Volkswagen CompanyCase Study on Volkswagen Com.docx

Volkswagen Company
Case Study on Volkswagen Company
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Table of contents
Contents
Abstract 2
Background 3
Engineering failure 4
Ethical analysis 5
Controversy 5

Key players in the scandal 5
Volkswagen Company Limited 5
Environmental Protection Agency 6
Utilitarianism 6
Virtue theory 6
Recommendations 7
Conclusion 8
References 10
Abstract
In September of 2015, the world woke up to shocking news by
the United States Environmental Protection Agency (EPA) that
a group of employees at the Volkswagen Company had
embedded a device in the German made vehicles to give a false
report on the emission tests. This heinous act was suspected to
have been conducted by a section of software engineers but the
exact number of those involved had not been established. The
impacts of this mayhem were so fatal in that from the year 2008
to 2015, more than 428000 Volkswagen and Audi diesel cars
had emitted Nitrogen oxide which was forty times more that it
was allowed by the Clean Air Act.
The reason for the scandal was prompted by a technological
shortcoming which forced the company to cheat in the emission
test. There had been very tough regulations on emission
standards imposed by the EPA (Klier & Linn, 2016).
To prevent such a scandal in the future environmental
regulatory authorities should initiate supportive programs to

ensure that the emissions are kept below the maximum
standards set.Background
In the past few decades, environmental conservation had
become one of the few significant emerging issues across the
globe. A number of environmental protection agencies and the
United Nations were involved. One of these environmental
protection agencies that were at the forefront in the war against
environmental pollution across Europe and America was the
Environmental Protection Agency based in the United States of
America. Since 1970, EPA has imposed so many restrictions
against emissions of all classes of automobiles (Board, 2016).
These new standards created very immense hardships to
automobile manufacturing companies and one of them being the
Volkswagen Company. It was at this juncture that some of the
software engineers at the company decided to go ‘’ultra vires’’
and created fake devices that were installed in the company’s
vehicles to change on vehicle performance and produce the
required results as par the standards of the EPA. This was aimed
at creating a false pretence that Volkswagen vehicles adhered to
the emission standards set by the EPA and this would improve
customer confidence and boost the sales of the automobile
vehicles in American and European markets. Within six years
since the program was initiated, devices were intentionally
defaulted to convey false results, the ‘’German machines’’ had
produced 36.7 million kilograms of nitrogen oxide to the
environment. This emissions endangered human lives and
increased the risk of contracting respiratory diseases.
Engineering failure
According to the Environmental Protection Agency,
Volkswagen engineers had designed a software that had the
capability of performing a wide variety of highly complex tasks
such as monitoring of speed, engine operation, air pressure and
position of the steering wheel. The software was programmed to
make a determination of whether a vehicle was operating in a
controlled condition as in the case of being stationary in a
laboratory environment.

The ‘’defeat device’’ was then programmed to operate the
engine below the normal power and thus lowering emissions of
nitrogen oxide. The defeat device is a programmer writing code
that communicates to the computer by telling it that it is on
official cycle and allows for changes in how the emissions
controls the system. It was embedded amongst millions of codes
which were difficult to detect. According to an investigative
report by the EPA, if the default device was not installed, then
the real results would be forty times above the allowed levels in
the United States of America. The engineers had been subjected
to intense pressure of ensuring their vehicles’ emissions were
below the prescribed standards as approved by the EPA but
succumbed to the pressure. This is due to the fact that they
could not withstand seeing sanctions imposed against them due
to environmental regulations which they had not been ready yet
to comply to. Thus, the engineers with the help of some key
individuals in the top level of management decided to collude
and created a faulty device that could show wrong results in
terms of emission levels (Waesch, 2016). Ethical
analysisControversy
Over the past years, Volkswagen Company has been grappling
with the aftermath of a scandal which has tainted the image of
the Company. A research team from the West Virginia
University led by Dan Cander conducted emission tests on small
passenger cars from Volkswagen Company on the May of 2014
and the results they obtained were really shocking. The tests
had been conducted on specified Volkswagen cars which
included BMW and Mercedes.
They uncovered that Volkswagen had apparently been fitting a
variety of their diesel cars with a ‘’defeat device’’. This was
prompted by the fact that the Environmental Protection Agency
has imposed very strict regulations on automobiles. The
regulations were that all diesel manufactures were required to
have a software installed in a car to clean the diesel exhaust
(Gates, Guilbert, & Jack, 2015).

