First Grade Classroom Essays

First Grade Classroom Essays First Grade Classroom Essay First Grade Classroom Essay Decreasing Undesirable Behaviors in the First Grade Classroom The Rubber-Band Intervention Research Proposal Introduction Framing the Study Children misbehave for many reasons. Some reasons for misbehavior can be to get attention, disappointment, new situations, testing limits, or imitation (Richardson, R. , n. d. ). Continuously reprimanding the student could interfere with class instruction time while ignoring could cause others to mock the behavior- believing that it was acceptable. Educators have tried many intervention-strategies to see which one would work best. Some might have tried behavior contracts, but if the student is too young or simply not able to read or write, the teacher will have to make time to assist the student with the contract. Others had tried taking away minutes of the student’s recess/choice time. However, this means that the teacher’s time will again be affected. What is needed is a method that will decrease and eventually terminate the undesirable behaviors while simultaneously preserving teacher’s time. This study is to see if the rubber-band intervention method will do just that. The ultimate goal is to help students develop self-control. According to the National Association of School Psychologists, self-control is an important skill for children to learn. It refers to having power or control over one’s actions and knowing the right from wrong. Children who do not make choices for their own behaviors, but instead rely on teachers, parents, or adults to make the choices for them, do not learn self-control (2002). In relation to my study, the children will be encouraged to make their own choices in regards to controlling their behavior. : The researcher is only responsible for providing visual documentation of the child’s unacceptable behavior to help the child make better behavior choices. Review of the Literature Deborah Richardson, a Child Development Assistant Specialist, wrote an article on why children misbehave (n. d. ). In her work, she discusses thirteen different possible reasons of why children misbehave and a description of how that behavior may play out in the classroom or an example scenario. She emphasizes that once a person understands why a child misbehaves, it is easier to choose effective guidance techniques to handle the situation. Included is information on guidance techniques for each reason of misbehavior and resources that adults can use to improve or prevent misbehaviors. This article will aid in better understanding the participants in my study in regards to their responses about their own behavior. Also interested in how teachers can help curve misbehavior in the classroom were these five researchers Nancy J. Ratcliff, Cathy R. Jones, Richard H. Costner, Emma Savage-Davis, and Gilbert H. Hunt. In their article The elephant in the classroom: the impact of misbehavior on classroom climate (n. . ), they conducted a one-year study with 34 second and fourth grade teachers and their 588 students. These teachers and their classrooms were observed for data on the instructional and non-instructional interactions. The non-instructional interactions were most spent on correcting behaviors, causing these classes to be labeled as a climate that needs improvement. Using a similar method as the one for planned for this current study, the data for their research was collected using six 40 minute observational segments. Patricia Anguiano (2001) conducted an action research during her first year of teaching formulating a plan to reduce misbehavior in her third grade classroom. She saw a need for study after realizing how much of her instructional time was lost dealing with disruptions. For her research, she identified four primary misbehaviors in six target students and used the instruments of a teacher’s journal, student surveys and a frequency count chart. From her study she has realized that there are several techniques that the teacher can use to minimize the undesired behaviors. However, she did not focus on what the students can do to improve themselves. The teacher can do all she can to ensure she does not cause or escalate misbehavior, however, the misbehavior can still exist at a great number because of the children’s ability to control their own actions. Though her research is very helpful for conducting my own, one thing that I would do differently is to also show my target students how to control their behavior. Self-discipline is a concept related to this current study. Purkey (1985), as well as Pepper and Henry (1985), wrote about ways to teach self-discipline. Purkey describes ways in which a teacher can â€Å"invite† students to self-discipline using four essential elements of invitational discipline. The elements are optimism, intentionality, trust and respect. According to Purkey (1985), these elements provide substance, structure, and direction to students and when combined and applied to practical concerns, they provide educators with a useful stance in creating and maintaining discipline. Pepper and Henry, on the other hand, believe that a teacher can teach self-discipline using developmental practices such as student training and student involvement along with democratic principles (equality, mutual respect, shared responsibility, and shared decision making). They stress that these democratic principles are only effective if it includes encouragement, group discussions, consequences, understanding