning
environment. I believe that this is the best approach for encouraging learners to meaningfully connect to, internalize, and
therefore retain new information. Each learner will come to the class with a unique set of experiences and background
knowledge. Since each learner has a unique schema (knowledge structure) it would be highly inappropriate to assume they all
need to learn the exact same things in the exact same way. It would also be inappropriate to build the course around the
instructor and the knowledge he or she must transfer. Therefore, this course was designed to help learners test and construct
their own knowledge by:
 Comparing and testing their personal understanding and experiences with those of others
 Engaging in authentic, context-based learning activities
 Collaborating and talking with others to gain multiple perspectives on topics
 Setting individual goals and regulating their own learning
 Questioning and reflecting on what and how they are learning
 Relating what they are learning to personal classroom experience

Rationale for Blended Format

This course will combine online activities and face to face sessions that complement each other. Content will be housed within
the learning management system which will include the online syllabus, course schedule, and channels for communication.
Technology will be used to “shift the balance of power toward the learner” (Bart, 2011). Interactive online assignments allow
students to practice, gather feedback, and master the material at their own pace. In this manner, students become more
responsible for their own learning. Learner-centered assignments allow students to build connections with the material and
evaluate and document their own work. Students take ownership of their learning as they are engaged in producing their own
content. Well designed, engaging online assignments will motivate students and keep them on task, which will “correlate with
more learning and higher test scores” (Bart, 2011). In this course, each student will create a Personal Portfolio page where posts
will document growth and help students engage in self-reflection.

Rationale for the Lesson Plan Template and Format

I chose to modify a lesson plan template from the Professor's Resource Site of Algonquin College of Applied Arts. I liked the layout
and the fact that it had check boxes for Bloom’s Taxonomy and Gardner’s Multiple Intelligences. It also included a checklist for
Madeline Hunter’s style of lesson planning, which I converted into an outline. Hunter’s format is tried and true in the field of
education. Its major strength is the focus on course objectives and standards which must then be linked to assessment and
evaluation for each lesson. Her formula builds on the interaction between teacher and students, systematically engaging students
in course material throughout the lesson. A lesson plan is an excellent compass, especially for new teachers. However, lesson
flexibility is just as important and teachers must relinquish control and allow for shift when students spend more time engaged in
one portion of the lesson or when something goes awry. Flexibility makes our courses “less about us” and “more about student
engagement” (Hara, 2010). As a yoga instructor, I always know which postures I can safely omit if we are running short of time. In
the classroom, I prioritize activities so that students can meet objectives, but still leave some room to follow student interests,
questions, and discussion points.

Rationale for Mixed Grouping

I want this course to include activities for a variety of learning styles and grouping patterns. Visual learners need to see the
information, auditory learners need to hear it, and tactile learners “need to literally get their hands on it” (WikiHow, 2019). I also
wanted to include activities for both extroverts and introverts. Each student is a unique person with different life experiences and
will therefore learn differently. In using a combination of many different student interaction patterns, I hope all students will be
able to interact with the material and build off one another (WikiHow, 2019).
“Employers consistently cite the ability to work as part of a team as a skill they value in college graduates and future employees
(along with communication skills, adaptability, creativity, and consensus building). A survey by the National Association of Colleges
and Employers (2017) echoes this, with 82.9% of participating employers ranking teamwork as a critically important skill set. In a
separate survey of college students, however, only 51% of the respondents felt their experience in higher education had
effectively prepared them to be effective group members and leaders” (Garner,2019).

2. Prior Activities
Rationale for Mastery Quizzes
Mastery Quizzes will assess assimilation of prior class content and will help focus student attention on areas with which they’re
struggling. Data from results will be analyzed by the professor and can be a departure point for class review and reteach
activities. Questions may be in multiple choice, short answer, and open-ended forms. Although multiple choice questions can be
used for assessment at fact recall level (the knowledge level of Bloom’s Taxonomy), I also see the potential for assessing higher
levels of thinking.  It takes a bit more time and creative thinking up front, but professors can design questions that ask students to
match, classify, or select explanations to show if they understand the material at the concept level.  At the application level,
students can be given a real-world scenario where they must make a decision. When students offer a critique of a scenario with
suggestions for improvement, their open-ended responses would demonstrate capabilities at the evaluation level.