Key players in the scandal
Volkswagen Company Limited
The Volkswagen engineers designed emissions software which
would then be shut off to improve fuel performance. This is due
to the fact that they did not want to design a proper emissions
system that would comply with the regulations of all
environmental regulations stakeholders.
Environmental Protection Agency
In 2015, it found Volkswagen Company guilty of failing to
comply with the emission standards it had earlier set in 2005.
Utilitarianism
This is a theory which places more emphasis on producing the
greatest amount of good for the greatest number of people
(DesJardins & Joseph, 2009). The Volkswagen Company’s
action plans are oppositional of the principles of the theory.
Over the course of the whole scandal, no party benefited from
its action plans, neither the Company nor the customers. The
customers were left in a dilemma of what to do with their faulty
cars, the number of employees had to be slashed to cater for the
billions of dollars spent in rectifying the situation and managers
had to ‘’chew a humble pie’’ and accept full responsibility of
the scandal which tarnished their image among their
subordinates. Volkswagen had only created issues for everyone
involved. From the theory that ‘’determining whether an action
is considered as good or bad directly relates to its
consequences’’ clearly indicates that at no time were
Volkswagen’s actions good whatsoever.
Virtue theory
Virtue theory is based on determining ‘’what type of person one
is’’. It seeks to uncover the character traits that constitute a
good human life. The four main virtues under this theory are
courage, honesty, fairness and self control.
Form the scandal, none of the four main v virtues were uphold
by the engineers of the Company. Being courageous means

standing for the truth no matter the consequences but the
engineers decided to invert the idea by deciding to take the
consequences into their own hands by installing ‘’defeat
devices’’ and lying about the emission tests. The unwanted
actions of lying about the emission tests by the engineers prove
beyond no doubt that the engineers were dishonest. The lack of
self control prompted the engineers to make irrational decisions
just for the sake of protecting their personal interests. They
made a decision of lying about the emission tests since the
emission regulations had been so tight. The company failed to
be just and fair to its customers by allowing them to buy their
cars which had ‘’defeat devices’’. The company should have
worked hard and deployed more resources that were needed to
ensure it complied with the emission s regulations.
. Recommendations
The business culture and structure of the company are both to
blame for the scandal that resulted into enormous losses for the
Volkswagen Company. The business ethic concept which is the
compliance-based fails to treat the employees ethically and thus
employees are left with the pressure to either strive hard to
protect their jobs or opt for other dubious methods of making
money from the company.
The company should therefore be focussed on valuing its
workers and provision of moral support to workers through
training programs and counselling. The system should change
from a compliance based approach to a value-based approach
where workers work together to achieve desired results. Value
based ethics also has the benefit of ensuring democracy
whereby employees have the leeway of presenting their
grievances to their seniors without any fear of harassment or
ridicule.

The EPA does a good job of imposing very strict emission
standards on the automobile industry but it should ensure that it
does not pressurise companies into meeting their rules and
regulations. It should therefore come up with mechanisms to
support automobile companies into meeting their stringent rules
like forming partnerships to provide necessary assistance either
on the legal set up or additional knowledge on how to scale
faster and meet the standards set. Companies should also look
for other methods of responding to threat of legitimacy and
avoid unfair means of complying with the law. Most companies
not just Volkswagen always employ defensive mechanisms to
hinder public scrutiny and evade any suspicions of purposely
manipulating the expectations of the regulators.
The actions of employees have a pivotal role in determining
whether a company will be successful or not. Sometimes the top
level management is always oblivious of what is going on and
this can lead to serious consequences for the company as in the
case with Volkswagen.Conclusion
The cheating in diesel emission test was unethical because it
involved using of shady means to comply with the standards of
the environmental regulatory bodies. Secondly the engineers
involved failed to live according to the standards of their
professions as their profession does not allow them to cheat but
to use the knowledge gained in their profession to create
solutions to challenges in their respective places of work.
Thirdly, there were severe consequences faced both by the
public and the company which would be avoided if the issue of
non compliance was handled ethically. Another way of having a
permanent solution to this challenge is by proposing another
source of energy that would replace fuel.
References
Board, T. E. (2016, February). Beyond the Emissions Test at
VW. The New York Times .

