Phase 2 Findings and Next Steps
1. Students were accountable for both their academics and behavior.
The Fieldtrip Accountability Chart and the Class Brownie Chart both indicated that the students were capable of controlling their behavior and completing academic assignments. In my Literature Review I discussed a reading by Ralph Wells titled “Group Community in the Classroom”. Well’s emphasized the need for accountability in a safe community in stating:
“In fact part of creating a safe place is holding everyone accountable for what happens in the classroom”
When examining the Fieldtrip Accountability Chart the shift students’ made in completing their homework, and being accountable, was clear. In the first week of the chart, many students missed assignments, but as the chart was visible and the students saw that missed assignments were being tracked, fewer and fewer assignments were missed.
The Fieldtrip Accountability Chart and the Class Brownie Chart both indicated that the students were capable of controlling their behavior and completing academic assignments. In my Literature Review I discussed a reading by Ralph Wells titled “Group Community in the Classroom”. Well’s emphasized the need for accountability in a safe community in stating:
“In fact part of creating a safe place is holding everyone accountable for what happens in the classroom”
When examining the Fieldtrip Accountability Chart the shift students’ made in completing their homework, and being accountable, was clear. In the first week of the chart, many students missed assignments, but as the chart was visible and the students saw that missed assignments were being tracked, fewer and fewer assignments were missed.
Examining the actual chart, the left side is week one, and right is week two. In week one (November 18-21), all together over 40 individual assignments were missed. In week two (December 2-4th) only about 9 assignments were missed. The November 22 date is used to track homework over break, which many students completed at different times because of conflicting family situations. Holding the students accountable, and having a visible check for them, shifted their academic habits from less accountable to more accountable students. For overall results, please look back at the Phase 2 Results Page.
The Classroom Brownie Chart also held students accountable, not only for their personal behavior, but also for their tablemates' and classmates’ behavior. No points were awarded unless entire tables were making responsible choices and ready to learn, and for each table that meant getting every person at that table ready. Students’ would help and encourage each other to get or stay on task, and understanding that every table needed 10 points for a brownie, would encourage students at tables other than their own. This took the self-accountability to the next level, of accountability for classmates, and was successful in building this classrooms level of community.
The Classroom Brownie Chart also held students accountable, not only for their personal behavior, but also for their tablemates' and classmates’ behavior. No points were awarded unless entire tables were making responsible choices and ready to learn, and for each table that meant getting every person at that table ready. Students’ would help and encourage each other to get or stay on task, and understanding that every table needed 10 points for a brownie, would encourage students at tables other than their own. This took the self-accountability to the next level, of accountability for classmates, and was successful in building this classrooms level of community.
2. Students could successfully work with class members they could not previously collaborate effectively with.
Through both the strategically planned partner science project and other, less formal projects, the students as a class worked well together. Specifically, in the strategically planned science project, not one behavior issue occurred. In fact, many of the students were so excited about the project and partner I observed them having lunch or reading with that same partner later in the day.
Additionally, in the non-formal assignments when collaboration was possible, it was more successful than it had been in the past. These observations were made specifically during partner reading and math. In partner reading, students were pairing with classmates at differing levels and helping each other out by reading to or helping classmates decode books. In math, students who finished work early eagerly helped other classmates who worked at a slower pace to understand the work.
This finding came as an extension of the finding in Phase 1: Students successfully used the information learned and approaches introduced in the lessons. The Phase 2 extension is specific to the Conflict Resolution Protocol Lesson from Phase 1. The Phase 1 Lesson was inspired by my reading from The Responsive Classroom Website, which was discussed in detail in my Literature Review. The I-Statement from the protocol became a more normal approach to conflict resolution in the classroom, and during Phase 2, the students used different, more natural versions of the I-Statement.
In Phase 1, the students would use the I-Statement and safe zone in the classroom to solve problems with each other. As this became more natural, the safe zone because less useful, and the I-Statement (or a version of the I-Statement) because more normal and part of everyday practice. The ability of the students to solve their problems with one another in a positive and effective way laid the foundation for their success in working with every student in the classroom, without (or with fewer) irrational conflicts occurring, resulting in fights or hurt feelings.
3. Students were able to understand needs of those around them.
Through the Appreciation Cards and day-to-day interactions that were documented on the Behavior Observation Forms, I noticed a big change in students' understanding of one another and the needs of those around them. Although I do realize a portion of this progress is maturity with age, I do feel like this compassion was sparked through this Action Research.
This also links to one of the findings I made in Phase 1: Behavior Improved on a class wide level. I believe that students continued understanding of themselves and others is what allowed the continued improvement of class wide behavior.
In the Literature Review I discussed more of Ralph Wells article “Group Community in the Classroom” and, in reference to community members being self-aware and other aware he stated,
“A community is a complicated and vibrant being in its own right. Many different interactions at many different levels are occurring. And people must be vibrant, self-aware and other-aware to be part of a community.” (Wells 2004).
In order to achieve these important types of awareness, I used a tailored version of the Second Step Program, which I also discussed in the Literature Review. I also showed examples of the tailored version in my Implementation Section. In summary, the students would view pictures of kids in which specific emotions were being felt, and we would discuss the emotion, how to respond to the emotion (both if you felt or another felt it), and the important aspect that EVERYONE feels emotions, and that is okay, but the reaction and handling of emotions is what is important.