Rationale for Pre-Class Quizzes

These quizzes will be used to focus attention and assess prior knowledge. Students will take a pre-class quiz before each topic is
introduced. The questions will help them to think about what they already know about behavior management and what they still
want to know. I want students to reflect on their own beliefs and practices from the inside out, developing their own ideas before
they latch onto various theorists or theories. This way, the students will develop and construct their own belief systems, rather
than simply regurgitating someone else’s. Many college professors tout the benefits of low-stakes grading opportunities and give
students multiple attempts to pass online quizzes (Bart, 2011). I plan to do the same as I feel these policies build confidence and
students will become more active in the process of learning.

Rationale for Prewriting Assignment

The goal of this assignment is to get individual students to formulate and verbalize their own ideas about why children behave the
way they do so that they can later evaluate compare them with established learning theories.

In any group, some people will share ideas more often than others. Students who rarely speak up in class are “reflective
learners”, who need to develop thoughts in their minds before speaking, while others who contribute often are “active learners”,
who need to think out loud. Instructors must provide an environment where students with various learning preferences and
different personalities can all participate. Prewriting activities are an effective way to provide reflective learners and shy students
an outlet for developing ideas ahead of time so that they will be more prepared to contribute to the class discussion later on
(Washington University, 2009).

Rationale for Readings & Classroom Checklists

I selected these texts for reading prior to the class session for the following reasons:

Driscoll: This reading provides a general overview of the principles of learning theory from a psychological standpoint. The author
discusses the history and research that support various epistemological frameworks, giving students a “big picture” view on the
major schools of thought.

Seifert & Sutton: Both authors are experts in the field of educational psychology. This chapter introduces best practices in
arranging learning environments, procedures, and rules. If inexperienced teachers can develop a management plan that prevents
and anticipates misbehavior, they can also prepare a toolkit of techniques that will help them respond effectively.

Wong: This book is full of techniques that are directly applicable in the elementary school setting. The classroom management
section covers crucial information and guides teachers in creating their own management plans. It has specific examples and
practical ideas to help new teachers prepare in advance for the first day of school.
As they read, students will jot down notes for future use when setting up their classroom environments. The set of five checklists
were created by an experienced teacher to help guide new teachers through the process and scaffold learning. This is an
ungraded activity, but students will use ideas from these lists to fully develop and post content for their Personal Portfolio pages.

Rationale for Discussion Board

We will use the discussion boards to share teaching experiences and expand upon the readings and topics discussed in class.
These forum posts will ensure that students have read the assigned readings. Their responses and citations will show me that
they have understood the content and merged it with their own knowledge of the topic. When students do the preparation and
produce work ahead of time, we will be able to have a more productive class session.

The students receive productive feedback through the Discussion Board from both the teacher and their peers. . When I respond
to students on the forums, I can ask questions, guide interests, and personalize learning. For each assigned topic, students will be
required to post one response of their own, citing a minimum of 3 sources using APA format. After that, students will reply to two
classmates and one peer who replied to their original post. In all, each student will write at least four posts for each topic. Posts
will be graded on the quality/depth of the contribution and will be scored according to a rubric.

Initial posts may include one or more of the following:

 Share observations from internships
 Reflect and think critically about classroom observations
 Analyze classroom situations and determine ways to improve the quality of instruction or environment
 Share insights on knowledge construction
 Evaluate practices observed and suggest ways to make interactions, lessons, and environments more constructivist

Responses may include one or more of the following:

 Ask a probing question
 Share an insight from having read a classmate's post
 Offer and provide evidence to support an opinion
 Validate a classmate's idea with reference to personal experience
 Make a suggestion
 Expand on a classmate's post

Rationale for Personal Portfolio Posts

These posts will be uploaded onto the Personal Portfolio page of each student. These posts may include video, photo, or written
assignments. Many of these posts will be based on activities from the Classroom Checklists. Points for each post will vary to
account for the amount of time and effort for completion. However, all posts will be scored according to a rubric.