DesJardins, & Joseph, R. (2009). An introduction to Business
Ethics (5th ed.). New York: Mc-Graw Hill Higher Education.
Gates, Guilbert, & Jack, E. (2015, May). How Volkswagen is
Grappling with its Diesel Scandal. The New York Times .
Klier, T., & Linn, J. (2016). Comparing US and EU Approaches
to Regulating Automotive Emissions and Fuel Economy.
Waesch, M. H. (2016, February). Volkswagen Sales for First
Time in 13 Years. Dow Jones .
Yadigaroglu. (2015, December). A Green Way to Punish
Cheating Volkswagen. Newsweek .
Week 4 Assignment Proactive Classroom Strategies
In this assignment you will demonstrate your understanding of
the weekly learning objectives: Compare positive proactive
classroom behavior strategies and Identify strategies for
managing student behavior. Additionally, completion of this
assignment represents an introduction to Course Learning
Outcome 3 and MASE Program Learning Outcomes 1 and 2.
Even when you proactively predict your students’ behaviors and
plan for every situation, problems will still arise that need to be
managed. According to Bill Rogers, behavior specialist, many
negative behaviors fit into one of five categories: The
Chatterbox, The Boycotter, The Debater, The Sulker and The
Clinger (Five Persistent Behavior Problems, 2014).
First, read a description of each of the five behavior categories

outlined by Bill Rogers on Scholastic’s webpage “Five
Persistent Behavior Problems and How to Handle Them” (Links
to an external site.). Then, choose a behavior management
technique listed on Education World’s “Tip Archive (Links to
an external site.)” for each of the behaviors. Use the following
guidelines for creating your presentation:
Content Expectations:
Using support from your assignment reading, the Instructor
Guidance, and the discussions, your written paper will:
· Identify one of the five behavior categories.
· Choose a behavior management technique for the selected
behavior.
· Examine how the method will be effective for the selected
behavior category.
· Summarize how the strategy can be used, in the future,
proactively.
· Share a story from your experience that is related to the ideas
you have learned thus far in the course.
Written Expectations:
· Syntax and Mechanics: Exhibit meticulous use of grammar,
spelling, organization, and usage throughout your submission.
· Source Requirement: Reference at least two scholarly sources
in addition to the course textbook in order to provide
compelling evidence to support your ideas.
· Page Requirement: Your submission must be two to three
pages in length excluding a title and reference page.
· APA format: All in text citations, page format and references
must be written in APA 6th edition format.
Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric (Links to an
external site.) to ensure you have achieved the distinguished
levels of performance for each criterion. Next, submit your
document no later than Day 7.
Week 4 Grading rubric:
Description:
Total Possible Score: 10.00

