70 Development of a Visual, Auditory and Kinesthetic (VAK) Model-Based Classroom Management Toolkit for Pre-Service Teachers Maria Angelica C. Mugot* 1 and Revina O. Mendoza 2 1 Faculty of Bukidnon state University 2 Faculty of Lourdes College Keywords: Classroom Management, Visual, Auditory and Kinesthetic (VAK) Model, Toolkit Article history: Received: 22 April 2019 Revised: 26 June 2019 Accepted: 5 July 2019 A r t i c l e i n f o Classroom management is essential in students’ learning. This embedded mixed study intended to develop a classroom management toolkit for pre-service teachers based on Fleming’s (2001) visual, auditory and kinesthetic (VAK) model. The activities focus was for pre-service teachers teaching Preschool to Grade 3 classes. In developing the toolkit, Analysis, Design, Development, Implementation and Evaluation or ADDIE model was used. The evaluation of implementers and experts was done through the use of the researcher-modifed VREP by Simon and White (2011). Descriptive statistics was used to treat the data gathered. The general fndings showed that the toolkit “exceeds the expectations” of the implementers and majority of the implementers found the toolkit “effective”, “useful” and “helpful.” From the fndings of the study, it is, thus, recommended that higher educational institutions that train pre-service teachers may utilize the developed VAK model based-classroom management toolkit. Moreover, teachers in early childhood may use the toolkit. Future studies may plan out for the improvement in terms of more classroom management strategies in the VAK model-based classroom management toolkit for pre-service teachers. A b s t r a c t A S E A N J o u r n a l o f E d u c a t i o n Journal homepage: http://aje.research.dusit.ac.th/ Development of a Visual, Auditory and Kinesthetic (VAK) Model-Based Classroom Management Toolkit for Pre-Service Teachers * Corresponding author Email: mariaangelicamugot@gmail.com Introduction Through several interviews and observations, both early childhood education pre-service teachers and seasoned early childhood educators have attested to struggles in classroom management. Past researches on classroom management revealed that it has consistently ranked on top as one of the most diffcult problems experienced by neophyte teachers and this includes pre-service teachers (Clunies-Ross, Little & Kienhuis, 2008; Borden, 2013). Pre-service teachers experience diffculties in applying what they have believed to be effective from their theoretical learning to what they are experiencing in reality which includes classroom management (Akiyama, 2009). One of the main factors contributing to the challenge of employing classroom management among early childhood education pre-service teachers is the diversity of young learners. The challenge experienced ASEAN Journal of Education (January - June 2019), 5(1): 70-78