Rationale for the Flipped Classroom

In essence, “flipping the classroom” means that students “gain first exposure to new material outside of class”, from readings or
videos, and then use class sessions “to do the harder work of assimilating that knowledge, perhaps through problem-solving,
discussion, or debates” (Brame, 2013). This approach differs from traditional methods because students are using class time to
deepen understanding and practice skills rather than passively absorb knowledge from a lecture. The pre-class assignments help
students clarify their thinking about subject matter before coming to class, thereby producing richer discussions during class
sessions. (Brame, 2013).

Research from several studies by university physics teachers has indicated that this approach works and can produce significant
learning gains. In comparing two sections of large-enrollment physics classes, Carl Wieman and colleagues found that “student
engagement increased in the experimental section from 45 +/- 5% to 85 +/- 5%” according to a group of trained observers. When
the two groups were assessed using a multiple choice test, students from the control classroom produced and “average score of
41 +/- 1%” while the average score was “74 +/- 1% in the “flipped” classroom, with an effect size of 2.5 standard deviations”
(Brame, 2013). This significant increase in student learning provides solid evidence that the flipped classroom model actually
works.

I personally believe that traditional lectures are out of sync with today’s learner. Today’s instructors must intelligently apply
various technologies to promote more active, student-centered learning. The flipped method enables teacher to draw from the
infinite variety of resources available on the internet. Students need opportunities to follow their interests and make individual
choices about what and how they want to learn. Choices allow students to work at their own levels, which makes them more
responsible for their own learning (Lederman, 2017).

In order to implement a flipped approach, I decided to use of a series of Pre-session Videos from Sprouts, a YouTube channel
devoted to education, learning, science, and creative and critical thinking. I selected these specific videos because they were:
 broken into short, manageable topics
 simple but not over-simplified
 animated in a fresh, whiteboard style
 supported by research from scientific studies
 highly relevant to the field of education
 a valuable way to promote student choice, as students can self-select video topics of interest

When my students are exposed to the content ahead of time, I can do a better job of helping them learning to apply knowledge
during class time by providing immediate feedback and support. I can focus on building relationships and have “meaningful
contact” with each student during my sessions (Lederman, 2017). As a class, we can engage in activities that promote learning at
higher levels. “In terms of Bloom’s Taxonomy, this means that students are doing the lower levels of cognitive work (gaining
knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis,
synthesis, and evaluation) in class.” (Brame, 2013). As we apply new knowledge to complex situations, students can benefit from
immediate feedback from their peers and myself. I can offer specific praise and encouragement, ask guiding questions to correct
misconceptions, and guide students to think more deeply about the ways in which children learn.

Rationale for Using EtherPad for Collaboration

Some students are less likely to raise their hand or volunteer in the large group for a variety of reasons. While some people are
initially shy or uncomfortable, others may be dealing with language barriers or learning disorders. To address this issue, I plan to
vary the type of participation. For this lesson, students work individually for the prewriting activities and next collaborate in small
groups, “which allows them to formulate their thoughts before speaking up in the large group” during class time (CELT, n.d.).

I included collaborative group work because it will force learners to verbalize and solidify thoughts, but it will also allow learners
to study content with input from other students who may have different perspective and experiences to share.  Based on
teamwork, students will strengthen interpersonal social skills and allow the ideas of others to help them shape their thinking.

More specifically, I selected EtherPad as our collaborative digital platforms because it allows all members of the team to type at
the same time and is color-coded based on who wrote the text. The interface is highly intuitive and easy to use for group note-
taking, and small-group planning activities, such as brainstorming. The chat window allows students to ask questions and discuss
the content they are adding and will help them to actively engage with the group for short answer and open-ended discussions.
The color-coded edits will help me during assessment. I selected EtherPad because I want to be able to observe the discussion
process and “monitor the level that individual group members are contributing to the final product” (Garner, 2019).

In addition, I wanted to provide students with a collaborative workspace where they could contribute to the overall work of the
group as their schedules permit. “We live in a digital age in which it is increasingly common for group members to work remotely
and asynchronously” and I think course design need to reflect that shift (Garner, 2019).

3. Learning Objectives
Immediate Objective for this class session:
1. Given sample case studies, the learner will identify and sort the root causes of misbehavior.
2. Given the Teacher Behavior Continuum and a set of behavior scenarios, students will choose the appropriate teacher
response ten out of twelve times.

