action research project femke schaaf. setting the scene science education centre ◦ programs run...
TRANSCRIPT
Action Research ProjectAction Research Project
Femke Schaaf
Setting the sceneSetting the scene
Science Education Centre◦ Programs run for 1-2 hrs
◦ Hands-on science
◦ Preschool, primary and secondary students
◦ Groups ranging in size from 4-300
Education Officer◦ Runs programs
◦ Duty of care for students, self and equipment
◦ Usually handles behaviour management
Introducing the researchIntroducing the research
The question
◦ What are the most effective techniques for managing behaviour of an
unknown group of students for a short period of time and how do
these techniques differ from medium to long term behaviour
management techniques?
The researchThe research
Behaviour management strategies at the Science Education Centre◦ Journal kept of anecdotal
notes
Long to medium term behaviour management strategies◦ Surveys conducted of
teachers regarding their behaviour management strategies
The data and information collectedThe data and information collected
Program Year group Average group size Number of sessions
Chemistry Show K-6 297 students 2
Cold Chemistry 5/6 21 students 10
Colour Fun 6 26 students 3
Forensic Frenzy 10/11 33 students 1
DNA to the MAX 12 23 students 2
Little Animals in a Big World P 24 students 1
Science at Play 2 25 students 1
Science Club Spy Science 2-6 21 students 1
The programs run in the time frame – 21 sessions total
The data and information collectedThe data and information collected
Behaviour Management techniques identified in journal* Denotes multiple use
“Don’t touch my dinosaur bones!”The next thing that happened here was me turning to the students and correcting their behaviour. This was a random shot taken through our holiday programs, just before they started to yell at each other.
The data and information collectedThe data and information collected
The teachersLong-medium term behaviour management techniques used by teachers surveyed * denotes multiple use
• Merit/demerit System**
• Sending child to another
classroom*
• Behaviour/social contracts*
• School code of conduct
• Restorative practices
• Class rules displayed
• Positive feedback / reward
• Role modelling behaviour
• Explanation of expected behaviour
• Emphasising good behaviour
The data and information collectedThe data and information collectedShort term strategies identified by teachers surveyed
• Reminding students of expected behaviour**
• Warnings**
• Time-out*
• Calming child to discuss behaviour*
• Merits
• Lunchtime consequences e.g. community service
• Sent to discipline master
• Positive cards
• Rewards e.g. stationary gifts
• Praise for good behaviour
• Name on board with crosses (negative behaviour)
• Class removed, teacher remains with student until
executive teacher arrives
DiscussionDiscussion
Some similarities• Reminding of appropriate / expected
behaviour
• Rewarding positive behaviour
Reasons for differences• Teachers have the time to build a
rapport with students
• Students are aware of the school
policies on behaviour
• In a classroom situation, behaviour
management is an on-going issue
• Students generally only come to the
Science Education Centre once and for a
short period of time
Interesting observations
It was interesting to note that compared to the
two occasions where I left the behaviour
management to the teachers, students were
more receptive to behaviour management
coming from me than they were from their
teacher. I think this stems from them looking to
the person guiding the learning for behaviour
cues.
For the futureFor the future
Things to consider
• Only a small number of surveys were
returned
• Behaviour management changes on a case
by case or class by class basis
• The research was conducted over a short
period of timeWhere to from here?
• More research would need to be conducted,
but as this is a social research project it will
differ from person to person and class to class
• I would be interested in pursuing other areas
of research once I get back into the classroom