Plan and Rationale
Once I had gathered information from my students through preliminary assessment and have explored relevant research, it was now time to formulate my plan for decreasing problem behaviors in my classroom while developing a positive learning community that all of my students can benefit from. Some educators choose to use the term “intervention” when it comes to carrying out research in the classroom. While the technicality of this term is both appropriate and scientific, I chose to refrain from its use. Intervention often implies something is wrong and must be corrected to ensure growth. However, I do not believe my students are all innately aware of the distractions they cause, and I see it as my duty to show them the proper way to behave both in the classroom and in the community.
My students have revealed to me that they are largely indifferent to distracting behaviors in the classroom; yet feel that those who do consistently exhibit problem behaviors should be punished in some form or another. Through further assessment in my class, I have been able to specify which students cause the most consistent amount of distractions in the classroom. My needs assessment and literature review have indicated to me that the most positive way to deter this behavior from occurring is through positive behavior support (PBS). With the integration of strong leadership and student-centered learning, I devised a series of actions and data collection modules aimed at working towards my research goals.
The central focus of my action plan was to conduct a group conference with select students outside of the classroom. I felt that including all students within this process was important to establish a sense of unity and equality amongst all of the classroom inhabitants, which is important for generating a positive learning community as discussed in my literature review. I encouraged students to work together to come up with solutions for eliminating problem behaviors in the classroom and working proactively towards the enhancement of learning and understanding. The student-centered nature of the group conference and the idea of working together as a small community to solve problems resonates with the main ideas extracted from my literature, as well as my personal belief that students should develop these skills within the classroom (see my “omoi” in the introduction). If necessary, I would follow up with individual interviews with particular students who still exhibit problem behaviors. (This may be a more appropriate step for a second, separate intervention.) Having discussions away from the remainder of the class and giving students targeted, positive behavior support will hopefully in turn further reduce problem behaviors in the class. After conferences and interviews had been completed, I carried out classrooms observations and made a note of any changes in behavior for use when developing a secondary action plan. My hope was that a group discussion would help students realize the effects of their behavior in the class and strive to work together to grow as learners and develop a positive learning community.
With the help of my cooperating teacher, I conducted a series of group conferences with my students. I sat down with groups of no more than six students and discuss classroom behavior and performance directly while my cooperating teacher continued with the course curriculum. (These conferences took place on days that would not risk the students’ progress in the class.) Within each group, I strategically selected one or two pairs of students that I had observed cause consistent distractions by interacting with each other so that I could support their growth and understanding together in the conference. The conferences ran no longer than 15-20 minutes. However, if interesting, meaningful discussions continued, I did not restrict the time of the conference. After making the students feel comfortable with the small group, I started asking general questions designed to have each student respond to with their own feedback and experiences. Time constraints were the only real threat to the authenticity of these conferences. While some of the conferences cut it pretty close, I was able to speak with all of the students I wished to have a conversation with. I had a timer on hand so that I could try to manage our time together as best as I could.
My students have revealed to me that they are largely indifferent to distracting behaviors in the classroom; yet feel that those who do consistently exhibit problem behaviors should be punished in some form or another. Through further assessment in my class, I have been able to specify which students cause the most consistent amount of distractions in the classroom. My needs assessment and literature review have indicated to me that the most positive way to deter this behavior from occurring is through positive behavior support (PBS). With the integration of strong leadership and student-centered learning, I devised a series of actions and data collection modules aimed at working towards my research goals.
The central focus of my action plan was to conduct a group conference with select students outside of the classroom. I felt that including all students within this process was important to establish a sense of unity and equality amongst all of the classroom inhabitants, which is important for generating a positive learning community as discussed in my literature review. I encouraged students to work together to come up with solutions for eliminating problem behaviors in the classroom and working proactively towards the enhancement of learning and understanding. The student-centered nature of the group conference and the idea of working together as a small community to solve problems resonates with the main ideas extracted from my literature, as well as my personal belief that students should develop these skills within the classroom (see my “omoi” in the introduction). If necessary, I would follow up with individual interviews with particular students who still exhibit problem behaviors. (This may be a more appropriate step for a second, separate intervention.) Having discussions away from the remainder of the class and giving students targeted, positive behavior support will hopefully in turn further reduce problem behaviors in the class. After conferences and interviews had been completed, I carried out classrooms observations and made a note of any changes in behavior for use when developing a secondary action plan. My hope was that a group discussion would help students realize the effects of their behavior in the class and strive to work together to grow as learners and develop a positive learning community.
With the help of my cooperating teacher, I conducted a series of group conferences with my students. I sat down with groups of no more than six students and discuss classroom behavior and performance directly while my cooperating teacher continued with the course curriculum. (These conferences took place on days that would not risk the students’ progress in the class.) Within each group, I strategically selected one or two pairs of students that I had observed cause consistent distractions by interacting with each other so that I could support their growth and understanding together in the conference. The conferences ran no longer than 15-20 minutes. However, if interesting, meaningful discussions continued, I did not restrict the time of the conference. After making the students feel comfortable with the small group, I started asking general questions designed to have each student respond to with their own feedback and experiences. Time constraints were the only real threat to the authenticity of these conferences. While some of the conferences cut it pretty close, I was able to speak with all of the students I wished to have a conversation with. I had a timer on hand so that I could try to manage our time together as best as I could.
Data Collection and Assessment Methods
During the conference, I took notes on student contributions to the discussion. I also noted their behavior and interactions with one another to see if there were any correlations between their behavior in a group setting and classroom setting. After these conferences had taken place, I reinforced the ideas and strategies in the classroom throughout my instruction and lesson support. The second part of my data collection was to record my observation of the classroom, citing specific areas of concern on a day-to-day basis and formulate new plans of action for the future. The overarching goal of these actions was to reduce problem behavior in my classroom and promote a positive learning experience for all of my students, and I hoped to do so by further cultivating the personal relationships with my students.
I also requested some observations from my cooperating teacher to get a second opinion of behavior in the classroom. He has been aware of the behavior of the students in my class and we regularly discuss ways in which to overcome these problem behaviors and work towards building a positive learning community. He has also kept up to date on my research and I feel that qualitative comments from observation would be helpful not only with improving my own pedagogy, but assessing the progress of my students working towards a positive learning community.
Finally, I maintained a reflection journal on my online portfolio in order to better assess the progress of the class. The use of reflection helped me unpack the meanings of certain aspects of the class through a careful meta-analysis of my personal teaching strategies and reactions to behavior in the classroom. All of this data collection and assessment assisted me in determining next steps for instruction and the development of Phase II of intervention.
I also requested some observations from my cooperating teacher to get a second opinion of behavior in the classroom. He has been aware of the behavior of the students in my class and we regularly discuss ways in which to overcome these problem behaviors and work towards building a positive learning community. He has also kept up to date on my research and I feel that qualitative comments from observation would be helpful not only with improving my own pedagogy, but assessing the progress of my students working towards a positive learning community.
Finally, I maintained a reflection journal on my online portfolio in order to better assess the progress of the class. The use of reflection helped me unpack the meanings of certain aspects of the class through a careful meta-analysis of my personal teaching strategies and reactions to behavior in the classroom. All of this data collection and assessment assisted me in determining next steps for instruction and the development of Phase II of intervention.
Timeline
November 12-13: Conduct group conferences in class.
November 18-20: Mark and observe changes in classroom behavior.
November 21-onward: Consider collected data and determine new action plan.
November 18-20: Mark and observe changes in classroom behavior.
November 21-onward: Consider collected data and determine new action plan.