Ongoing Objective:
3. The learner will write and then be able to defend his or her own behavior management philosophy.
4. Student Engagement: Rationale for In-Class Learning Activities
This section will describe our in-class activities. Please view the PowerPoint Simulation for a visual mock-up of my Mentimeter
presentation while you read this portion, and consult the Appendix for copies of the class handouts and checklists.

Hook: Starting with a Question

As today’s college populations become increasingly diverse, it is crucial to recognize differences in academic and personal
experience. I decided to start with an open-ended question to gauge students’ prior knowledge of classroom management and
pinpoint any preconceived notions about dealing with misbehavior in the classroom (Milkova, n.d.).

The cartoon I selected will engage students, direct attention, and activate prior knowledge of behavior management and add
some humor to break the ice and get the conversation flowing. This cartoon itself is highly exaggerated and depicts more extreme
levels of classroom misbehavior, but I felt like it conveyed the idea that teaching thirty children is an exercise in controlled chaos.
In our profession, teachers have to manage so much at once while working in the classroom. Successful teachers possess high
levels of situational awareness or “with-it-ness” as educational theorist Jacob Kounin coined it in the 1970’s (Seifert & Sutton,
2009). I wanted to give students “a 30,000 foot view of the lesson” and explain how this course will help them learn to lead an
entire classroom by starting with the basic principles of behavior management (Tenkely, 2019).

Share the Objective and Assess Prior Knowledge: Clickers/Mentimeter Pre-Lecture Responses
Instructor will display the objectives and gauge prior knowledge using four clicker questions. All students will answer the
questions, often via iPhone or “clickers”, which will allow the instructor to see and display the class data immediately. Without
revealing the answer, the instructor will make a note of votes to compare with post questions and ask student to record their
initial responses for later comparison.

Input: Mentimeter Mini-Lecture on Dreikurs and the Goals of Misbehavior

I think the most important phrase I read for this assignment was “don't confuse lesson with lecture” (BCIT, 2003). It made me
realize that a lecture is just one teaching technique that may be used in a lesson to convey information and prompted me to
develop two 10 minute mini-lectures instead of a long, droning monologue (BCIT, 2003). The traditional lecture format is
incompatible with some learning styles, but I still needed a platform to introduce cognitive conflict, expose students to the ideas
of various theorists, and display problems, prompts, and questions. Mentimeter was the answer because its audience response
features allowed me to systematically build interaction into each of my mini-lessons. I didn’t purchase a membership yet, but
used the trial version to create a simulation in PowerPoint that will show you exactly how I plan to present this lesson.

Check for Understanding: Clickers/Mentimeter Post-Lecture Responses

Throughout the session, I plan to pause every 15-20 minutes to let students ask questions and talk about the topic so that they
can listen more actively to the lecture and participate more. “If you lecture for 45 minutes before you pause for questions or
discussion, your students will have been taking notes for so long that they may find it difficult to switch modes quickly.
Furthermore, they may well have forgotten questions, comments, or unclear concepts from the earlier parts of class” (Washington
University, 2009).

During the check for understanding, the instructor will present the same 4 clicker questions. Upon answering each question, the
instructor will display the class data, provide the answer, and compare these responses to pre lecture responses. If most of the
class is correct, I will know that we are able to move on. However, I will employ the peer instruction (PI) model if more than 65%
of the class answers incorrectly. At that point, students will “reconsider the question in small groups while instructors circulate to
promote productive discussions. After discussion, students answer the conceptual question again. The instructor provides
feedback, explaining the correct answer and following up with related questions if appropriate” (Brame, 2013). This technology
promotes active student engagement, encourages discussion and collaboration among students, and helps teachers adapt to the
immediate learning needs of students with this method, when clicker data shows that students understand a given topic, the
instructor can move on.  If not, then the professor can spend more time on the topic for clarification.

In addition, professors can use clicker questions to assess learning at levels of Bloom’s Taxonomy if the questions are worded
carefully. This tool can be used to gather student perspectives and information on their experiences, gauge confidence in
understanding of material, or measure progress on assignments or readings.  Furthermore, when collecting from students,
“clickers can bring a sense of immediacy and relevance” to the content (Bruff, 2018). 
Guided Practice: Collaborative Group Work
At this point, students have already used EtherPad to verbalize and form their ideas by talking with others and have created
unique documents that represent their shared learning from the Pre-session Video Lectures. These documents will serve as
support material after the Mentimeter Presentation on Dreikurs. Now students will have a chance to discuss, make comparisons,
and combine ideas from different learning theories. This guided practice will allow them to put their ideas into action as they
begin to design and create posters that list 5-10 implications for teachers in the classroom based on connections between the
theories from the Video Lectures and the Goals of Misbehavior (WikiHow, 2019).