the child and steps to solve conflict. In light of both of these articles, I would keep these strategies in mind when working in my classroom where this action research will occur. Purpose The purpose of this study is to determine if the rubber-band intervention method can decrease unwanted behaviors in a classroom of early childhood students. The rubber-band intervention method is a behavior intervention method suggested by Intervention Central for dealing with challenging students. In this intervention, the teacher keeps track of student behaviors using rubber-bands placed around the wrist. The second purpose of the study is to also see if the rubber-band intervention method will eventually teach students self- control. Initial Research Questions . Will the Rubber-Band Intervention method decrease the undesirable behaviors of students? a. Will the two students be able to control their inappropriate body behavior, follow given instructions and focus during instruction time? 2. Will the students learn self- control through this intervention method? Hypothesis The Rubber-band Intervention method will be one that will help students control their inappropriate bod y behavior, follow given instructions, focus during instructional time and eventually teach them how to exercise self-control. Definition of Terms Two terms that need to be operationally defined are undesirable/ inappropriate behavior and self-control. Undesirable/ inappropriate behaviors are any actions that are not acceptable during academic or transition time in school. These behaviors can be on various levels of severity such as calling out without raising hand, talking in line, or hitting/bullying another student. When determining self-control, it should be understood as the ability to control one’s behavior/actions without a prompt or reminder from another person, being an adult or another student. Procedures Overall Approach and Rationale for the Study Single- subject design will be the overall approach for this mixed-methods study. This approach is appropriate for the purpose of the study is to target a few students with behavior challenges and observe them to see if the intervention method will induce a change of behavior. Site and Sample Selection Bernstein Elementary School in Washington, DC was the site chosen for this study. This site was chosen because as a student teacher at the school, access is granted to the author to enter the school. There is also a developing relationship with the principal and teachers. Though the school will serve as the site for this study, only a group of three first-grade students will be included in the research, making a sample size of one. This sample size was chosen due to the nature of the study and the behavior of the participants. The time that is given for study to be done also plays a role in the sample size selection. Having only six weeks to conduct the research, the smaller the sample, the more manageable the data collection would be. Data Collection Methods and Instruments To collect the quantitative data for this study, I plan to observe the group for six consecutive weeks. The first week of observations will be to collect baseline information only. This will help me to determine the normal trend of the child’s behavior so that I can see what progression the student made towards altering his/her behavior. For the next five weeks, I will implement the intervention, recording observations for the analysis. Data will be recorded on behavior anecdotal checklists. These forms has a list of behaviors that are not acceptable in class and days of the month going across the page where a recorder can mark the frequencies of particular behaviors. The two students will be assigned a rubber-band color (red or blue), a set of Rubber-Band Challenge Intervention charts and a set of Anecdotal Behavior Checklists (see Appendixes). The Rubber-Band Challenge Intervention Chart is a small table in which the time of each four 30-minute observation periods will be recorded along with the number of rubber bands they were able to preserve for that corresponding time interval. At the end of the table, the total number of rubber bands preserved for the whole day will be tallied. On the Anecdotal Behavior Checklists, there is a vertical list of about 25 behaviors. Next to those behaviors is a horizontal recording space for each day of the month. On this chart, the behavior exhibited will be found on the list and recorded for that corresponding day of the month by shading or placing an â€Å"X† in the space. At the end of the checklist exists a space for additional comments. The students will be observed three out of five days of the week. This gives me to time and space to plan for contingencies of absences, school events, holidays and school closings. Each observational day, the students in the group will be observed for four 30 minute intervals. Within these interval times, I would be wearing four of each of the colored rubber-bands assigned to the students in the sample on my left wrist for the first week of data collection. Previously discussing with the students which of their behaviors we are aiming to change, each time I would have to verbally remind or prompt the student about his or her behavior, I would transfer one of their colored rubber-bands to my right wrist. The undesirable behaviors of the student would be recorded on his/her Anecdotal Behavior Checklist for the day. At the end of each 30-minute interval of observation, the students in the sample will be told how many