Jessica Hamilton's E-Portfolio

Research Paper

“How do I maintain good classroom management and effective teaching, but still correct errant behaviors using a 5:1 ratio?”

 

My teaching strategy is first and foremost based on the relationship that I wish to have with my student’s. I want them to feel safe with me and able to feel comfortable expressing themselves. They will also know my expectations and that there are firm consequences when they deviate from those set rules. I want them to be aware that I believe they can always do better, and that's why I set such high expectations. My strategy includes various methods; I often incorporate interdisciplinary teaching on themes in which I include a number of different subject matters pertaining to the curriculum that particular grade level is currently working on. I also ask open-ended questions often to check on student’s conceptual understanding of the material that I am covering. I will re-loop previously learned materials to reiterate my objectives, and also to check to see if students have retained what I have taught. I often take the ecological approach which involves all aspects of a child’s life, including classroom, family, neighborhood, and community. I feel as though my teaching should be useful to life as well as academically. Since I am teaching art, hands-on and active participation are essential to the artmaking process but it also provides them the opportunity to express themselves through creation and manipulation of the materials. I am constantly modeling and demonstrating techniques and procedures in which we will use and follow throughout our projects.

 

My wondering question or research topic is “how do I maintain good classroom management and provide effective teaching, but still correct errant behaviors using a 5:1 ratio?” This question is worth pursuing because I feel like a significant fraction of class time is used correcting behavior of those who are off-task or acting out; student’s that actually want to do their work are often distracted, or I have to stop teaching and correct the problem before it escalates.  I have collected data from a variety of different resources. I have done so by simply observing my cooperating teacher demonstrating effective ways that highlight my wondering question. I have also done extensive research on different techniques to use for students that consistently disrupt class. I have also started using a website called classdojo.com that allows me to monitor a class’s behavior visually, and it is actually entertaining and effective for the student’s. I have collected additional data in my current student teaching placement (high school) in the same way, except I am really paying attention to the student’s behavior since teenager’s typically experience a great deal more than young children do. I collected this data by taking notes in a journal as well as on my computer. The website I used will also collect the data for me to where I can see specific percentages and statistics pertaining to my classroom management.  I have taken pictures of how the website will be set up in my classroom where all of the student’s were able to see it and understand how it works. I have also thoroughly read several scholarly articles that relate to my wondering question.

               

I noticed multiple things pertaining to my wondering question. I am completely aware that classroom management is essential and has the largest effect on student achievement. The way I manage my classroom can make or break the way a class will go for me that day. I have noticed that if I continuously use positive reinforcement with students who are following instructions, then the students who were not, slowly begin to see what they could be rewarded with if they did what was expected. I have observed my cooperating teacher do this since I began student teaching there, and I have seen the results firsthand. I have also asked multiple teachers in my school about how they maintain classroom management but still correct misbehavior; I noticed that the majority of them focus on the positive reinforcement rather than the negative. Research from The University of Kansas states that, “Punishment is much more widely used for several reasons. It is quickly and easily administered, terminates behavior quickly (although usually only temporarily), and can be reinforcing to the teacher (e.g. when the problem student is removed) (Maag, 2001b). However, although punishment works for a majority of students, it is ineffective for students with chronic behavioral difficulties. On the other hand, if we can properly match reinforcements to our students, positive reinforcement is much more effective way of improving the overall behavior of all students in the classroom. Educators are urged to use only interventions and techniques that have a research base supporting it. Therefore, teachers should all be using positive reinforcement as it has a solid support in the literature.”

 

I have also noticed that when I do have to correct a student’s behavior, if I use the 5:1 approach, it seems to be more effective. The 5:1 approach is where you say 5 good things for every one negative thing you say. So if a student is misbehaving, I will pull them aside, so I don’t single them out, and start with a few great aspects of their personality and then go into why I am talking to them in the first place. Another thing I have noticed is how efficient and fun the classdojo.com website has been in the few test classes I have used it for. The student’s think the little characters are cute and funny, and they respond immediately whenever I add or subtract points based on their behavior because the character will make some sort of noise. The website keeps a tally of every positive and negative point that is put on each student, so it gives me an opportunity to recognize patterns in certain children’s behavior and I could more easily address and attempt to solve said behavior problems.

 

I found it interesting and surprising that the 5:1 approach was a powerful tool, even with the tougher student’s. This opened my eyes to the fact that no matter how a child is behaving or acting out, they still need to be appreciated and feel worthy of praise. When you establish this sort of connection with them, they will begin to open up to you more and you can really get to the root that stemmed their behavioral problems. This made me realize that I should not get frustrated and immediately begin punishing students who act out, but instead take a step back, tell them what is good about them, and then in a non-attacking manner address the misconduct.

 

The story that this data has allowed me to tell is one of many lessons learned and different methods and techniques that can used to maintain compelling teaching while still correcting aberrant behavior. I am now able to go into specific details pertaining to my research on this topic, and I will also be able to inform other’s about how to effectively implement what I have discovered through my research. I will also be able to tell other’s a firsthand perspective of incidences in which I was faced with a difficult situation with a difficult child and how I diffused the situation by simply showing the student that I cared about them. I have taken away the very important aspect that children need to be loved and nurtured to flourish, and most of them act out because any attention to them is better than no attention at all.

What I have learned throughout my student teaching experience and this inquiry assignment will forever impact my teaching in the best ways possible. I will now know the fundamentals of true/real life classroom management, not just the methods we learned in our classes. In my experience, some of the things I have learned in class have not been as helpful as actually being in a classroom and having that type of hands on experience. I will now know of the resources and tools available to me for help with classroom management, and that they are plentiful and very easily accessible. I will be using said resources and tools in my future classroom not only for myself to keep track of student’s behavior, but for my students to be accountable for their own behavior and realize what they are doing right when they are doing it.

 

I have learned from this research how I am supposed to address, carry out, and keep misconduct in my classroom to an absolute minimum. I have learned how to be stern but caring in my approach to correcting misbehavior, and how to ensure that my corrections are long lasting and not just short term. This will impact my teaching by allowing me to be able to maintain a smoothly ran class with minimal time wasted on correcting behavior. I will also generally have a better attitude towards my chosen career, and I won’t be as stressed out about certain student’s coming to my class, and in turn, this less stressed version of me will only enhance my teaching.

 

I will continue to do my own research for as long as I am a teacher; I believe that the constant desire to acquire new knowledge is an essential part of teaching. The next steps I see for myself are to dig deeper into the psychology behind why certain students act the way they do, and have casual conversations with students to possibly gain some insight as to why they are the they are. To improve my overall understanding of my wondering question I realize that I should read up on a variety of different classroom management techniques even if I think I have studied as many as I need. I will also conduct more in-depth research about how the 5:1 ratio approach is effective and where it came from, why was it devised, etc. I plan on taking everything I have learned into my classroom and putting it to good use right away. I look forward to seeing the fruits of my labor unfold before my eyes.