In this report, the design of a blueprint for learning classroom management is presented. This program will be designed for pre-service lower secondary school teachers in the Netherlands (age group 11 to 16-year-old students; 2e graads in Dutch). These teachers are completing a bachelor’s degree in a specific subject area and take a six-month minor in which they receive pedagogical and didactical training to be prepared for teaching in secondary schools. This minor is accompanied by an internship in which the pre-service teachers put their skills into practice.Although the minor allots extensive attention to classroom management, teachers often struggle to manage both class and content. This is understandable as, although classroom management can be learned with the right amount of practice and support, mastery of classroom management skills takes around four years on average takes.
To guide pre-service teachers well on their way towards mastering classroom management, a rigorous and evidence-based approach to teaching classroom management to pre-service teachers is needed. An evidence-based approach should allow for a productive and enjoyable learning process for pre-service teachers. One well-studied approach is found in the Four Component Instructional Design (4C/ID) model which offers an evidence-based approach to teaching complex skills. This paper adapts the 4C/ID model and applies it to the skill of classroom management for pre-service teachers in the Netherlands.