Identifies One of the Five Behavior Categories
Total: 1.00
Distinguished - Using support from the assignment reading, the
Instructor Guidance, and the discussions, accurately and clearly
identifies one of the five behavior categories.
Proficient - Using support from the assignment reading, the
Instructor Guidance, and the discussions, identifies one of the
five behavior categories. The behavior category may be
inaccurate or minor details are unclear.
Basic - Using support from the assignment reading, the
Instructor Guidance, and the discussions, identifies one of the
five behavior categories. The behavior category is inaccurate
and/or relevant details are unclear.
Below Expectations - Using support from the assignment
reading, the Instructor Guidance, and the discussions, attempts
to identify one of the five behavior categories; however, the
behavior category is inaccurate and significant details are
unclear.
Non-Performance - The identification of one of the five
behavior categories is either nonexistent or lacks the
components described in the assignment instructions.
Paraphrases a Behavior Management Technique
Total: 1.00
Distinguished - Accurately paraphrases an appropriate behavior
management technique for the selected behavior.
Proficient - Paraphrases a behavior management technique for
the selected behavior. The technique minimally aligns with the
selected behavior. Minor details are missing or inaccurate.
Basic - Paraphrases a behavior management technique for the
selected behavior. The technique does not align with the
selected behavior. Relevant details are missing and/or
inaccurate.
Below Expectations - Attempts to paraphrase a behavior

management technique for the selected behavior; however, the
technique is completely misaligned with the selected behavior
and significant details are missing and inaccurate.
Non-Performance - The paraphrasing of a behavior management
technique for the selected behavior is either nonexistent or lacks
the components described in the assignment instructions.
Examines How the Methodology Will Be Effective
Total: 1.00
Distinguished - Thoroughly examines how the method will be
effective for the selected behavior category.
Proficient - Examines how the method will be effective for the
selected behavior category. Minor details are missing or
slightly underdeveloped.
Basic - Minimally examines how the method will be effective
for the selected behavior category. Relevant details are missing
and/or underdeveloped.
Below Expectations - Attempts to examine how the method will
be effective for the selected behavior category; however,
significant details are missing and underdeveloped.
Non-Performance - The examination of how the method will be
effective for the selected behavior category is either nonexistent
or lacks the components described in the assignment
instructions.
Summarizes How the Strategy Can Be Used Proactively
Total: 3.00
Distinguished - Thoroughly summarizes how the strategy can be
used proactively in the future.
Proficient - Summarizes how the strategy can be used
proactively in the future. Minor details are missing or slightly
underdeveloped.
Basic - Minimally summarizes how the strategy can be used
proactively, in the future. Relevant details are missing and/or

underdeveloped.
Below Expectations - Attempts to summarize how the strategy
can be used proactively, in the future; however, significant
details are missing and underdeveloped.
Non-Performance - The summary of how the strategy can be
used proactively, in the future is either nonexistent or lacks the
components described in the assignment instructions.
Relates the Ideas Learned in the Course to a Personal Growth
Story
Total: 3.00
Distinguished - Thoroughly relates the ideas learned in the
course to a fully relevant story of personal growth from one’s
own experience.
Proficient - Relates the ideas learned in the course to a relevant
story of personal growth from one’s own experience. Minor
details are missing or slightly underdeveloped.
Basic - Minimally relates the ideas learned in the course to a
somewhat relevant story of personal growth from one’s own
experience. Relevant details are missing and/or underdeveloped.
Below Expectations - Attempts to relate the ideas learned in the
course to a story of personal growth from one’s own experience;
however, the story is not relevant and significant details are
missing and underdeveloped.
Non-Performance -The relationship between the ideas learned in
the course to a story of personal growth is either nonexistent or
lacks the components described in the assignment instructions.
Written Communication: Control of Syntax and Mechanics
Total: 0.25
Distinguished - Displays meticulous comprehension and
organization of syntax and mechanics, such as spelling and
grammar. Written work contains no errors and is very easy to
understand.

Proficient - Displays comprehension and organization of syntax
and mechanics, such as spelling and grammar. Written work
contains only a few minor errors and is mostly easy to
understand.
Basic - Displays basic comprehension of syntax and mechanics,
such as spelling and grammar. Written work contains a few
errors which may slightly distract the reader.
Below Expectations - Fails to display basic comprehension of
syntax or mechanics, such as spelling and grammar. Written
work contains major errors which distract the reader.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
Written Communication: APA Formatting
Total: 0.25
Distinguished - Accurately uses APA formatting consistently
throughout the paper, title page, and reference page.
Proficient - Exhibits APA formatting throughout the paper.
However, layout contains a few minor errors.
Basic - Exhibits limited knowledge of APA formatting
throughout the paper. However, layout does not meet all APA
requirements.
Below Expectations - Fails to exhibit basic knowledge of APA
formatting. There are frequent errors, making the layout
difficult to distinguish as APA.
Written Communication: Page Requirement
Total: 0.25
Distinguished - The length of the paper is equivalent to the
required number of correctly formatted pages.
Proficient - The length of the paper is nearly equivalent to the
required number of correctly formatted pages.