Check for Understanding: Poster Presentations

Research shows that individuals listen for only 15–20 minutes without a break, learn more when they have an opportunity to
process what they are learning, and retain more if they review or use the information immediately after learning it”
(BCIT, 2010). To check for understanding of the goals of misbehavior and help students begin to apply it, groups will create and
present posters to the class. Students will develop lists of 5-10 implications for teachers in the classroom based on the theories
from the Video Lectures and the Goals of Misbehavior. As groups present posters to the class, the rest of the class will complete
peer feedback forms for each group. As they teach each other, students will solidify own their own understanding and build a
stronger community of learners.

Input & Modelling: Mentimeter Mini-Lecture on the Teacher Behavior Continuum

This section will also be supported by the flipped learning approach. As students have already participated in activities to gain
background knowledge and understanding outside of class, I am now able to use this time for the teaching and practicing of skills.
During this mini-lecture students will learn about the teacher behavior continuum and participate in a demonstration by an expert
(me), an experience that is much more effective in person. Because of the flipped learning approach, the classroom can be
“transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and
engage creatively in the subject matter" (Lederman, 2017).

Check for Understanding: Clickers/Mentimeter Post-Lecture Responses

During this check for understanding, the instructor will present the 8 new clicker questions that ask students to identify the goal of
misbehavior and select the most appropriate teacher response. Again, the instructor will display the class data and if most of the
class is correct, we will move on. However, if more than half the class answers incorrectly, I will turn to the peer instruction (PI)
model again, where students discuss responses in small groups and the answer again (Brame, 2013). This method will help me
determine if we need to spend more time on the topic for clarification.

Guided Practice, Feedback, & Anecdotal Assessment: Role Play

Now that the students have the basic concept, they will exercise their knowledge through a freer practice, “applying and more
creatively working with the ideas” (Lederman, 2017). At this point, students will break into teams of 2-3. Each group will receive
a slip of paper with a sample scenario. Using the Teacher Behavior Continuum as a job aid, students will take turns role playing
the characters. This guided experience allows for practice with feedback, as the instructor can circulate through the room to
coach teams and give individual attention to students. “Frequent interaction between students and faculty can improve
comprehension of the course material, and can also develop a shared responsibility for learning” (CELT, n.d.). I plan to take
anecdotal notes as I circulate to check understanding and assess their progress as they apply the concept during role play. If
they're not getting the hang of it, I can go back to the information and figure out how to present it differently (WikiHow, 2019).

Questions & Closure: Exit Ticket

We will leave ten minutes or so at the end of class for questions. As a culminating activity for the session, students will provide a
speech bubble response to the final Mentimeter Focus Questions as an exit ticket. Their responses will reiterate what we’ve
learned in class and describe what they felt was the most important information. The exit ticket will also ask student to submit
and lingering questions and ask them to tell me what they’d like to learn more about. At the beginning of our next class session, I
will be able to respond to these questions and use them as a springboard into our next topic (CELT, n.d.).

5. Assessment
Every lesson should have some form of assessment. This lesson is tied to both formative (informal or anecdotal) and summative
(formal) assessment. Informal assessment can be done during direct instruction, using clickers or while meeting with groups and
individuals. Out of class homework, writing assignments, and group work can also be used to gather formative data. (Tenkely,
2019). Summative data may be collected via quizzes, papers, projects, tests, and through self-evaluation assignments. Whether
informal or formal, assessment must be linked with objectives. If the “assessment is disconnected from the behavior indicated in
the objective” the assessment is “flawed” (Kizlik, 2014).
To help me ensure that assessment is aligned with instruction, I plan to use rubrics as assessment tools. Rubrics clearly define
expectations and offer support so that students can assess their own work as they move through a project. When I use rubrics, I
know that I am using the same criteria to assess each project fairly. “Instead of judging the performance, the rubric describes the
performance. The resulting judgment of quality based on a rubric therefore also contains within it a description of performance
that can be used for feedback and teaching” (Brookhart, 2013).