rubber-bands I had remaining on my left wrist of their particular color. They will then record this number on their Rubber- Band Challenge Intervention chart which will be taped to their desks. Before dismissal, we will add up the number of â€Å"points† they earned for the day. At the end of the week, their points can be redeemed for some type of reward. At the start of each new week, I will decrease their number of colored rubber-bands by one and continue the same method as started. The decreasing of rubber-bands will continue until Week 5, when I will now be wearing one of each colored rubber-bands, meaning each of the students now only have one verbal reminder for that 30-minute interval. Week 6 will be the last week of the study and also the week when the intervention will end. Students’ behaviors will still be recorded if needed even though the intervention has stopped. During this sixth week, the students will not receive any verbal reminders about their behavior and are expected to exercise self-control. In addition to the observation intervention sessions as I discussed in the above section, I also plan to interview the students’ classroom teacher to understand some background information about the students’ and get her opinion about each child’s progression towards controlling his or her classroom misbehavior. It would be great to also speak to the parents but I have been warned that that may not be a comfortable idea. I will record what had occurred during each moment of misbehavior through anecdotal form in a small journal. I will also meet with the students themselves at the end of every observation day to read to them the recorded anecdotes and hear what their reasons are behind that behavior. Additionally, I would like to hear what they have to say about their progression status. Through speaking with the children themselves, I can get direct answers rather than assumptions based on theory given by the adults. Data Analysis Strategies The quantitative data collected from the study over the six week period would be recorded on the chart and checklist attached. With this organized and manageable data collection strategy, the data analysis would be uncomplicated. The data will be interpreted for each student by viewing their charts and looking for any sign of progression towards correct/acceptable behavior. I will calculate the frequencies of recorded behavior and compare them across the weeks. I will also compare the data since the intervention to the first set of baseline data collected to look for a mark of improvement. Additionally, the frequencies will be compared to a criterion of what and how many behaviors are acceptable for that grade and age. For qualitative analysis, I will review recorded anecdotes, observer’s notes, transcripts from student interviews and personal memos to understand the context of the data in the charts and see if it can justify some of the behaviors exhibited. Trustworthiness Features This study is designed to alter undesirable classroom behaviors and it can be ensured that it is the only aspect that will be measured. For example, issues with students not turning in homework or classwork will not be recorded. Also, since the researcher will serve as the main instrument for data collection, any behaviors that occur outside of my observation interval will not be recorded, for example, if a student misbehaved during the Art special period while I am in the classroom preparing for a lesson. This study is also simple to replicate over time by different observers. Ethical Considerations Before the research study begins, the school principal, the students’ classroom teacher and their parents will be informed about the intervention method. They will also be the only ones who will have the right to know how the students are progressing during and after the intervention. Because of the age of the participants, a reminder of the study and what is being measured will be given as often as needed so that they are well informed of what is being done. Limitations of the Study This study can be terminated if at least one of the following happens: If the students’ behavior in the predetermined sample no longer needs intervention by the date I plan to begin research. If the students transfer out of the school or into a classroom in which I am not working in. If I get assigned to a new classroom by the time I begin the study. If the students’ attendance in school becomes too scarce to measure progression. Appendixes References Anguiano, P. (2001). A first- year teacher’s plan to reduce misbehavior in the classroom. TEACHING Exceptional Children, 33(3), 52-55. Dobbs, J. , Arnold, D. Doctoroff, G. (2004). Atten tion in the preschool classroom: the relationship among child gender, child misbehavior, and the types of teacher attention. Early Childhood Development and Care, 174(3), 281-295. National Association of School Psychologists. (2002). Behavior problems: teaching young hildren self- control skills. Pepper, F. Henry, S. (1985). Using developmental and democratic practices to teach self- disciple. Theory into Practice, 24(4), 264-270. Purkey, W. (1985). Inviting student self-discipline. Theory into Practice, 24(4), 256-259. Ratcliff, N. , Jones, C. , Costner, R. , Davis, E. S. Hunt, G. (n. d. ). The elephant in the classroom: the impact of misbehavior on classroom climate. Education, 131(2). Richardson, D. (n. d. ). Guiding young children series: why children misbehave. Oklahoma State University, Division of Agricultural Sciences and Natural Resources