Basic - The length of the paper is equivalent to at least three
quarters of the required number of correctly formatted pages.
Below Expectations - The length of the paper is equivalent to at
least one half of the required number of correctly formatted
pages.
Written Communication: Resource Requirement
Total: 0.25
Distinguished - Uses more than the required number of
scholarly sources, providing compelling evidence to support
ideas. All sources on the reference page are used and cited
correctly within the body of the assignment.
Proficient - Uses the required number of scholarly sources to
support ideas. All sources on the reference page are used and
cited correctly within the body of the assignment.
Basic - Uses less than the required number of sources to support
ideas. Some sources may not be scholarly. Most sources on the
reference page are used within the body of the assignment.
Citations may not be formatted correctly.
Below Expectations - Uses an inadequate number of sources
that provide little or no support for ideas. Sources used may not
be scholarly. Most sources on the reference page are not used
within the body of the assignment. Citations are not formatted
correctly.
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Recommendation
The MASE program provides the opportunity for you to create
an online portfolio that can be used in your career development
and professional practice. Throughout the program you will

have various assessments that can be included in this e-portfolio
and these will be finalized in the last course of the MASE
program, Capstone course, ESE699. You may select this
assignment and subsequent coursework to include as artifacts.
Therefore, it is strongly encouraged you save your coursework
on a flash-drive (e.g., a USB removable drive) or store in a
cloud-based option such as Dropbox, GoogleDrive, or other
similar applications.
Success Tip: Start preparing now for the Week Six Final
Assignment!
The Week Six assignment involves creating a resource manual
for Mr. Franklin. Preparation for this assignment must begin
early to make certain you are thinking ahead and saving your
work. Review the full instructions for the Week Six assignment
for more information.
Instructor Guidance
Week Four
Introduction
The first half of this introductory course has established a
theoretical and legal foundation for successfully working with
students with mild to moderate disabilities. However, without
consistent rules and behavior strategies, classroom instruction is
nearly impossible. The goal for teachers, throughout the school
year, is to guide students towards the intrinsic value of self-
management. Two behavior theories that develop this skill are
Classical Conditioning and Operant Conditioning.
Classical Conditioning
Drooling can be a good thing! Ivan Pavlov explains this theory
through the use of “Pavlov’s Dogs,” where each time he rang a
bell, he also fed the dogs some meat powder. After a while, he
discovered that dogs began to drool with just the sound of a
ringing bell. Finally, the dogs began to salivate as soon as the
person feeding them would enter the room (Psychology 101,
n.d.). How does this relate to students? We can use the same
theory of using a cue to indicate the performance of an expected

behavior such as flashing the classroom lights as a signal to
begin collecting classroom supplies.
Classical Conditioning in Practice
Most pre-school’s have a set nap time around 1 p.m. after all
the children have eaten lunch. Because children are conditioned
at school to nap at 1 p.m., even on the weekends at 1 p.m., they
will desire a nap and may become cranky and tired if not given
one. Pavlov explains this as the creation of mental relationships
of a conditioned response to something that is would not
typically cause that reaction. In other words:
School:
Home:
Operant Conditioning
Unlike classical conditioning where behaviors are expected
without reward, B. F. Skinner theorized, using operant
conditioning, behavior is shaped by the environment and its
natural consequences. In other words, behavior is changed or
shaped depending on the result of our actions. For example, if
the other students in the class laugh every time Tommy Trouble-
Maker says something inappropriate, he will continue to disrupt
instruction because his behavior is rewarded with laughter. On
the other hand, if the students ignore Tommy Trouble-Maker’s
inappropriate comment, he will stop because he is no longer
earning the desired results.
Operant Conditioning in Practice
In your high school math class, the same students come late