Below, I have indicated which assessments are linked to the specific objectives for this lesson plan.

Formative Assessments (Informal)

Pre-Class Quizzes (ungraded)  
These should take less than 10 minutes each.  Pretests are meant to check understanding before class readings and sessions and
will not count toward grades.  Students will receive immediate feedback that is meant to help determine any areas of difficulty. 

Discussion Board Posts (320 points)  

These posts will ensure that students have read the assigned readings. Their responses and citations will show me that they have
understood the content and merged it with their own knowledge of the topic. All responses will be graded with a rubric.

Collaborative Group Work (160 points)   Objectives assessed: #1

Students will have opportunities to work together on readings, presentations, and case studies. For this session, responses from
the Video Lecture assignment will give me anecdotal feedback within the EtherPad documents. The collaborative piece of writing
can be printed and reviewed by the professor later to informally assess students individually using the color coded text edits. This
portion of the assignment is worth 20 points. During the poster presentation portion, I will take notes on presentations and
review work according to the rubric. As an added bonus, students will later be able to review their peer feedback forms to gather
on information on what they did well and where they can improve. The poster presentation is also worth 20 points.

Case Studies/Role Play (ungraded)  Objectives assessed: #1

I wanted to provide opportunities for practice directly related to the context of classroom teaching and see how the students
apply new learning to real-life examples of classroom behaviors. While students role play scenarios in small groups, I plan to take
anecdotal notes as I walk around and observe.

Summative Assessments (Formal)

Post-Class Mastery Quizzes  (200 points total) Objectives assessed: #1, #2
Mastery quizzes test for mastery after each class session.  Students will receive immediate feedback that is meant to help
determine any areas of difficulty.  Students will be able to take the post-class quiz up to three times and only the highest score will
be recorded.  Specifically, Mastery Quiz #2 will assess understanding of content through a selection of case studies. The studies
will ask students to determine root causes of misbehavior and select the appropriate teacher response. This quiz will consist of 15
questions and be worth 30 points.

Student Portfolio Page: Classroom Management Philosophy Metaphor (100 points)   Objectives assessed: #3
For this assignment, students will draw a picture or create an image that depicts a metaphor for teaching to represent their own
classroom management philosophies. They will compose a first draft of the description, after careful consideration and reflection
on their own schooling. Then, they will use what they have learned about other management models and current research in this
course to revise and flesh out their philosophies. They will include ideas about common discipline practices and discuss their
strengths and limitations. They will also include thoughts on ways to prevent and handle misbehavior in the classroom. The
instructor will provide specific feedback via email and discussion board post. Both the student and instructor will help to assess
and revise the writing portion according to a provided with rubric. The differences between the first and final drafts will clearly
show changes in thinking and growth over time. Through this metaphor, teachers will develop and then be able to defend their
own behavior management philosophies.
Final Project   (100 points) Objectives assessed: #5, #6, #7, #8
Students will choose a topic of personal interest for the final project and present that project in a style of their choosing.  The
project will be a week-long unit on a topic of choice that applies the principles of Bloom, Hunter, Gagne, and Gardner.  Students
will complete the project in four stages:

1. brainstorm and integrate subjects

2. write clear and concise learning objectives
3. create a one hour lesson plan that will engage students
4. incorporate ways for students to use multiple intelligences to learn subject matter

There will be a separate rubric for each portion of this assignment. It is important to note that the objectives met for this
assignment will not be introduced during this lesson, but in subsequent sessions of the course. However, this lesson plan is
necessary in order to complete the Self-Evaluation Video assignment listed below, so I have included this description.

Self-Evaluation Video (100 points) Objectives assessed: #1, #2, #3

Afterwards, students will present (and videotape) the one-hour lesson to students in at their internships, all while implementing
behavior management methods covered earlier in the course. This assignment will improve retention and skill transfer by
incorporating all that they have learned and asking them to perform under the real conditions of a teacher’s job. Students will use
the rubric to complete a self-evaluation, outlining strengths and weaknesses and showing plans for growth. This evaluation will
address areas where students would like to improve and identify topics they’d like to study further to improve teaching
methods. I believe that part of being an exemplary teacher is the ability to reflect on what you have done. Even better teachers
are able to reflect on what they are doing and modify it mid-flight to make it a better fit for the learners and their needs.  Teachers
do not get very much feedback in the real world. Therefore, the best way to improve is to be the judge of your own skills and
abilities and go from there. This assignment will help students assess their application of real-world skills teachers need in the
classroom in an authentic and meaningful way.