Again referencing the Appreciation Cards, students were writing cards to each other appreciating them for helping when they didn’t have to, sharing on the playground, and being their friend. These are all indications that the students are aware of not only each other's need for help and friends, but also the positive fostering of each other's need to be appreciated positively.
Next Steps
If I were to continue with the Learning Inquiry Project, and perhaps do a Phase 3, I would continue to foster all I have been doing with the students, and add a deeper element of Emotional Security and Self-Problem Solving. This will help transition to a less extrinsic and more intrinsic rewarding environment.
The article “Emotional Security in the Classroom” by Janson and King, which was discussed in my Literature Review, highlights the importance of emotional security in young learners, and the need for that security in learning. As such, I would foster the self-esteem and relationships between my students more in the next phase. This article, and the “Choice Words” book I used in this inquiry, emphasize the importance of language used with and towards the students, so I would focus on modeling positive language to foster that needed emotional security.
I would also continue working on self-problem solving, as it not only makes the kids feel good about themselves, but also is an important life skill they can take with them forever. The students’ recognition and understanding of themselves as problem solvers opens them up to many opportunities in both today’s and future learning that they may have never thought possible.
Through both the strategically planned partner science project and other, less formal projects, the students as a class worked well together. Specifically, in the strategically planned science project, not one behavior issue occurred. In fact, many of the students were so excited about the project and partner I observed them having lunch or reading with that same partner later in the day.
Additionally, in the non-formal assignments when collaboration was possible, it was more successful than it had been in the past. These observations were made specifically during partner reading and math. In partner reading, students were pairing with classmates at differing levels and helping each other out by reading to or helping classmates decode books. In math, students who finished work early eagerly helped other classmates who worked at a slower pace to understand the work.
This finding came as an extension of the finding in Phase 1: Students successfully used the information learned and approaches introduced in the lessons. The Phase 2 extension is specific to the Conflict Resolution Protocol Lesson from Phase 1. The Phase 1 Lesson was inspired by my reading from The Responsive Classroom Website, which was discussed in detail in my Literature Review. The I-Statement from the protocol became a more normal approach to conflict resolution in the classroom, and during Phase 2, the students used different, more natural versions of the I-Statement.
In Phase 1, the students would use the I-Statement and safe zone in the classroom to solve problems with each other. As this became more natural, the safe zone because less useful, and the I-Statement (or a version of the I-Statement) because more normal and part of everyday practice. The ability of the students to solve their problems with one another in a positive and effective way laid the foundation for their success in working with every student in the classroom, without (or with fewer) irrational conflicts occurring, resulting in fights or hurt feelings.
3. Students were able to understand needs of those around them.
Through the Appreciation Cards and day-to-day interactions that were documented on the Behavior Observation Forms, I noticed a big change in students' understanding of one another and the needs of those around them. Although I do realize a portion of this progress is maturity with age, I do feel like this compassion was sparked through this Action Research.
This also links to one of the findings I made in Phase 1: Behavior Improved on a class wide level. I believe that students continued understanding of themselves and others is what allowed the continued improvement of class wide behavior.
In the Literature Review I discussed more of Ralph Wells article “Group Community in the Classroom” and, in reference to community members being self-aware and other aware he stated,
“A community is a complicated and vibrant being in its own right. Many different interactions at many different levels are occurring. And people must be vibrant, self-aware and other-aware to be part of a community.” (Wells 2004).
In order to achieve these important types of awareness, I used a tailored version of the Second Step Program, which I also discussed in the Literature Review. I also showed examples of the tailored version in my Implementation Section. In summary, the students would view pictures of kids in which specific emotions were being felt, and we would discuss the emotion, how to respond to the emotion (both if you felt or another felt it), and the important aspect that EVERYONE feels emotions, and that is okay, but the reaction and handling of emotions is what is important.
Again referencing the Appreciation Cards, students were writing cards to each other appreciating them for helping when they didn’t have to, sharing on the playground, and being their friend. These are all indications that the students are aware of not only each other's need for help and friends, but also the positive fostering of each other's need to be appreciated positively.
Next Steps
If I were to continue with the Learning Inquiry Project, and perhaps do a Phase 3, I would continue to foster all I have been doing with the students, and add a deeper element of Emotional Security and Self-Problem Solving. This will help transition to a less extrinsic and more intrinsic rewarding environment.
The article “Emotional Security in the Classroom” by Janson and King, which was discussed in my Literature Review, highlights the importance of emotional security in young learners, and the need for that security in learning. As such, I would foster the self-esteem and relationships between my students more in the next phase. This article, and the “Choice Words” book I used in this inquiry, emphasize the importance of language used with and towards the students, so I would focus on modeling positive language to foster that needed emotional security.
I would also continue working on self-problem solving, as it not only makes the kids feel good about themselves, but also is an important life skill they can take with them forever. The students’ recognition and understanding of themselves as problem solvers opens them up to many opportunities in both today’s and future learning that they may have never thought possible.