every day. You have tried talking with them, explaining that
when they are late they miss important information, disrupt the
students who have arrived on time, and have been disrespectful
toward you by not valuing the class start time. Therefore, you
decide to lock the door when the late bell rings and serve donuts
to whoever is on time and seated. The same group shows up late
to a locked door and a room full of math students eating donuts.
The next day, everyone is seated when the late bell rings and is
rewarded with another treat.
Proactive Classroom Management
Operant conditioning and classical conditioning promote
students’ self-control and self-management. Instead of reacting
to problem situations that take away from lesson instruction, the
environment is designed to prioritize learning through students’
ownership for their education and classroom conduct. Proactive
teachers design classroom routine and behavior strategies that
create opportunities for students’ to make responsible decisions
that translate into self-determination and growing independence.
Proactive Classical Conditioning in Practice
You suggest to Mr. Franklin that giving the students a visual
cue five minutes before it is time to clean up, and then a
different cue at the three-minute mark will help them keep track
of their time. The first day of class, he explains that five
minutes before it is time to clean up, you will flash the
classroom lights five times. Then, when it is the three-minute
mark, three times. Finally, at the one-minute mark, you will
flash the lights just once. After a week of practice and
repetition, all of the students are fully prepared and ready to go
on time. They have internalized the signal system and value the
expectation of consistency. During the next professional
development meeting, you explain to all the faculty the method
you used that is working so well and they implement in their
classrooms without an introduction or explanation; right on cue,

students begin cleaning up.
Proactive Operant Conditioning in Practice
You suggest to Mr. Franklin to reward those students who are
on time to lunch. When it is time to transition to the cafeteria,
Mr. Franklin behaves as usual, telling the students that it is time
to go. Some do so quickly, while others lag behind, arriving
after the late bell. At lunch, those who were on time are
rewarded with pizza, but those who were late arrived to empty
boxes with the embossed outline of pizza slices. Mr. Franklin
tells the stragglers, “I’m sorry but because you were late, all the
pizza was eaten.” The next day, everyone shows up to lunch on
time, afraid to miss another surprise.
Week Four Discussion Guidance
Classroom management is either proactive or reactive. Proactive
management strategies are designed in anticipation of age and
grade typical student behaviors. Alternatively, reactive
management strategies are in response to behaviors, putting out
classroom ‘fires’ as they happen. In addition, teachers who use
proactive classroom management give students control of their
own behaviors, allowing them to make appropriate choices for
which they are held accountable. Students are given the tools to
manage their own behaviors, leading to self-determination and
independence.
In the Week Four discussion board, you provide Mr. Franklin
with three proactive strategies, instead of reactive, to better
manage his classroom environment during times of student
transition. With each suggestion, think about how he can elicit
responsible student choices that promote independence.
Consider how his behavior produces student whose react
depends on negative consequences. Finally, imagine what his
classroom might look like with a positive approach to discipline
in the same scenario; how will you suggest empowering

students to make appropriate decisions?
Please review the discussion board rubric prior to your initial
post to ensure you are fully meeting each of the set criteria to
earn full credit. Your initial post should include relevant
professional, personal, or other real-world experiences in a
manner that is rich in thought and provides valuable insight into
the topic. Additionally, all elements of the discussion board
prompt should be thoroughly addressed with strong and precise
connections to previous and/or current course content, or to
real-life situations. When replying to your peers’ post, be sure
to provide a thorough and constructive analysis relating the
response to relevant course concepts that incorporates pertinent
follow-up thoughts or questions about the topic, and
demonstrates respect for the diverse opinions of fellow learners.
Week Four Assignment Guidance
Experienced teachers are often able to anticipate behaviors
common to their classroom population and skillfully employ
preventative interventions effectively. Using categories of
behavior traits, designing proactive strategies is the foundation
for a successful classroom environment. For example, five
persistent behavior problems identified by experienced middle
school teacher Linda Shalaway are students who talk nonstop,
who engage in a power struggle, who debate every request, who
sulk and those who require constant attention (2005). The
assignment for Week Four requires you to choose one of the
behavior categories listed by Shalaway and proactive strategies
that may circumvent a potential classroom issue that you have
experienced in the past, are currently experiencing in your
classroom or anticipate as an area of concern in the future. Then
you will visit the Behavior Management Tips of the
Week (Links to an external site.) provided by Education World.
Using these two tools, you will address the challenging
behavior with proactive strategies that provide students the
opportunity to manage their own behaviors, accepting