Midterm & Final Exams (100 points each) Objectives assessed: ALL
Students will take comprehensive exams at midterm and upon completion of the course. A study guide with practice questions
will be provided.  These exams will not be the standard multiple choice set of “who” and “what” questions. Instead, they will
include short answer questions where students will be asked to reflect on what they have learned in relation to their own
experience. Examples might be: “Which in-class activity meant the most to you, inspired you, or got you to think differently about
teaching and what made it stand out? How did your thinking change?” Or “Which theorist’s ideas made the most impact on
you? How will you use these ideas in the classroom?” Or “Choose one of the Discussion Board topics that mattered to you most,
and explain how you will use what you learned from it to become a better teacher?”  Other questions will provide classroom
scenarios where students will need to decide what they would do and explain the theories and rationale behind their choices.  
References
Algonquin College of Applied Arts. (2019). Professor's Resource Site: Lesson Planning. Retrieved February 18, 2019, from
https://www.algonquincollege.com/profres/lesson-planning/

Bart, M. (2011, December 5). How Technology Can Improve Learner-Centered Teaching. Faculty Focus. Retrieved February 12,
2019, from https://www.facultyfocus.com/articles/course-design-ideas/how-technology-can-improve-learner-centered-teaching/

Building Faculty-Student Interaction. (n.d.). Center for the Enhancement of Learning and Teaching. Retrieved February 12, 2019,
from http://provost.tufts.edu/celt/files/Faculty-StudentInteraction.pdf

Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved February 12, 2019, from
http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

British Columbia Institute of Technology Learning and Teaching Centre. (2003). Preparing Lesson Plans: Instructional Job Aid.
Retrieved February 12, 2019, from https://www.algonquincollege.com/profres/files/2013/11/Preparing-Lesson-Plans.pdf

British Columbia Institute of Technology Learning and Teaching Centre. (2010). Making Large Lectures Interactive: Instructional
Job Aid. Retrieved March 1, 2019, from https://www.bcit.ca/files/ltc/pdf/ja_lecturesinteractive.pdf

Brookhart, S. (2013, January). Chapter 1. What Are Rubrics and Why Are They Important? Retrieved January 30, 2019, from
http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are-They-Important¢.aspx

Bruff, D. (2018, May 07). Classroom Response Systems ("Clickers"). Retrieved February 13, 2019, from
https://cft.vanderbilt.edu/guides-sub-pages/clickers/

Garner, B. (2019, January). Working Together: Use Group Work as a Pivitol Learning Experience. The Toolbox. Vol. 17, No. 3.
Retrieved February 13, 2019, from https://issuu.com/nrcpubs/docs/toolbox_17_3_draft7?e=5049601/67282300

Hara, B. (2010, January 7). Lesson Planning for the University Classroom. The Chronicle of Higher Education. Retrieved February
18, 2019, from https://www.chronicle.com/blogs/profhacker/lesson-planning-for-the-university-classroom/22899

Kizlik, B. (2014). Six Common Mistakes in Writing Lesson Plans (and what to do about them). Retrieved February 13, 2019, from
http://www.adprima.com/Printer/printmistakes.htm

Lederman, D. (2017, May 17). 'Flipped Learning'. Inside Higher Ed. Retrieved February 12, 2019, from
https://www.insidehighered.com/digital-learning/article/2017/05/17/author-flipped-learning-discusses-what-it-and-how-
professors-can

Milkova, S. (n.d.). Strategies for Effective Lesson Planning: Center for Research on Learning and Teaching. University of Michigan
GSI Guidebook. Retrieved February 18, 2019, from
http://crlt.umich.edu/sites/default/files/resource_files/GSI_Guidebook/GSI_Guidebook_37-39.pdf

Seifert, K., & Sutton, R. (2009). Educational psychology. Florida: Orange Grove. Retrieved February 1, 2019, from
http://www.oercommons.org/courses/educational-psychology/view