responsibility for making appropriate choices.
Make sure to use the Grading Rubric as a self-checklist before
submitting the final copy of your assignment to confirm you
have met or exceeded each required expectation. The highest
level of achievement on the rubric is “distinguished”, which is
only earned through exceeding posted expectations at the
proficiency level. Please remember you are in a masters-level
program. Therefore, your writing, research, and content are held
to graduate-level expectations.
References
Heffner, C. L. (n.d.). Chapter 4: Section 2: Classical and
operant conditioning (Links to an external site.). Retrieved from
http://allpsych.com/psychology101/conditioning
Shalaway, L. (2005). Five persistent behavior problems and how
to handle them (grades 6-8). (Links to an external site.)
Retrieved
from http://teacher.scholastic.com/professional/classmgmt/trick
ypersons.htm
Zarhejo. (2009, October 6). The Big Bang Theory - Sheldon
trains Penny (Links to an external site.)[Video file]. Retrieved
from https://youtu.be/qy_mIEnnlF4
Required Resources
Text
Henley, M., Ramsey, R. S., & Algozzine, R. (2009).
Characteristics of and strategies for teaching students with mild
disabilities. Upper Saddle River, N.J: Pearson
· Chapter 9: Classroom Management
· Chapter 10: Teaching Social Skills
Articles
Browning Write, D., & Cook, C. (2013, February 13). The 16
proactive classroom management skills to support academic

engagement (Links to an external site.). Retrieved from
http://www.state.ky.us/agencies/behave/misc/DBWHandouts/BI
12/Diana%20-%20Session%201%20Ho%20-
%2016%20Proactive%20Strategies%20-%20Wed%208am.pdf
· Created by well-known authors and behavior experts Diana
Browning-Wright and Clayton Cook, this is a list of 16
proactive classroom management skills that can easily and
realistically be integrated into any classroom setting.
Accessibility Statement (Links to an external site.)Privacy
Policy
Education World. (2014). Education world: Behavior
management tips of the week (Links to an external site.).
Retrieved December 22, 2014, from
http://www.educationworld.com/a_curr/archives/behaviortips.sh
tml
· Archived by volume number, each collection of behavior
strategies offers advice categorized by common classroom
management issues such as inattention, breaking rules and
teaching self-control.
Accessibility Statement does not exist.
Privacy Policy
Rogers, B. (n.d.). Five tricky personalities—and how to handle
them (Links to an external site.). Retrieved from
http://teacher.scholastic.com/professional/classmgmt/trickypers
ons.htm
· Author Bill Rogers lists five persistent behavior problems
common to the middle schoolers although frequently
experienced by teachers throughout all school grades: The
Chatterbox, The Boycotter, The Debater, The Sulker and The
Clinger.
Privacy Policy
Recommended Resources
Articles
Schibsted, E. (2009, May 13). How to develop positive
classroom management (Links to an external site.). Retrieved

from http://www.edutopia.org/classroom-management-
relationships-strategies-tips
· This webpage offers a list of positive classroom management
methods that provide proactive solution to common classroom
behavior issues.
Privacy Policy
Watson, A. (2014). 5 pro-active strategies for positive behavior
management (Links to an external site.). Retrieved from
http://thecornerstoneforteachers.com/free-resources/behavior-
management/pro-active
· Listed on this webpage are five positive strategies for creating
a positive structured classroom environment.
Privacy Policy

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