Tenkely, K. (2019). 10 Steps to Better Lesson Plans. Retrieved February 13, 2019, from
http://teaching.monster.com/benefits/articles/9177-10-steps-to-better-lesson-plans

Washington University. (2009). Increasing Student Participation. Retrieved February 12, 2019, from
http://teachingcenter.wustl.edu/resources/teaching-methods/participation/increasing-student-participation/

WikiHow. (2019, January 17). How to Make a Lesson Plan. Retrieved February 13, 2019, from https://www.wikihow.com/Make-a-
Lesson-Plan
Appendix
Mistaken Goal Chart
www.positivediscipline.com
The Teacher Behavior Continuum
How to deal with behavior incidents
1. Ignore or wait it out…
2. “The Look” or Proximity
3. Non-Directive Statement or Proximity Praise
4. Name and Quiet Question
5. Praise for redirection
6. Directive warning and “The File”
7. Time out, File, and “The Red Book” (Responsibility Form)
8. Loss of recess, file, red book ,and conference
(Responsibility Plan filled out by you, signed by student)
9. See above + parent signature for Responsibility Form
10. Same as above + principal involvement
1.   Getting Ready Summer Checklist

  MY IDEAS 
Letter of Introduction to Interests survey?  
Students & parents
 
My First Day of School    
Introduction
 
First Day of School    
Schedule
   
First Day Bellwork    
Assignment
   
Students’ Names Action name game?  
Activity
   
Getting Acquainted True, true, false  
Activity
   
Classroom Helpers Make a pocket chart?  
 
 
Selecting Students Popsicle sticks?  
 
 
Star of the Week    
Bulletin Board
   
Wall of Fame Bulletin    
Board
   
Art Gallery Bulletin    
Board
   
Themes for Other    
Sharing Bulletin
Boards
 
Emergency Activities    
 
 
Procedure to Teach Explain, model, practice?  
Procedures
   
Visuals for Procedures    
 
 
 
 

2.  Routines and Procedures Checklist

  MY IDEAS 
Daily Schedule    
 
Bellwork Assignments Journal prompts?  
 
If Students Finish Early Challenge binder?  
 
Morning Opening Procedures    
 
Homework Procedure    
 
Notebook Organization    
 
Getting the Class’ Attention Clap once if you can hear me,  
 
clap twice if you can hear me
Quieting the Class Procedure    
 
Roll Taking Procedure    
 
Tardy Procedures    
 
Absence Procedure Absent folders?  
 
Collecting/Distribution Papers    
 
Heading for All Papers/Name Check    
 
Getting the Teacher’s Attention    

Asking for Help Ask 3, then me?  

 
Listening/Responding to Questions    
 
Organization of Classroom Materials Label drawers and cupboards?  
 
Returning to Task    
 
Classroom Visitors    

Substitute Teachers Sub folder?  

 
Teacher Away from the Room    
 
Posting Homework Assignments Homework menu/ calendars?  
 
 First Homework Assignment    

 
 
3.  Student Movement Checklist
  MY IDEAS 
Students Entering the    
Classroom Procedure  
   
Students Leaving the    
Classroom Procedure  
   
Walking in the Hall    
Procedure  
   
Appropriate times for    
moving around the room
 
End of Day Dismissal    
Procedure  
   
Bathroom Use    
   
 
Disaster Drills    
   
 
Student’s Sudden Illness    
   
 
 
 
4.  Classroom Management Checklist
  MY IDEAS 
Classroom Rules    
 
 
 
 
 
Classroom    
Consequences
 
 
 
 
 
Classroom Rewards Marbles in the Jar?  
 
  Tickets and weekly raffle?
 
 
 
Recognizing Positive    
Discipline
 
 
 
 
 
Behavior Intervention    
Plan
 
 
 
 
 
 
 
5.  Seating Checklist
  MY IDEAS 
Floor Plan for My Classroom    
   
 
 
 
 
Beginning Classroom Seating    
Arrangement  
   
 
 
 
Additional Classroom Seating    
Arrangements  
   
 
 
 
Seating Assignment Method    
   
 
 
 
 
Class Seating Chart    
   
 
 
 
 
Socio-Gram of Class    
   
 
 
 
 
Class Contact List    
   
 
 
 
 
Working Together in Groups